Traditional HE measures of internationalisation typically include numbers of international staff and students, student mobility numbers, and international research. The University of Liverpool recently had the opportunity to participate in a pilot study of the Global-Education Profiler (GE-P), a diagnostic tool developed by Spencer-Oatey and Dauber to go beyond these traditional measures and help institutions identify what kind of global learning environment our students are actually experiencing.
This new tool asks students to rate items such as social and academic integration in terms of both their ‘importance’ and their ‘actual experience’. The GE-P “identifies students’ actual experiences of integration, and opportunities and support for developing ‘Global Graduate’ skills”, which many employers say they are looking for graduates to possess, and which might typically include the following:
Spencer-Oatey and Dauber (2016) have also developed a model (below) to show the five stages of development for an institution to become fully internationalised:
Many institutions are in the middle stage of this model. The GE-P tool can provide information to help institutions develop strategies to facilitate movement to the higher stages.
Helen Spencer-Oatey gave a really interesting presentation to staff in May where she presented some initial findings from the survey. You can hear a short video from Helen about the importance of looking at ‘wider’ measures of internationalisation to support institutions in developing a truly international student experience, and how the Global-Education Profiler tool can provide strategic information to support this process. View a copy of Helen’s full presentation (availableto Liverpool staff only at this stage as this work was part of a pilot study using a survey that is not yet refined nor generally available).
Although Helen’s team were only at the early stages of analysis of the pilot data, which was based on a fairly small sample, staff attending the talk were fascinated to see what Liverpool students think about their experiences. Although in some cases, Liverpool doesn’t quite meet the high expectations of students, the gap between expectation and experience is small for communication skills and academic integration, with a slightly bigger gap between the two noted for social integration. Language skills and global skills were a little more of a concern. Interestingly, comparing students from Asia with UK students, the overall differences in results are not large. Asian students saw social integration as slightly more important than UK students and their experience falls a little shorter of their expectations. However, we were encouraged by the results which provide some useful pointers as to how we can get ourselves firmly into the stage of ‘Community Internationalisation’.
You may also be interested in a previous blog which highlights some of Spencer-Oatey and Dauber’s previous research in this area.
For academic staff, being strategic in their career planning and being part of effective collaborative networks appears to be essential ingredients for a successful academic endeavour. At the Centre for Lifelong Learning, as part of our academic development remit we recently held two workshops exploring these broad topics with groups of academic staff from the university’s three faculties.
The workshops were led by Professor Shelda Debowski who has extensive knowledge and experience in academic and senior management roles in higher education.
The workshops were delivered in a participatory manner and Liverpool academics were keen to share their experiences of making strategic decisions in their careers as well as how they manage and develop their collaborative networks in relation to their research and professional activities.
Professor Debowski provided an in-depth analysis of the higher education sector based on her experiences in both academic and senior management roles. This clarified the expectations stemming from academic and funding institutions and supported workshop participants towards reflecting on and sharing their own perceptions of higher education whilst recognising at the same time the role they play in this highly competitive and global environment.
Both workshops provided insights to good practice in planning academic careers and participating academic staff discussed disciplinary and interdisciplinary practices regarding strategic career planning and collaborative work in teaching and research.
Summaries from each workshop together with key observations by Professor Debowski are available in the videos provided below. In addition, Professor Debowski offered her top suggestions for being strategic in making choices for an academic career and for establishing and maintaining effective collaborations.
I am delighted to announce that seven more Fellowships of the University of Liverpool Teaching Recognition and Accreditation (ULTRA) framework were awarded at a meeting of the Recognition Panel recently. Many congratulations to our new ULTRA Fellows! Their achievement demonstrates their commitment to excellence in providing the best learning experiences for University of Liverpool students.
Fellowship is awarded in one of four categories, in recognition of excellent practice in learning and teaching in higher education. The achievement of the seven members of University of Liverpool staff is shown below:
Dr Steve Barrett
Dr Alan Greaves
Archaeology, Classics & Egyptology
Dr Richard Huzzey
Ms Helen Orton
School of Health Sciences
Dr Luciane Vieira De Mello Rigden
School of Life Sciences
Dr Judith Walsh
Ms Cath Williams
School of Health Sciences
ULTRA provides an experience-based route to professional recognition of experience and expertise in learning and teaching. The framework is accredited by the Higher Education Academy (HEA) which means that achievement of Fellowship of ULTRA brings with it nationally-recognised fellowship of the HEA.
Experiences of internationalising learning and teaching was the subject of an excellent Continuing Professional Development (CPD) session hosted by the Centre for Lifelong Learning and delivered by Olivier Sykes, Urmila Jha-Thakur and Karen Potter from the Civic Design/Urban Planning department. Their work on their ‘International Planning Studies’ module has been recognised by the Association of European Schools of Planning by the award of the ‘Excellence in Teaching Prize’ 2014.
The session was titled Educating ‘world professionals’? – Experiences of internationalisation in the field of urban planning education at Liverpool, and centred on:
‘A Journey through Internationalisation from learner to teacher to researcher’
New module development
Underpinning concepts of internationalisation and ‘world professionals’
Reflections ‘from the chalk face’
Internationalisation of the Curriculum contributes to The University of Liverpool’s goals of providing students with the “ability to operate in culturally diverse contexts” and of “creating a distinctive and exciting learning environment for both international and UK students”.
A new series of CPD workshops, run by Educational Development, has been introduced this semester. The series aims to support staff who are interested in investigating learning and teaching practice.
The focus of the series is the development of participants’ skills and knowledge in educational/pedagogical research. These lunchtime workshops have proved very popular, with the first session, ‘Ethics in Educational Research’ being fully-booked. This seminar provided an opportunity for participants to consider some of the ethical issues that might arise in their research.
Colleagues in the University presented information on the process of applying for ethical approval, and shared their experiences of undertaking an educational study. Following the presentations, there was an opportunity for questions and discussion. A short video related to processes and procedures for ethical approval is available as well as a presentation on sharing practice. A recent introductory workshop on questionnaire and survey design for educational research was second in the series. It was a very useful session that aimed to show participants how to avoid common pitfalls in sampling and question design.
A few places are still available for the next workshop which takes place on 19 November. The topic is an introduction to quantitative data analysis in educational research. If you are interested in this session, please go to http://www.liv.ac.uk/cll/booking/ to book your place. The series will continue in the second semester, with a focus on qualitative research methods for educational studies. Please look out for further details in the University announcements, or contact me at Janis.email@example.com if you would like to be added to our mailing list.
On 13 September I attended a symposium at the University of Exeter that aimed to provide an opportunity to share practice in relation to the continuing professional development of staff who teach (ASPIRE is the name of the Continuing Professional Development (CPD) scheme at Exeter).
As the member of the Educational Development team who is leading on the implementation of the University of Liverpool Teaching Recognition and Accreditation (ULTRA) Framework, it was interesting to hear how colleagues are addressing CPD in their own institutions. The focus of the day was the successful implementation of accredited CPD schemes, and there was a lot of interesting discussion and debate in the breakout sessions. One of the main themes was the need to explore ways in which staff can evidence excellence in teaching, and the role that a CPD Framework can play in supporting staff to do this effectively. Other key issues included:
the importance of ensuring that Frameworks for CPD are located firmly within existing University structures
the need to involve all staff who support learning and teaching, including lecturers, professional services staff and technical support staff
the potential for recognition through accredited CPD Frameworks to be linked to promotion criteria
The universities represented at the symposium are at varying stages of the development and implementation of their CPD schemes. Some are at the early stages of gaining support for the idea from senior management, while others had recently had their scheme approved at institutional level, and accredited by the Higher Education Academy (HEA). Here in Liverpool, the details of the ULTRA Framework are being finalised currently, and we have been working with a small group of staff to ensure support will be available within each Faculty. We hope to submit our Framework for HEA accreditation this semester, and to recruit the first cohort of applicants for ULTRA Fellowship soon. Please contact me at the Centre for Lifelong Learning if you would like further Information.
Janis McIntyre, ULTRA coordinator, Educational Development Division, Centre for Lifelong Learning
Last week a multidisciplinary group of health professionals gathered in the School of Health Sciences to explore how clinical placement practice enables and encourages students to become Self-Directed Learners. A third-year student group also participated sharing their perceptions and experience of this learning approach.
The University hosts this annual CPD event, which is co-ordinated by the School of Health Sciences Practice Placement Working Group. The event is for Practice Educators, Clinical Tutors, Mentors and Practice Education Facilitators, who work with Health Sciences colleagues to mentor, support and assess Health Sciences students when they are on placement in clinical practice across the region.
We started by considering key principles, characteristics and frameworks of Self-Directed Learning. Implications for academic practice included an exploration of learning activities and assessment practice, facilitated by Elspeth McLean, Staff Development Office and Jaye McIsaac, Educational Developer. The session was well received and evaluated by a group of engaged and enthusiastic participants, who said they enjoyed the focus of the presentations, the contributions of the students, and the opportunities for discussion of key issues with colleagues and students. This is a good example of how the University can develop and share good practice, learning from our wider educational communities, impacting programme design and practice.