conference programme 2012

EnhancingInternationalisation:Supporting Curricula, Diversity andInclusion

University of ChichesterLearning and Teaching Conference 2012 Tuesday 12th June

#LTswapshop

University of Chichester2 www.chiuni.ac.uk/swapshop

EnhancingInternationalisation:Supporting Curricula, Diversity and Inclusion

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Key Note Speaker 1

Dr Catherine MontgomeryDr. Catherine Montgomery is currently Principal Lecturer in Education at Northumbria University. Catherine’s particular areas of interest in the field of teaching and learning are language and culture in higher education, internationalisation of the curriculum, teaching international students and the development of graduates as ‘global citizens’. She also has expertise in assessment for learning and student engagement and was previously the Research Director for the Centre for Excellence in Teaching and Learning at Northumbria. Catherine was awarded a National Teaching Fellowship in 2010 in recognition of her contribution to these fields, particularly for her work in developing staff approaches to responding to internationalisation and innovative teaching and learning for diverse student groups.

‘Enhancing Internationalisation: Designing Positive Intercultural Learning Environments for Globalised Higher Education’

This keynote considers how the design of higher education learning environments can influence student perceptions of working in intercultural groups. Some current discourses circulating in higher education suggest that students and staff find working in intercultural groups problematic, for ‘cultural’ reasons or due to the prior learning experiences of ‘international’ students. Intercultural group work and positive group interaction is at the same time seen as a crucial element of a ‘transformative’ curriculum that educates graduates for a multicultural and global world (Montgomery and Clifford, 2011). Recent research indicates that in learning environments where collaborative approaches such as peer learning and authentic, interactive task design are emphasised, student attitudes to working in intercultural groups are more positive (Montgomery, 2009; 2011) and intercultural interaction is perceived as learning skills for life and work in a globalised context. In addition to questioning some of the dominant discourses relating to international higher education, the presentation will also consider the influence of institutional contexts and ‘cultures’ on the development of effective intercultural learning environments.

Welcome

Over the last 10 years universities’ income from overseas students has more than doubled, rising to approximately 9.6% of the HE sectors’ total income for 2009-2010 (HEFCE, 2011). With fees for international students remaining uncapped, these income targets will increase further. With the international market growing at about 7% per year, there is now increasing pressure not only to recruit overseas students, but also to ensure a high quality of student experience, as emphasied in the Government’s Education White Paper (June 2011) ‘Putting Students at the Heart of the System’.

The aim of this one-day swap-shop is to highlight best practice in enhancing internationalisation, focusing on three key areas: curricula, diversity and inclusion.

Principal Lecturer andNational Teaching Fellow,School of Education,Northumbria University

University of Chichester 3www.chiuni.ac.uk/swapshop


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Key Note Speaker 2

Dr Vini LanderVini is a Principal Lecturer who is the Head of the BA (Hons) Primary Education and is also Head of Primary Education. In this role she oversees the strategic development of primary initial teacher education and on-going professional development. Vini has been at the University since 2000 when she took over the undergraduate primary programme. She is a member of the Education Management Group and other University wide committees. Vini studied for her EdD at the Institute of Education and completed her doctorate in 2011. In terms of her national profile Vini was Deputy Director of Multiverse, a TDA funded professional resource network on achievement and diversity from 2004-10. In this role she travelled widely across England and Europe to disseminate the work of Multiverse. She is currently a member of the British Education Research Association and is co-convenor of one of its special interest groups (SIGs). Vini has delivered keynote lectures and presented at national and international conferences.

Vini has undertaken research in the area of student teachers’ developing subject knowledge in science and written subject support materials for the SCIcentre. She has also been an Ofsted inspector for primary schools and initial teacher training. As part of her role in Multiverse, Vini has delivered training sessions to student teachers and teacher educators on diversity, inclusion and achievement across the country and in Germany. Vini’s research interests lie in the field of diversity, social justice and initial teacher education. She is currently working on two research projects one looking at racism in higher education and the other examining the career paths of Black and minority ethnic tutors in initial teacher education.

‘Being Other’

The keynote will explore the notion of the ‘Other’ in academia and how this space can serve to preserve dominant discourses whilst appearing to promote liberal values and practices. The lecture will ask the participants to consider how dominant discourses can serve to exacerbate the notion of ‘Other’ and how they may lead to exclusionary rather inclusive practices.

Department of Education,University of Chichester

“ ...the increasing sophistication of international students in their choice of institution, makes it

crucial for UK Higher Education to continuously maintain and enhance the quality of international

students’ experiences’[QAA, 2011]



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“maintaining and enhancing our reputation for high-quality higher education provision is crucial for the UK’s image as a destination of choice for

international students’[BIS, 2011]



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9.00am Coffee and Registration: Venue: Cloisters

9.30am Welcome and Introduction Venue: Mitre Lecture Theatre (MLT)

9.40am Key Note Speaker: Dr Catherine Montgomery Enhancing Internationalisation: Designing Positive Intercultural Learning Environments for Globalised Higher Education

10.20am Sessions 1, 2 and 3 Venues: Strand 1 - Mitre Lecture Theatre (MLT) Strand 2 - LO6 Strand 3 - E124

11.35am Refreshments: Cloisters

11.55pm Sessions 4 and 5 Venues: Strand 1 - Mitre Lecture Theatre (MLT) Strand 2 - LO6

12.50pm Lunch Venue: Cloisters

1.40pm Key Note Speaker: Dr Vini Vander ‘Being Other’

2.10pm Sessions 6 and 7 Venues: Strand 1 - Mitre Lecture Theatre (MLT) Strand 2 - LO6

3.05pm Session 8: Workshop Cafe Venues: Workshop 1 - Cloisters Workshop 2 - E124

3.50pm Q&A and Summary

4.15pm University of Chichester Module of the Year Award

Programme Outline



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Session 1:Time: 10.25am to 10.45am

Strand 1 (MLT): What’s it really like here? The Experience of International Students at the University of Brighton Helen Stanley

Strand 2 (LO6): Towards an Inclusive University Experience in the Internationalised Learning Environment Chris Dancer and Paivi Leivo


Strand 1 (MLT): Using Diversity in the Student Group to Enhance ‘OUR’ Teaching: Best Practice Developed from the MA Management Course, London Metropolitan Business School Jane Neal-Smith and Wendy Bloisi

Strand 2 (LO6): Sustaining Developments in Inclusive Early Intervention in Oman Diana Seach


Strand 1 (MLT): It’s a Cultural Thing! Christine Fountain

Strand 3 (LO6): Cutting Edge Developments in International CPD Steve Corcoran

Session Itinerary



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Session 4:Time: 12.00pm to 12.20pm

Strand 1 (MLT): Bridging the Intercultural Competence Gap Between the University and the Enterprise John Holder

Strand 2 (LO6): Student Groupwork - An Issue of Inclusion Chris Downs


Strand 1 (MLT): Bridging the Gap with Students on International Placements - A Foray into the Use of Technology Joanne Hooker, Peter Jordan and Ian Harris

Strand 2 (LO6): Home and Away Zarina Subhan-Brewer


Strand 1 (MLT): The First Semester – What can Lecturers do to Help New International Students Swim Rather than Sink? Michael Villeneuve

Strand 2 (LO6): Cross Cultural Inclusion within a University-Wide Languages Programme Claudio Zanchi, Stephanie Demont, John Holder and Ian Harris


Strand 1 (MLT): Quality in Internationalisation Sue Lavender

Strand 2 (LO6): Engaging Students in Curriculum Development: A Project to Develop Cultural Inclusivity Across Five Courses Gareth Barham

Session Itinerary



Venue: Mitre Lecture Theatre

Title: What’s it really like here? The Experience of International Students at the University of Brighton

Contributor(s): Helen Stanley

Institution: School of Nursing and Wifery, University of Brighton

Contact: h.stanley@brightonThis project examined the lived experience of International students on diverse courses in three Schools in the Faculty of Health and Social Science within the University. The project process included focus group and individual interviews. This work has informed the working practices of both academic and administration staff in the Faculty. The findings will therefore be of interest to staff across the University who work with International students. The findings provide insight into the students’ motivations for applying to the University of Brighton; their experience of the application process and of studying at the University, including: accommodation, school induction procedures, language support, assessment, and study styles.

Venue: LO6

Title: Towards an Inclusive University Experience in the Internationalised Learning Environment

Contributor(s): Chris Dancer and Paivi Leivo

Institution: School of Enterprise Management and Leadership, University of Chichester

Contact: [email protected] / [email protected] International students are a significant element fuelling the rapid growth of the School of

Management, Enterprise and Leadership (SEMAL) at the University of Chichester. Teaching is focussed on facilitating an excellent learning experience through an innovative small group, seminar based environment. However, SEMAL recognises that blended cohorts of home and international students result in a challenging environment not only for the students, but for all stakeholders. International students face a complex and frustrating environment, in part derived from possibly unfamiliar teaching and learning conventions, learning with home students, as well as wider influences which relate to aspects of the University provision covered by support services. SEMAL has anticipated that it needs to relate to its student stakeholders and the wider University with a more nuanced understanding by appointing an SEMAL International Student Support Assistant. This session focuses on a project that is currently seeking to develop a greater understanding of the student learning environment through. Findings will refine the activities of the role for the newly created SEMAL International Support Assistant, and assist in developing practices and procedures that ensure that membership of a diverse student body delivers an enhanced learning experience for both home and international students.

Session 1 Time: 10.25am to 10.45am




Title: Using Diversity in the Student Group to Enhance ‘OUR’ Teaching: Best Practice Developed from the MA Management Course, London Metropolitan Business School

Contributor(s): Dr Jane Neal-Smith and Dr Wendy Bloisi

Institution: London Metropolitan Business School

Contact: [email protected] / [email protected] paper draws on research carried out with the international students currently studying on the MA Management course at London Metropolitan Business School (LMBS). LMBS currently recruits approximately 1,000 international students and the MA Management course attracts a large percentage of Chinese and Nigerian students. With a focus on improving the student experience emphasis has been placed on utilising the cultural diversity in the classroom in order to improve the educational experience for international students. During peer reviews, one element commonly noted is that many examples used to illustrate points have a British flavour. Clearly this does not encompass the rich cultural heritage in the room and requires addressing, but how do staff engage with cultural diversity? Furthermore, some international students who are learning in their second language often require translation and either ask one another or use electronic devices. This can cause conflict because of the disruption to the class, so how can we ensure inclusivity when we teach whilst simultaneously removing barriers to learning? Research considered three main themes: (i) learning how to learn in a UK setting; (ii) learning from each other; (iii) how do staff learn how international students learn? This presentation will discuss the results of this research and use the student experience to promote best practice for university teaching staff.

Venue: LO6

Title: Sustaining Developments in Inclusive Early Intervention in Oman

Contributor(s): Diana Seach

Institution: Department of Education, University of Chichester

Contact: [email protected] In 2010 a collaborative project was set up between the Association of Early Intervention Centre in Muscat,

the University of Nizwa and the Institute of Education to develop a Diploma in Inclusive Early Intervention. Forty five Omani women were specifically chosen to be the first students, trained in English who would go on to work at the Early Intervention Centre for children aged 2 – 8 years who have special educational needs and disabilities. Over the past two years the Diploma has been taught by specialists from different universities in the UK and internationally. In 2011 we were invited to deliver 3 modules, giving lectures and supporting students in their studies in Early Childhood Special Education, Developing Communication and Methods of Diagnosis and Assessment. Each module has been taught reflecting practices in the UK whilst giving students the opportunity to challenge these in relation to what inclusive practice means to them in their own context.

The manager of the Early Intervention Centre, Dr Al Saleh has highlighted the importance of reflective cross-cultural engagements in teaching and learning. All the tutors who have worked on the programme recognise that a strong sense of personal growth, as well as academic learning and practice-based development, has been achieved by the students. In this presentation we will outline the future needs and aspirations of those involved in the project. In particular, the contribution to teaching and learning through a global perspective on inclusive education that will further the discourse on cultural competencies in professional practice wherever we find ourselves working.





Title: It’s a Cultural Thing!

Contributor(s): Christine Fountain

Institution: Southampton Solent University

Contact: [email protected] benefits universities and students - learning from international counterparts presents increased employability. Richer experiences equip students with relevant skills for the global market, especially language and cultural knowledge. Employers recognise the value of international experience. Whilst a body of research exists (to emphasise the lecturer/student interaction) in the multicultural teaching environment less consideration is evident in the interaction within the micro-multicultural group. What happens in the learning environment where a German, Lithuanian, Nigerian and American come together as a micro- group to produce assessed work? This swap of current practice considers the challenges to the student experience and the pedagogic implications of such mixed cohorts. This Welcome Week (induction) activity has proved crucial to the success of students. Undertaking the exercise – ‘Learning it’s a Cultural Thing’ in groups to share and explore their expectations and experience of learning. As poster presentations, the work was presented to lecturers and the faculty Student Support Officer. The work has recently been presented at the Solent University Teaching and Learning Symposium as both posters and an interactive session to share the findings and the learning outcomes for lecturers in considering the pedagogic and dynamic implications in such group work cohorts.

Venue: LO6

Title: Cutting Edge Developments in International CPD

Contributor(s): Steve Corcoran and Helena King

Institution: International Short Programme Unit (ISPU), University of Chichester

Contact: [email protected] / [email protected] In this talk, the International Short Programme Unit (ISPU) will present a ground-breaking initiative as a

result of which experienced international in-service teachers from South Korea undertake an extended school practicum in British schools. The practicum involves content teaching of the national curriculum in schools in West Sussex and East Sussex. The initiative is new for both UoC and the Korean Government which has commissioned the ISPU to run this programme on their behalf. The presentation will explain the relevant Korean education policy and explore both the value of the school practicum for these teachers and the contribution that international teachers can make to the educational experience of British school children.





Title: Bridging the Intercultural Competence Gap Between the University and the Enterprise

Contributor(s): John Holder


Contact: [email protected] can the system of higher education better equip graduates with the required skills in the present and future multi-cultural and multi-disciplinary workplaces? Where do we start to improve the dialogue between universities and enterprises for a mutual transfer of knowledge in the context of intercultural competence? The SKILL2E project (Sustainable Know-How in Intercultural Learning in Student Placements and the Knowledge Transfer to Enterprises) addresses the need for preparing higher education graduates for their future work environments, with respect to multi-cultural, cross-organisational and cross-sectoral collaboration. The project is an Erasmus Lifelong Learning cooperation between six academic partners and four enterprises from Europe complemented by the expertise of two overseas institutions. The universities and enterprises involved in the project reflect a cross-section of European culture well suited for this multi-perspective approach and for generating useful and sustainable results beyond the project lifetime. The project involves a number of interlinked aspects: (i) intercultural competence assessment; (ii) pre-placement training; (iii) cultural mentoring; (iv) intercultural reflection; and (v) enterprise handbook.

The results of the project will be evaluated and disseminated across the EU. The project runs until September 2012. This presentation will briefly outline the project and share some of the experiences and challenges relating to encouraging international work placements at home and abroad.

Venue: LO6

Title: Student Groupwork - An Issue of Inclusion

Contributor(s): Chris Downs

Institution: School of Enterprise, Management and Leadership, University of Chichester, University of Chichester

Contact: [email protected] ‘I didn’t want to have to rely on reading flash cards in doing an unrehearsed assessed presentation’ (dyslexic

student). The other group members told him not to worry and left their work on the group presentation to the last minute. The presentation was not rehearsed. Three UK students stand around the white board discussing the issue, as requested by the tutor in the classroom. One of them holds the dry wipe marker. Behind them an international student, the fourth group member, speaks but goes unheard.

We ask our students to work in groups, in and out of class, and we assess them in groups. Many experience significant stress and distress as a result. I wish to share views on the ethical issues raised by this, and to share current and possible future practice aimed at improving students’ experience of working in groups. I will draw in particular on the experience of working with students on a module called Working with Others and Developing Self.

Session 4 Time: 12.00pm to 12.20pm




Title: Briding the Gap with Students on International Placements - Foray into the Use of Technology

Contributor(s): Joanne Hooker, Peter Jordan and Ian Harris


Contact: [email protected] / [email protected] / [email protected] studying International Business Management and International Tourism Management at Southampton Solent University undertaking a yearlong study placement abroad. Typically for many, this is the first experience of living and working abroad and can entail a range of academic and personal challenges including feelings of alienation, possible culture shock, time constraints to complete all tasks, lack of class cohesion, few opportunities to discuss coursework / assignments with colleagues or staff, time differences, work- life balance in new country, possible technical difficulties in accessing Southampton Solent’s VLE (myCourse). The students complete most of their study on modules at the host University, along with 20 credits in research methods by distance learning. The purpose of this distance learning study is to ensure they have the necessary underpinning knowledge to complete their final year and also maintain links with Southampton. This aims to create a single learning community and a strong sense of cohesion to support the students during their placement and for their smooth return to Study at Southampton. However engagement between the students and staff at Southampton has been mixed. Therefore the course teams have utilised a number of electronic tools from basic VLE material and email, to Wikis/Forums, narrated PowerPoint Files, audio feedback and even virtual worlds. Second Life (SL), a virtual world that allows students to create an avatar and interact with other users around the world. The presentation will provide an overview of these various strategies, their implementation pre, during and post placement and the responses from students and staff as to their effectiveness.

Venue: LO6

Title: Home and Away

Contributor(s): Zarina Subhan-Brewer

Institution: International Short Programme Unit (ISPU), University of Chichester

Contact: [email protected] Given that international students are making up more and more of the UK postgraduate student population,

this paper will consider the problems they face once attending a course in the UK. My area of interest is the difference in learning that takes place between being on home territory and on foreign soil. The paper will cover the first-hand experience of working with a group of teachers/trainers for 4 weeks in China and training them again less than a month later in the UK at the University of Chichester. Although language is a common problem, while studying in the UK, all participants in this case were themselves teachers/teacher trainers of English language. This paper intends to propose what factors can reduce the learning process drastically and what institutions can do to counter the effects. Without real inclusion there is a danger that they will remain in isolation and withdraw from their new environment culturally and academically, which cannot help the learning or teaching process.





Title: The First Semester – What can Lecturers do to Help New International Students Swim Rather than Sink?

Contributor(s): Michael Villeneuve

Institution: University of Chichester

Contact: [email protected] According to a recent Ofqual report (The Independent, 3 April 2012) “Many new students flounder..”

with the academics interviewed raising concerns about pupils “’learning to the test’” - being drilled to pass exams. As a result of this, new students fail to take control of their own degree studies because they are used to being told how to pass an exam.” This statement was made regarding UK students, but International students face even greater difficulties not just involving academic adjustment but also language and cultural adaptation. The solutions proposed to the difficulties faced by UK students tend to include changes to the teaching and assessment experienced by the students before they arrive at University. However, in the case of International students this is not possible. In this presentation, based on a review of literature combined with experience drawn from staff workshops, I will ask if there is anything that lecturers can do to help support new International students at the University of Chichester once they arrive so that they settle quickly into academic life in the UK, and reduce their chances of floundering.

Venue: LO6

Title: Cross-Cultural Inclusion within a University-Wide Languages Programme

Contributor(s): Claudio Zanchi, Stephanie Demont, John Holder and Ian Harris


Contact: [email protected] / [email protected] / [email protected]

[email protected] Southampton Solent University delivers an Institution-Wide Languages Programme available to almost all

students within the university as part of their option choices. The students in classes are multicultural, with up to 15 different nationalities being represented within a single class. The mix of students creates a number of challenges such as multiple cultural differences, ensuring a common understanding and starting point for learning, meeting the needs of different abilities and the range of student expectations from their option choice. However there are also many opportunities for the academic staff to utilise the varying strengths of the student body to support each other, build on the student enthusiasm to develop employability skills and encourage mutual support.

Feedback from students shows very high satisfaction with the teaching and learning on the units with comments such as ‘We look forward to going to Chinese classes’ or ‘I have studied Spanish for 2 years …. the best teacher I have had. The unit is very good.’

The academic staff recognise the different characteristics of the various cultural groups and ensure the learning environment is created to: challenge students in a supportive atmosphere to enhance their learning; build individual confidence; ensure interactive learning takes place rather than passive learning; focus on the priority areas for business employability, for example relatively more work on speaking and listening than reading and writing elements; and ensuring appropriate resources are used. The presentation will expand on the strategies adopted to enable student achievement and satisfaction, with consideration of how these strategies can be implemented in other subject areas.

Session 6Time: 2.15pm to 2.35pm




Title: Quality in Internationalisation

Contributor(s): Sue Lavender

Institution: Applied Language Studies, University of Chichester

Contact: [email protected] Internationalisation may sometimes, in reality, be viewed mainly as the recruitment of increased numbers of

international students. This presentation, based on survey, interview and ‘critical incident’ data, invites you to engage with our international students at an individual level. The presentation uses student voices to highlight challenges of and strategies for integration into our community and its learning/teaching cultures, as well as personal motivations for overseas study and particular reasons for choosing Chichester. It explores individual likes and dislikes, personal highlights and low moments. The data illuminate a number of key features which may combine to make some students especially vulnerable in terms of their integration into the university community and its cultures. The presentation concludes with students’ own practical suggestions on how the quality of their experiences might be enhanced.

Venue: LO6

Title: Engaging Students in Curriculum Development: A Project to Develop Cultural Inclusivity Across Five Courses

Contributor(s): Gareth Barham

Institution: Cardiff School of Art & Design

Contact: [email protected] The presentation will focus on a project carried out at Cardiff Metropolitan University aimed at developing

curricula across five courses in terms of internationalisation and cultural inclusivity. The project engaged student partners as both researcher and research participants and put students at the heart of their curriculum development. Participants will gain an insight into how students engaged with the concept of internationalisation of curriculum and cultural diversity, how students worked with academic staff in partnership, and the benefits this project has provided for the student intern employed. They will also see how staff across five different disciplines with differing student cohorts, teaching methodologies and discipline contexts integrated culturally inclusive developmental changes to their teaching practices.

The courses were chosen for their diversity, one almost entirely international students, one a mix of local and

international, and one with no international students. They were also spread across disciplines with differing teaching methodologies. The staff involved were expected to make a development to their teaching to make it more culturally inclusive, and this was written up as a case study for future dissemination. Gareth and Sue, the two project leaders employed Alison as a student intern. She was introduced to the theories and practices of internationalisation through meetings with the project leaders and being mentored throughout the research process. Alison carried out all the research by running focus groups with the respective undergraduate students to explore curriculum development strategies regarding internationalisation. Alison then collated the findings into a report which was discussed with project leaders, the academic staff case developers, and an external specialist. The academic staff from the five courses then applied the findings to a developmental change in their teaching. The project process, all the cases generated, the webinar proceedings, and other artefacts will be available on a dedicated web resource, and used as a teaching resource for staff.




Session 8: Workshop Cafe Time: 3.05pm to 3.45pm

Venues: Workshop Group 1 - Cloisters

Workshop Group 2 - E124

Activity Understanding the International Student Experience Journey

Facilitator(s): Dr Andy Clegg, Principal Lecturer for Learning and Teaching

Institution: University of Chichester

Contact: [email protected] ever increasing pressure on international student recruitment it is becoming essential that degree programmes have a clearly defined, student-focused approach to delivering the student experience. Programmes need to draw on lessons learnt in the wider ‘experience economy’, and give greater attention to the importance of customer service in order to provide a basis for differentiation, and sustained competitive advantage. The aim of this workshop is to use the International Student Journey Model as a means of critiquing the overall quality of experience offered to international students, and providing the basis of a vehicle to support enhancement.

The International Student Experience Journey Model

[Clegg, 2007]

Instructions:

1. Please help yourself to refreshment and then follow the instructions provided by the

facilitators in each room.

ManagingInformation & Communication

Managing theApplicationProcess

Managing theWelcome

Managing theHE Experience

Managing theStudent Exit

Managing the Quality of the

StudentMemory

ProspectusWebsite Open Days

AdmissionsInterviewsTaster Days

InductionRegistrationThe First Week

Teaching/LearningAssessment

Student SupportPDP

Careers SupportGuidance

GraduationAlumni

Useful Link:HEA International Student Lifecycle Resources Bank

http://www.heacademy.ac.uk/international-student-lifecycle



ARKOUDIS, S. (2009), Teaching International Students - Strategies to Enhance

Learning, Centre for the Study of Higher Education, University of Melbourne.

BURNAPP, D., DICKENS, A. AND BORTHWICK, K. (2007), Supporting International

Students in UK Higher Education - A Staff Development Course, Languages

Linguistics Study Area, HEA (available online: http://www.llas.ac.uk/resources/

mb/2968)

DOLAN, M. (2009), The Handbook for Economics Lecturers - Motivating

International Students - A Practical Guide to Aspects of Learning and Teaching,

University of Bath.

MONTGOMERY, C. (2010), Understanding the International Student Experience,

Palgrave Hall, London.

NATIONAL UNION OF STUDENTS (2010), Charter for Becoming a Global

University, NUS.

QUALITY ASSURANCE AGENCY (2011), International Students Studying in the UK

- Guidance for UK Higher Education Institutions, QAA, Gloucester.

UK COUNCIL FOR INTERNATIONAL STUDENT AFFAIRS (2009), Discussing

Difference, Discovering Similarities: A Toolkit of Learing Activities to Improve Cross-

Cultural Exchange Between Students of Different Cultural Backgrounds, UKCISA,

London.

UK COUNCIL FOR INTERNATIONAL STUDENT AFFAIRS (2011), International

Student Services in Colleges and Universities 2010-2011: A Benchmarking Survey,

UKCISA, London.

HIGHER EDUCATION ACADEMY - Internationalisation resources available online at

http://www.heacademy.ac.uk/internationalisation

International student services in

colleges and universities 2010-11:

a benchmarking survey

Useful Resources

A date for your diary:Learning and Teaching Conference June 11th 2013: EmployabilityConference Organiser:Dr Andy CleggPrincipal Lecturer for Learning and Teaching, University of ChichesterEmail: [email protected]

a toolkit of learning activities to improve cross-cultural

exchange between students of different cultural backgroundsDiscussing difference,

discovering similarities:

conference programme 2012

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