UK Examples of Practice

Birmingham City University

The university provides teachers and students across faculties with web-based resources that help them to be aware of different aspects of culture. The resources called ‘No Offence Meant’ are created with reference to the incidents, including one in which a British school teacher in a Muslim country caused offense, since the teacher allowed her pupils to name a Teddy Bear ‘Mohammed'. these are used by students in groups for discussion and self-reflection. There are outline lesson plans with teachers' notes to supplement various classroom activities such as ‘Body language’, ‘True or False’, ‘Office Cultures’ and ‘Layers of Culture’.

Bournemouth University

This university is one of the leading universities in the UK for promoting the concept of Global perspectives. It has a Centre with this focus whose aim is to:
  • embed global perspectives in the curricula
  • develop global awareness among our staff and students
  • provide students with an international curriculum and opportunities for cross-cultural learning in an international environment, befitting for a context of ‘global employability’.

Leeds Metropolitan University

All courses in the university are required to incorporate ideas of Cross-Cultural Capability & Global Perspectives into knowledge and student learning experiences within and beyond the courses, for approval and re-approval of the courses. The guidelines provide key questions as a check list - e.g. How does the course enable other knowledge/perspectives to be recognised and valued? How does the course encourage different approaches to teaching? and How is a student from this course prepared to interact with/benefit from/contribute to diversity in the world beyond the University?

The Centre for Academic Practice and Research in Internationalisation (CAPRI) was established to work collaboratively with students and staff members engaged in international learning across an institution and associated universities to share good practices and resources relating to internationalising the curriculum.

Oxford Brooks University

The Centre for International Curriculum Inquiry and Networking (CICIN) was established to promote IoC across and beyond the institution. The Centre provides an internationalising the curriculum resource kit that includes: definitions of ideas; questions and examples about the international curriculum at programme and course levels; related articles and events; internal case studies; external resources; and international opportunities for teachers.

The Centre focuses on three competences: 1) global perspectives, especially in one’s discipline area; 2) cross-cultural capability; and 3) responsible citizenship.

The possible content of internationalised curricula include: use of international case studies and sources, investigation of professional practices in other cultures, addressing critical global issues, encouraging students to reflect critically on what they are learning in relation to their own cultural context.

The teaching and learning strategies aim to: encourage students to reflect their own experiences; promote international contacts and interaction; include presentations from guest lecturers with international experience; require students to work with others from different cultural backgrounds and to consider issues from a variety of cultural perspectives; utilise electronic links and networks; and require students to do fieldwork with organisations working on projects with an intercultural focus or internships in intercultural agencies.

Assessment practices are supposed to: include tasks requiring students to compare local and international standards in their professional areas; require students to present information to and to get feedback from an international audience; include a range of group and individual projects and assess students’ ability to work with others, to consider the perspectives of others and to compare those with their own perspectives; and make assessment criteria related to the international objectives and involve students in setting their own criteria in assessment activities linking the course objectives.

University College London

The university promotes education for global citizenship and leadership, and academic departments are asked to re-examine their curricula and to incorporate notions of global citizenship into their teaching and learning through exploring the meaning of these notions and taking initiatives in accordance with their own contexts. There are six key attributes of graduates: Critical and creative thinkers; Ambitious, but also idealistic and committed to ethical behaviour; Aware of the intellectual and social value of culture difference; Entrepreneurs with the ability to innovate; Willing to assume leadership roles in the family, the community and the workplace; Highly employable and ready to embrace professional mobility.

University of Southampton

Maringe (2009) who is the chair of the University of Southampton Internationalisation Forum (USIF) provides material entitled ‘Internationalisation Theory Practice Nexus’ that explains key theoretical principles and understandings around identified areas of international education, with a particular focus on teaching and classroom practice. There are three main aspects of the practice.

  1. Creating the best conditions for intercultural teaching and learning in classroom through maximising communication and interaction among home and international students and creating culturally inclusive learning environments.
  2. Navigating the key elements of a lesson in an international context through three key phases including an introduction phase that clarifies purposes and outcomes of international learning and generates students’ interest for the learning, a developmental phase that contains a series of structured exercises and activities, and a plenary phase that provides opportunities for teachers and students to consolidate, review and evaluate international learning.
  3. Teaching cross border/overseas students, making use of appropriate pedagogy with attention to a way of using English language and content.

Moreover, the School of Social Sciences in the university creates the Teaching Citizenship in HE Website that introduces 11 learning activities that aim to challenge students to explore different aspects of citizenship in contemporary society. These include active citizenship, global citizenship, environmental citizenship, new media and citizenship and so on. Each of the activities provides guidance for tutors on how the activity might be integrated into the teaching process.

King’s College London and University of Warwick

A fundamental review of an approach to undergraduate/postgraduate curricula was undertaken by the two universities through a joint project: ‘The King’s and Warwick Project: Creating a 21st Century Curriculum’. The project report suggests that all students should be encouraged to have the opportunity to engage with ‘Global Connectedness’ with an emphasis on: the experience of students studying abroad; students becoming familiar with and experiencing other cultures, languages and nationalities; the international aspects of all curricular and co-curricular activities; the learning of foreign languages; awareness of our own culture and its relationships and interactions with other cultures.