This course aims to develop knowledge and skills for people who have an interest in the internationalisation of education at all levels. It sets the internationalisation agenda in the wider context of the competing imperatives of global education policy and local realities and needs. Participants will learn to apply conceptual tools from key theories in the field to current debates in international education. Examples for study include frameworks for 1. internationalisation of schools (e.g., international baccalaureate, international/bilingual schools), 2/ internationalisation of tertiary education, and 3/ education for a globalised world (e.g., Education for Sustainable Development, Global Citizenship Education). The course encourages a critical perspective on the rationale, logic, processes, and outcomes of internationalisaton.

Weekly

None

None

Students are expected to choose one of several complex case studies of internationalisation, critically analyse it drawing on the content covered in the course, and propose and make a case for appropriate solution(s) (4,000 words)

■ To develop a strong knowledge base of the different types, aspects, processes, and levels of internationalisation of education.

■ To develop a thorough understanding of the economic, social, cultural, and political dimensions of internationalisation of education.

■ To equip students with skills to analyse policies, processes, and practices of internationalisation of education through key theories.

■ To encourage students to critically assess and analyse the successes and failures of different actors, policies, frameworks, and approaches in the field of internationalisation of education.

■ To stimulate interest in further study of internationalisation of education and awareness of the ethical implications of working in the field.

By the end of this course students will be able to:

■ Demonstrate awareness of key debates, processes, policies, and practices in internationalisation of education

■ Critically analyse, from a social justice perspective, the influence of global agendas and programmes on internationalisation of education globally.

■ Apply the course content in individual and group assignments on topics related to internationalisation of education, including by evaluating a solution and proposing, designing, planning, and assessing an alternative solution to achieve intended objective of a programme/policy.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.