Dr. Shelley KinashAssistant Professor Higher Education

Bond University

skinash@bond.edu.au

Digital solutions to student-centered internationalisation for faculty

developers: an Australian case study

Acknowledgement

Prior to beginning, I would like to acknowledge my wonderful colleagues at Bond University, and particularly my internationalisation research partner –

Louise (Lu) Mulligan

Why me? International Academic

Currently employed – Australia (Bond University)

Since August 2008; Sponsored for Permanent Residency

Highest Degree – Canada

PhD, Educational Technology, University of Calgary, 2004

Academic History – Canada (University of Calgary)

Since 1994, Tenured Since 2004

Visiting Academic – Australia

University of Southern Queensland, July-July 2007/08

Why Bond University?

• Gold Coast, Queensland• small, private not-for-profit• Australian in character,

international in perspective• ~40% of 4000+ students - international

(largest proportion from SE Asia). • face-to-face lectures and tutorials with low student-

academic ratios, complimented by media-rich learning spaces, and infused ICT.

Why Bond? continued

“Bond University is the only Australian higher education institution that was established as an international

university as opposed to an Australian university that has international students.”

Professor Robert Stable,

President & Vice-Chancellor

Why Australia?

• International higher education – 3rd highest industry

• Targeted strategies to actively encourage and sustain skilled foreign immigrants (Tremblay, 2005)

• All doctoral institutions are engaged in cross-border markets (Marginson, 2006)

• 2nd preferred destination of outbound UK academics (Schuster,1994)

• Theme of AUQA Audit

Why Gold Coast?

• 25.2% born overseas

• 9.4% NESBIES

• 8.7% speak a language other than English at home

Defining Terms

• Digital Solutions – broadest senseNegroponte, 1995 (bits vs. atoms)

• Student Centered – Learning 1st, industry 2ndBrown & Jones, 2007 “cash cow”Brown & Joughin, 2007 “bearers of problems/culture”

• Internationalisation - 4 facets1. international students2. graduate employment – international contexts3. of curriculum (international academics)4. enhances globalisation (development)

Why Internationalisation?International outlook - not a new priority in HEWilliams and Van Dyke (2007) wrote, “the world’s finest universities have always been international in outlook, attracting academics and students from many countries” (p. 819).

• So what’s new?Formal attention e.g. auditPolicies & proceduresCollaboration (exchanges, transferability, distance ed)Multi-faceted definition International standingHE renewed interest in sustainability, development

Theory - Hofstede

AUSTRALIA UNITED STATES CANADA

Individualism /Collectivism

Power Distance

Masculine /Feminine

Uncertainty Avoidance

Long-term /Short-term

Theory - Hofstede

AUSTRALIA UNITED STATES CANADA

Individualism /Collectivism

90 91 80

Power Distance

36 40 39

Masculine /Feminine

61 62 52

Uncertainty Avoidance

51 46 48

Long-term /Short-term

31 29 23

Tools

1. Primer(Including a checklist)

2. Preliminary Research Findingsinternational academics

3. Link to movie – Beyond Awareness

4. Creative approaches – Drama & Language & Speech Competitions

5. List of references

1. PrimerHow do I “do” internationalisation?

There are numerous approaches to internationalisation.Here are some ideas that you can implement as an academic at Bond.You will probably find that you are already implementing many of these strategies, even though you might not have classified them as internationalisation.

• When your registration has stabilised, individually approach your international students before or after class to ask them if they are okay, and whether they have any questions.

• Draw case examples from international contexts.• Consider what matters in your discipline with respect to globalisation and

international relations. Explicitly draw your students’ attention to these issues.

2. Preliminary Research Findings on International Academics

• Bond University did not have demographicsDoes yours? (Welch, 1997)

• Incoming & Outbound

• Extra Needs? No?

• Added Benefit? Yes

3. Link to Movie – Beyond Awareness

Beyond Awareness - Teaching International Students

http://www.bond.edu.au/about-bond/teaching-and-learning/resources/teaching-and-learning-web-resources/teaching-international-students/index.htm

Creative Approaches

• Language & Drama

• Language Competitions

List of References

• http://epublications.bond.edu.au/shelley_kinash• Brown, S., & Jones, E. (2007). Introduction: values, valuing and value in an internationalised Higher Education context.

In E. Jones & S. Brown (eds), Internationalising higher education. (pp. 1-6). Abingdon, Oxon: Routledge.• Brown, S., & Joughin, G. (2007). Assessment and international students: helping clarify puzzling processes. In E. Jones &

S. Brown (eds), Internationalising higher education. (pp. 57-71). Abingdon, Oxon: Routledge.• Hofstede, G. (2001). Culture’s consequences: comparing values, behaviours, institutions, and organizations across

nations. Thousand Oaks: SAGE.• Marginson, S. (2006). Dynamics of national and global competition in higher education. Higher Education, 52, 1-39.• Negroponte, N. (1995). Being digital. New York: Vintage.• Schuster, J.H. (1994). Emigration, internationalization, and “brain drain”: propensities among British academics. Higher

Education, 28(4), 437-452.• Tremblay, K. (2005). Academic mobility and immigration. Journal of Studies in International Education, 9(3), 196-228.• Welch, A.R. (1997). The peripatetic professor: the internationalisation of the academic profession. Higher Education,

34, 323-345.• Williams, R., & Van Dyke, N. (2007). Measuring the international standing of universities with an application to

Australian universities. Higher Education, 53, 819-841.

Let’s be international together!

skinash@bond.edu.au

Thank you for participating in my workshop!