A Carrick funded initiative. Presenters. Betty Leask, University of South Australia. Lyn Simpson, Queensland University of Technology

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1 Embedding the development of intercultural communication and learning within Business Faculties across Australia: A Carrick funded initiative Presenters Betty Leask, University of South Australia Lyn Simpson, Queensland University of Technology Chris Sykes, University of Sydney Other team members: Mark Freeman, University of Sydney Prem Ramburuth, University of NSW Lesley Treleavan, University of Sydney Simon Ridings, Queensland University of Technology 1

2 Outline Project aims and methodology Key terms intercultural competence; embedding A framework for embedding the development of IC Embedding strategies Brief report from each institution QUT and UniSA (Lyn and Betty) UNSW and University of Sydney (Chris) Lessons learned What next? The project Carrick funded project over two years Aims: Framework for EDIC in Business education Strategies to EDIC in Business education Profile intercultural learning and competence in Business education 4 institutions USyd, UniSA, UNSW, QUT all members of Australian Business Deans Council Teaching and Learning Network Methodology Reference groups x 5 Evaluation strategy Dissemination through the ABDC T&L network 2

3 Why embedding? If intercultural competence is to be developed coherently as a graduate attribute across faculties and institutions, careful attention must be given to embedding its development Contextual variations of higher education institutions require a range of strategies appropriate to individual institutions What is intercultural competence? Related to culture, cross cultural communication, meaning making and language use, dealing with otherness and difference Much more than learning of isolated facts about specific cultures Transformational confronts and challenges biases and beliefs Dynamic, ongoing, interactive and self-reflective learning process Involves self reflexive communication and actions 3

4 Why is it important? A highly desirable graduate attribute Increasingly globalised and connected world requires that business graduates value cultural differences, communicate easily across diverse cultures and possess the range of skills and knowledge needed to conduct business globally Clearly related to internationalisation of higher education A major focus of internationalisation in higher education is preparing faculty, staff and students to function in an international and intercultural context (Jane Knight and Hans de Wit 1995) and internationalisation of the curriculum Three main embedding foci Overall project strategy = three approaches to embed the development of IC in each of the four institutional sites Communities of practice Curriculum, policy and procedures Resources and databases Each site has unique challenges relating to their particular contexts requiring unique response 4

5 Question? To what extent is there support for the development of intercultural competence at your university? Both ATN universities UniSA and QUT Significant international student population EQUIS accredited Graduate Qualities a significant curriculum focus 5

6 Embedding at UniSA Overall strategy focussed on embedding the development of intercultural competence into the curriculum of programs and courses within a campus culture that is generally supportive of the development of intercultural competence Connected Communities of Practice Reference Group Program Teams IEBG Global Edge Ref Group Indigenous Content Sub Committee of DTALC Related activities - PD activities for staff; seminar Embedding at UniSA Curriculum, policies and procedures GQ7 & supporting resources and development activities Indigenous Content Strategy Program focus mapping and tweaking Exemplars and sharing best practice at course level The informal curriculum Business Mates, Global Edge and campus culture Resources and databases Development of sample objectives Guidelines for staff on writing objectives at different course levels Bloom s taxonomy + GQ levels 6

7 Graduates of UniSA will demonstrate international perspectives as graduates & citizens display an ability to think globally and consider issues from a variety of perspectives demonstrate an awareness of their own culture and its perspectives and other cultures and their perspectives appreciate the relation between their field of study locally and professional traditions elsewhere recognise intercultural issues relevant to their professional practice value diversity of language and culture appreciate and demonstrate the capacity to apply international standards and practices within the discipline or professional area Students will be able to Sample Objectives explain the relationship between cultural contexts and different approaches and practices within business apply cross-cultural communication skills in a range of different business interactions and negotiations build a database that takes account of cultural differences in naming conventions 7

8 EDIC at QUT Diverse cohort, particularly in Business Component of internationalisation (but distinctly different) Graduate capability of IC Internationalisation and indigenous perspectives Curriculum = sustainable embeddedness at QUT Sequenced and increasing competency in IC through teaching/learning, practising and assessing of IC throughout the duration of every degree Policy and procedures = course approval process refined All courses must demonstrate clear alignment with graduate capabilities and sequenced development in learning objectives, assessment and learning activities; explicit mapping of GC in course approval documents EDIC in QUT Business Strategy = capacity building build and strengthen awareness and capacity in IC for both staff and students Communities of practice Cross faculty initiatives internationalisation, indigenous perspectives, intercultural competence International area groups Established teaching/discipline team based approach Students PASS, learning advisors, mentors, Business Advantage Languages group 8

9 EDIC in QUT Business Strategy = enabling environment - senior leadership, policy requirements, curriculum design Curriculum, policies and procedures Intercultural competence a formal graduate capability for all degrees and majors in Business Strong emphasis on embedding across the program in logical sites and opportunities for T/L,P,A Each major within the Business course needs to identify sites/opportunities for T/L,P,A of IC; teaching team important to understanding linkages across the course Languages new opportunities? EDIC in QUT Business Strategy = enabling tools reflecting on understanding and IC competence, strategies and approaches in T&L, how to assess learning outcomes Tools and Resources Taxonomy and hierarchy of competencies for teaching/learning, practising and assessing Levels of development from introductory to professional competence Collating and sharing examples of good practice 9

10 Question? How well are staff at your university equipped to develop intercultural competence? USyd context Diversity among students and staff Aspiration to be an international leader in educating its students for global business environments Research-intensive emphasis, teaching follows Faculty-wide approach through key communities of practice 10

11 Communities of practice at USyd Academic leadership through diversity working party expanded to form Project Reference Group Discipline groups sharing expertise in intercultural education eg International Business Academics promoting assessable in-class team-based learning Staff supporting peer mentoring and peer learning programs Student services eg Student Information Office and Careers Education Office USyd curriculum, policies & procedures No specific explicit university-wide GQ - building from commitment and enthusiasm AACSB s assurance of learning focus on multicultural diversity New core unit introduces first year students to IC in learning outcomes, L&T activities, assessment and assessment criteria Tutor Development Program includes 2hr IC workshop 11

12 USyd resources, tools & databases Websites for staff and student promoting IC groupwork Template for Faculty diversity stocktake Tools for tracking achievement of learning outcomes: across a group learning activity (SPARK: self and peer assessment resource kit across a subject (ReView) across a program (Digital Measures) Question? Where would you start? To what extent should we be focusing on developing intercultural competence for staff rather than students? Why? 12

13 The UNSW context Diverse university committed to enhancing intercultural competence of all students Diversity identified as a core value in key documents: Strategic Plan because it brings multiple perspectives to learning and knowledge, encourages social equity and generates a global collegiality Guidelines on Learning that Inform Teaching - cultural diversity be valued and harnessed in both teaching and curriculum design Graduate Attribute: an appreciation of and respect for diversity Strong research base - implications of diversity for learning and teaching across Faculty and University UNSW EDIC through resources Collection of exemplars/resources relating to the embedding of intercultural competence categorised by potential use From introductory to advanced in-class activities Locating and reviewing literature on intercultural learning and teaching strategies and activities Developing suggestions for implementation in context Sharing resources on a website 13

14 Annotated Bibliography Literature on intercultural competence and theoretical frameworks References for practical application in learning and teaching: Cross-Cultural Adaptability Inventory (CCAI, Kelley and Meyers, 1995) Classroom activities in Crossing Cultures: Insights from Master Teachers (Boyacigiller at al, 2003) Games for intercultural communication Self assessment and reflection exercises Activities for identifying stereotypes held by culturally different others Cases for facilitating cross cultural understanding. Lessons learned for EDIC 1. IC - similar to but different from other GA; complex at a number of levels 2. EDIC in business students can also take place within the informal curriculum 3. Appropriate embedding action varies with context 4. Although 3 approaches to embedding are being used, they are interdependent and interactive Need to embed as well as focusing on the easy wins (ie quick fix resources and tools which may have minimal impact if not embedded in policy) CoP take time to develop 5. It is not a choice between content or graduate attributes some frontline academics need convincing they can be done together! 6. Not necessarily a major change but a shift in thinking eg a matter of tweaking an assessment 14

15 Lessons learned for working together across organisational cultures Collaboration between diverse partners adds value Networking CoP (depth, diffused ways of knowing, shared values not competition) Challenges of dissemination BUT all members of ABDC T&L network What next? Continued engagement with project? Contribute tools, resources, references? Contact: Chris Sykes