IUPUI

Internationalization Strategies

There is no single approach to internationalization. Here are a few approaches that have been successful.

1. Van der Wende’s Classification of International Curricula

• International students studying alongside home students
• International students studying alongside home students;
• Systematic curriculum development for internationalization;
• Transnational internationalization of the curriculum;
• Normalizing internationalization of the curriculum: ‘turning the ad hoc and uneven efforts of a few enthusiasts into the normal expectations and requirements of the organization.’

From Wende, M.C. van der (2007). Internationalisation of Higher Education in the OECD countries: Challenges and Opportunities for the Coming Decade. In: Journal on Studies in International Education. Vol. 11, no. 3-4, pp.  274-290.

2. Ways to Internationalize Learning from Tom Whalley of the British Columbia Centre for International Education
Pedagogy that focuses student learning in intercultural (or multicultural) and international contexts
Broad Outcomes:
Rethinking of basic course concepts from a different perspective using new knowledge from other traditions, development of intercultural communication skills, and emergence of positive attitudes toward people of other cultures
Linked Assignments
Link new outcomes, international learning outcomes to existing assignments
                Adding an international dimension and/or a new outcome
                Add international content to assignments
Have learners work in groups with diverse backgrounds
                Add international/intercultural collaboration
Extent of Learning
                Depth of international dimension
                Diversity and background experience among the students
Advantages of Linked Assignments
                Faculty: Values teaching experience as much as content expertise
                                Student knowledge is central to the learning experience
                                Student-centered learning activities and classroom ethos
                                Focus on a single assignment at a time
                                International goals are explicit
                                Promotes recognition of students’ diverse backgrounds (valuable)
                Students
                                Empowering assignments
Recognition of students’ inherent knowledge and experience of their own culture/background
Process of Designing a Linked Assignment
“Where is there room within my regular course assignments to integrate learning outcomes related to intercultural/international knowledge, skills and attitudes?”
                                1st Start with an existing assignment rather than a new design
                                2nd Learning outcomes approach to the assignment
Clear statement of what students will be able to do outside of class with what they have learned
Why a learning outcomes approach?
                Effective participation as citizens, employers, or employees in multicultural and international societies