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Supporting Internationalisation through Languages and Culture in the Twenty-First-Century University


Edited By Mark Orme

‘Internationalisation’ is a key issue impacting on higher education today, but what is actually meant by this term and how does it relate to the notion of ‘global citizenship’, which also features prominently on the higher education agenda? How does the promotion of foreign language learning and intercultural communication help inform the pursuit of internationalisation? And, as the twenty-first century progresses, how are universities meeting the challenges of developing languages-based curricula that reflect the requirements of an increasingly global marketplace?
This book brings together ten interconnected chapters from an international group of scholars who explore how language teaching and learning strategies and cross-cultural understanding support the cause of internationalisation in the modern higher education arena. The book will be of interest to both managers and practitioners who require an understanding of how the promotion of languages and intercultural knowledge informs the cause of internationalisation at strategic and operational levels within contemporary higher education.
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Embedding Internationalisation within the Ethos and Practice of University Teaching


← 22 | 23 → PAUL REID

The current academic interest in internationalisation has arisen in response to large numbers of students coming to the UK to study, and in relation to an ongoing expansion in British universities’ provision of courses abroad (UKCOSA 2004, Middlehurst & Woodfield 2007, UK HE International Unit 2011). Numbers of non European Union (EU) students attending UK universities have increased significantly since 1994, as has the associated income accruing to the institutions (Universities UK 2013).

This pattern appears to be changing at the time of writing, however, with recent evidence of a reduction in non-EU student numbers. The numbers of new postgraduate entrants to the UK from India and Pakistan, for example, have dropped for the first time in 16 years (HESA 2013).

Concern has been expressed that the reductions have arisen not merely as a result of the global economic downturn, but perhaps also from a UK immigration policy which may discourage non-EU students from coming to study at UK universities. Senior public figures have claimed that Britain’s ‘welcome mat’ to non-EU students is being withdrawn, following a net migration target that also includes reduction in international student numbers (Universities UK 2012, Worne & Thompson 2013). Media reports of international students queuing overnight in the rain to register their arrival, have served to reinforce impressions that Britain may not be an attractive study destination for non-EU students (Ratcliffe 2012).

With such a political and economic backdrop the experience of...

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