Joining up agendas: internationalisation and equality and diversity in higher education
Senior management briefing
For vice-chancellors, pro vice-chancellors, senior management teams, directors of international services, directors of equality and diversity services in the UK.
Contents
Keys points from the research
Conceptions of internationalisation
Conceptions of equality and diversity
Overcoming barriers to synergy
Key messages for senior management teams
Key messages for directors of international services
Key messages for equality and diversity directors
Research findings: the Australian experience
Research findings: examples of effective practice
Future activity
Further reading and resources
Introduction
To compete in the global marketplace, higher education institutions (HEIs) need to adopt an institutional approach to internationalisation. Involvement of senior management will help to ensure that there is appropriate collaboration between international services and equality and diversity services on issues relating to international students. Through such collaboration and a commitment to providing an inclusive environment for all students, institutions can benefit from increased attraction, retention, progression and achievement of international students.
Based on research undertaken in 2009/10, this briefing provides key findings and practical suggestions to improve synergy between the two departments to support the learning potential and wellbeing of international students.
The research demonstrates that although there are currently few incidences of direct collaboration between internationalisation and equality and diversity roles and agendas in higher education, there are pockets of effective practice where the principle of synergy is evident. The examples of effective practice cited in this briefing provide useful starting points for future developments of initiatives across institutions, and in many cases the issues raised are also relevant for international staff.
This briefing will:
=provide practical guidance on promoting cultural diversity within your HEI
=raise awareness of inclusive practice within international offices and equality and diversity services
=encourage the development of measures to ensure inclusion for all students
Through a focus on international students and inclusive practice, this briefing also supports the implementation of the Equality Act 2010. This legislation introduced the concept of protected characteristics which are grounds upon which discrimination is unlawful (age, disability, gender reassignment, race, religion or belief (or none), sex, sexual orientation, marriage and civil partnership and pregnancy and maternity). The Act includes a combined discrimination section (section 14) for the first time which protects people who experience direct discrimination because of a combination of two protected characteristics so, for example, a black female student could bring a single claim for race and sex discrimination. Under this legislation international students have the same rights as home students.
In Northern Ireland Section 75 of the Northern Ireland Act 1998 requires HEIs to promote equality of opportunity on a number of equality grounds or characteristics, including different religious beliefs and racial groups.
Further information on the Equality Act is available from the ECU website.
Keys points from the research
The suggestions made in this briefing are based on research undertaken by Leeds Metropolitan University during 2009/10.
Quotations in this briefing are from this report unless otherwise referenced.
This investigation consulted six HEIs in England, Wales and Australia, chosen for their different backgrounds:
=University of Bristol
=Leeds Metropolitan University
=University of South Australia
=Victoria University
=University of Wales, Newport
=University of Worcester
Through desk research, self-selection questionnaires, focus groups and telephone interviews, the research aimed to:
=explore the awareness, understanding and commitment of staff and students towards providing and linking internationalisation and equality and diversity services
=understand how this informs institutional policies and provision
There was a striking continuity of perspectives within different institutions, across the range of stakeholders who were approaching internationalisation and equality and diversity from widely contrasting positions. This suggests a broad understanding of institutional contexts which is essential to taking the agenda forward. However, this does not always translate into positive practices or experiences on an individual level.
Conceptions of internationalisation
Internationalisation within higher education used to be regarded as the recruitment of international students primarily as a source of income. Recent research has shown that it also helps students prepare for participation in an increasingly globalised society. This can develop the kind of cultural understanding necessary for world peace.
Larkins, 2008; Leask, 2010
Respondents’ conceptions were that internationalisation:
=should not be an isolated strategic endeavour but an integral part of an institution’s core operations
=creates diversity within the staff and student population which can be a driver for tackling global challenges related to worldwide inequality and development
=provides opportunities for students to engage with people from different cultural backgrounds within the community and to develop respectful and mutually beneficial peer relationships
=can be applied to the curriculum to promote cultural relevance and take account of diversity in students’ backgrounds and prior learning experiences
=encourages students to develop as global citizens with cross-cultural capabilities
=provides opportunities for staff and students to experience education and work placements in other countries
=enables international teaching and research experience to be shared
Conceptions of equality and diversity
Diversity encourages a broader culture, views and ultimately a better understanding and acceptance within society, equality should not even be an issue, it is a right, not only of opportunity but of treatment.
University of Worcester
Respondents conceptions were that equality and diversity:
=indicates a mutual respect and tolerance which requires open access to other languages, cultures and individual experiences
=transcends compliance with legislation through enhancing staff and student experiences
=embraces the principle of individuals having many characteristics and moves away from the concept of supporting ‘non-traditional’ groups
=requires an understanding of the different experiences and requirements of home and international students with linked cultural backgrounds. For example understanding the different needs of Pakistani British students and Pakistani international students
=provides a level playing field to enable all to achieve the same objectives by different means
=develops and sustains a university environment which goes beyond non-discrimination to provide a respectful and supportive inclusive space that will promote equality of opportunity for all students
Potential synergies between internationalisation and equality and diversity
Providing an inclusive learning environment and support infrastructure to retain, develop and motivate both staff and students from a range of backgrounds is a vital component of the university’s image as a ‘socially responsible and responsive institution’.
University of Worcester
University of South Australia graduates should display an ability to think globally, demonstrate cultural awareness, appreciate culturally different professional traditions and practices and value the importance of cultural diversity in professional practice and citizenship.
University of South Australia
The research confirms that internationalisation and equality and diversity are inextricably linked within the concept of inclusion. Inclusion goes beyond the avoidance of discrimination by tackling bias in the curriculum and focusing on affirming students’ identities and creating an accessible and flexible environment for learning. Developing an inclusive curriculum for international students provides an opportunity for quality enhancement within institutions’ learning environments. Successful inclusion does not depend on normalising students to fit into existing practices, instead it builds on different experiences, interests and backgrounds. An inclusive learning experience can enable both home and international students to identify common ground while also acknowledging differences.
The way HEIs shape and deliver internationalisation and the equality and diversity agenda will be influenced by, and contingent upon, many external and internal factors. For example there may be pressure to recruit greater numbers of international students in the face of financial shortfalls or respond to new national immigration policies that might deter international students. Institutional policies can also be determined by the socio-economic and cultural make-up of surrounding communities as they respond to changing migration patterns.
A key message from the study is that it helps to think global, act local, and that internationalisation goals and strategic planning should reflect local and regional interests. To promote this integrated approach it may help if institutions focus on:
=harnessing the learning potential of the culturally diverse setting of the HEI
=deploying internationalisation initiatives as a positive influence on regional environments
=meeting global challenges and addressing global inequalities
=raising the profile of local communities on the world stage
=countering the negative effects of globalisation
=addressing relative social and economic deprivation
=supporting local urban renewal and regeneration
Institutional strategic initiatives and perceived challenges can help determine practice in terms of performance and accessibility of internationalisation and equality and diversity services. Clear institutional policy statements can help to support integration.
Overcoming barriers to synergy
Income generated through student fees or international partnerships allows progress in other areas such as curriculum development, social inclusion, widening participation and community outreach.
ECU 2010b
Concerns about prioritisation
Internationalisation and equality and diversity are often considered to be two separate and unrelated functions within institutions. Internationalisation, with its focus on international student recruitment, partnership and exchange, can be seen as a mainly market-orientated activity. Institutions with a high promoting international agenda may be perceived as recruiting international students at the expense of home students.
These concerns can be alleviated when institutions emphasise equality and diversity commitments during their recruitment of international students, providing inclusive policies and practices and high levels of support for all students.
A proactive approach that focuses on the support needs of students and necessitates changes to the curriculum may be resisted by some members of staff through fears that this will have a potential negative impact on the core business of universities in maintaining academic standards and rigour. Similarly, some home students may regard crossing cultural boundaries as an added burden, that being among diverse groups from different cultures makes it harder to communicate with one another. They may fear that tensions between domestic students’ competing perspectives of social justice and self-interest could be heightened in more culturally diverse classrooms.
This research suggests that these objections can be countered by supporting academics and practitioners to:
=develop practical interventions to reduce uncertainty between a diverse student population
=promote two-way communication
=engage with the international agenda
Widening participation
International students can manifest certain characteristics which are similar to widening participation students, for example requiring additional support to integrate into a new cultural system. The investigation found that institutions with a strong tradition of engaging with the widening participation agenda may have developed experience of anticipating the needs of actual and potential students. However this experience and these support systems may not be communicated well to potential international students.
The advantages of the wider participation agenda can be a strong marketing tool that enhances the reputation of the institution for home and international students.
Size of institution
The investigation also suggests that the size of institution may be a determining factor in establishing synergy, with larger institutions sometimes encountering difficulty in coordinating policy principles across multiple campuses and faculties.
Relatively small institutions may benefit from providing more personalised environments that encourage engagement in international teaching and research collaborations and the sharing of experiences with students in both formal and informal settings.
Increased recruitment of international students will shift the demographic of the student body, which will have resource implications for equality and diversity. Key issues such as the allocation of bespoke resources and the need to challenge and change perceptions and ensure equal treatment of staff and students may take on greater significance.
Key messages for senior management teams
A more inclusive approach towards the educational requirements of international students provides great opportunities for quality improvement within universities by connecting and integrating different pedagogies and learning cultures, thereby challenging established ‘colonial’ approaches to learning and teaching.
ECU 2010b
HEIs are effectively communities within communities. The recruitment of international students alters an HEI’s internal demographic and that of their surrounding communities, thereby increasing local diversity. Within an institution, cultural diversity requires a shift from a monocultural to a multicultural institution. This challenges the continued use of a traditional support model that focuses on teaching understanding of the home culture and training on how to function in the home institution and environment. This investigation found that failure to adapt positively to increased cultural diversity and demographic changes can result in hostile campuses and increased tensions within local communities. Synergy between internationalisation and equality and diversity will support internal cohesion and wider community relations.
The research suggests engaging with students and surrounding communities to understand their perceptions of equality and diversity in a context of both internationalisation and domestic multiculturalism. This can help shape the university’s community role in maximising access to educational and training opportunities.
An inclusive learning environment that retains, develops and motivates staff and students from a range of backgrounds can enhance an institution’s attractiveness in competitive markets. Staff induction programmes and workshops to address internationalisation and equality and diversity are insufficient alone to sustain long term participation and change. A globalised approach to education which questions taken-for-granted assumptions and acknowledges the possibility of conflicting views and debates in multicultural contexts enriches the quality of the student learning experience. Staff should be encouraged to interrogate their own practices, incorporating student feedback and perspectives.
For managers of the curriculum, group assessment strategies which draw on reflective, problem-solving and comparative processes in cross-cultural contexts represent inclusive practice. Also courses that provide the opportunity to explore how personal and cultural knowledge and experiences may be harnessed within the classroom will help develop a classroom ethic of openness to unfamiliar ideas and experiences and provide opportunities for international students to make valued contributions.
Key messages for directors of international services
Liaison with the equality and diversity team is essential to enable effective support for international staff and students. A key message for directors of international services is to acknowledge the multiple identities of international students and staff within HEIs, and that therefore liaison with equality and diversity functions is essential. A critical example is the provision of formal structures and mechanisms, financial or otherwise, to support international students with disabilities. For example, accessible, relevant and up-to-date information of what support is available will help to encourage applications from disabled international students.
Despite efforts to encourage integration some international students may continue to experience feelings of marginalisation and inferiority. To some extent this may be a usual part of the early student life cycle. Socialisation with other international students is an important factor during this transitional stage, however, again it is important to acknowledge multiple identities across the student body. In reality international students will probably share not only diversity of ethnicity, race, nationality and culture with other UK-based students, but other equality characteristics too and equality and diversity units will have a wealth of experience in supporting these students. This underlines the need for close communication and sharing of information and practice between the two services.
Liaison with equality and diversity units to encourage inclusive events to highlight the similarity of the transition issues experienced by home students to those of international students may be more productive than events which simply celebrate cultural difference. Highlighting these similarities to home students can be helpful in addressing the voluntary social segregation which can take place on university campuses. International offices could also liaise with equality and diversity units to explore how data collected for compliance and monitoring purposes, particularly impact assessment data, could be used to enhance the learning experience of a culturally diverse student community. It may be more expedient to adapt existing reporting and monitoring structures and processes to include international perspectives, rather than develop new processes for international students.
Key messages for equality and diversity directors
Many of the needs of international students will be similar to those of home students. Liaison with international offices is essential to ensure that the campus culture conveys a sense of shared goals between international and home students and that international perspectives help to shape equality and diversity policy statements and initiatives.
Equality and diversity units could also work with students’ unions, and international societies and associations to build on the cohesion among and between international students to support integration with home students. This could include developing ‘buddying’ schemes and creating other appropriate spaces for sharing and learning.
An increasing ‘global mix’ of students creates an imperative for greater awareness of issues of culture and religion among others. Equality and diversity units should establish opportunities to share work across all equality areas with international offices to feed into student-centred support services for international students (for example in the area of disability) and vice versa.