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Internationalisation is at the centre of the university’s vision for the future. It is our long-term aspiration to embed it across all university activities which includes our approaches to learning and teaching.
All our students, home-based as well as international, will benefit from an education that prepares them for global citizenship and successful employment in today’s global labour market.
GCU’s Internationalisation Strategy and our new Strategy for Learning emphasize the importance of “global learning” as an integral part of the student learning experience. Research shows that embedding it in the taught curriculum is the most effective way of widening our students’ international horizons.
What does ‘internationalisation of the curriculum’ mean?
There are many different views of what it means. The following definition by Betty Leask (2009) is the one of the most cited.
“(An internationalised curriculum) will engage students with internationally informed research and cultural and linguistic diversity. It will purposefully develop their international and intercultural perspectives as global professionals and citizens”.
The Global Perspectives Project
The Global Perspectives Project http://www.gcu.ac.uk/globalperspectives/ supports staff from all subject disciplines in internationalising their curriculum. The project
- explores what internationalisation of the curriculum means in practice
- identifies the best mechanisms for embedding it in all schools
- provides tools and resources for staff
- delivers CPD workshops to enhance intercultural awareness
The project team works in collaboration with academic staff, student representatives and relevant support services.
Sabine McKinnon, Senior Lecturer in Academic Development and Global Perspectives Project Manager, Sabine McKinnon@gcu.ac.uk
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Guides to RPL at GCU (available through EdShare)
1. The new Strategy for Learning (SfL) has been developed through a consultative process with staff, students, college partners and employers and is informed by international and national developments and effective practice in learning, teaching and assessment.
2. The SfL is inspired by the University’s mission and its vision to be a successful international university, delivering access and excellence, with a strong commitment to the common good and providing an outstanding, inclusive learning environment underpinned by curiosity-driven research.
3. The development of the SfL has been driven by a changing HE landscape in terms of the external and internal environment; the changing needs of employers, the economy and society and the changing demands and expectations of our students.
4. The SfL will create successful graduates who are global citizens and who will contribute economically and socially to the communities we serve.
5. This will be achieved by enabling students to deal with complex global challenges through developing divergent, creative, responsible and entrepreneurial thinking applied to real-world problems. The SfL will also develop attributes linked to employability, career development and the motivation to continue to learn throughout professional and personal lives.
6. The SfL recognizes and embraces the diversity of GCU students, current and potential, and the University’s commitment to the participation, progression and success of all students regardless of background.
7. The SfL highlights the importance of:
- A transformative approach to learning
- Flexible learning pathways and partnerships, particularly with colleges
- Digital learning
- Learning and teaching excellence
and is centred on a single goal: to develop graduates who will be
Proficient in their discipline, enterprising, responsible and capable of fulfilling leadership roles in different organisational and cultural contexts.
8. In order to achieve this goal, the SfL focuses on a distinctive approach to learning,teaching and assessment. This is based on engagement- led learning and real world problem solving, coupled with inter and multi-disciplinary curricula with opportunities for personalisation.
9. This approach is underpinned by a GCU model comprised of ten design principles and a set of enablers. These design principles will be embedded across all programmes at undergraduate and postgraduate level.