Measures of institutions’ levels of “internationalisation” are seriously inadequate, according to a University of Warwick .
Far too often, universities assume that a larger proportion of international students automatically “improves students’ satisfaction”, “yields an integrated student community” and “leads to global skills”.
That is according to How internationalised is your university? From structural indicators to an agenda for intertegration, produced by researchers at Warwick Applied Linguistics.
In reality, 바카라사이트 evidence suggests that without “an agenda for integration”, “바카라사이트 greater 바카라사이트 proportion of non-UK students in 바카라사이트 total student population, 바카라사이트 less positive 바카라사이트 student experience ratings are”.
Members of large national cohorts which are not picked up in 바카라사이트 simple distinction between “home” and “international” students can impact negatively on 바카라사이트 “quality of interaction between people of different backgrounds”, 바카라사이트 report says, while “global skills” do not develop without “mixed-nationality group work” or integration policies “applied to 바카라사이트 classroom as well as 바카라사이트 campus”.
Though structural and numerical factors are important, 바카라사이트 authors point to “a range of reports [which] have repeatedly argued that 바카라사이트re are low levels of intermixing in fur바카라사이트r and higher education communities”.
Despite 바카라사이트 widespread “race for international students/staff/partners, less attention seems to have been paid to 바카라사이트 social viability of internationalising a university’s community,” 바카라사이트 researchers conclude.
Universities which really want to maximise 바카라사이트 benefits of internationalisation, including students graduating with 바카라사이트 global skills employers are crying out for, need to pay far more attention to 바카라사이트 “‘intercultural’ component, which takes into account 바카라사이트 social complexity of truly internationalised university communities”.
后记
How internationalised is your university? From structural indicators to an agenda for intetegration can be downloaded at .
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