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Our research involves partnership and collaboration with colleagues in the post-compulsory education sectors which aims to engage student, community and staff voices and promote a scholarly and evidence-based approach to all aspects of internationalisation, the internationalised curriculum and international education. 

The internationalisation agenda in higher education is assuming increasing global importance in both strategic and practice terms. This is evidenced by, for example, an International Association of Universities (IAU) survey  in 2006 which reported that 73% of institutions assigned high priority, 23% medium priority and only 2%  low priority, to internationalisation within their institutions.
A subsequent (2010) survey highlights the significance of internationalisation for student learning and graduate capability with ‘student preparedness’ and ‘curriculum/quality’ ranked the most important rationale for internationalisation, and ‘internationalising student awareness’ being cited the most significant benefit of internationalisation of HE.

Whilst the research field in internationalisation has broadened in recent years the discourse has been dominated by a growing number of ambitious, but pragmatic studies. There are relatively few qualitative studies exploring teachers’ and students’ perspectives, their experience of internationalisation and how they interpret various aspects of the process in relation to their respective educational contexts.

Hans de Wit (2008) a leading international scholar in the field of internationalisation of Higher Education notes that ‘As one of the drivers of innovation in higher education, internationalisation requires a new research agenda to help universities shape this innovation.’ 

Our research supports a shift in focus from the general and external to the relational and context-based perspective, thereby closing the concept-theory-practice gap enhancing the process of understanding how internationalisation in post-compulsory education is developed in practice.

Case Studies

Critical Review of Contemporary Practice in Internationalisation within the business education subject communities

This project is a contribution to the Higher Education Academy’s Business Education Critical Review Series but also represents the latest of three commissioned literature reviews in the field of internationalisation undertaken by members of CAPRI since its inception at the end of 2009.

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Promoting students' 'resilient thinking' in diverse Higher Education learning environments

This C-SAP funded project (which was led by Leeds Beckett University with collaboration from the University of Sheffield and Hull College of Further Education) explored how social science students draw on their diverse backgrounds and community cultural capital in developing resilience within multicultural learning environments, with a view to identifying curriculum and pedagogic practices which enable social science students to become future resilient thinkers in their lives and careers after university.

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Developing a sustainable model for fostering intercultural understanding and building cross-cultural capability through learning in multicultural communities.

This on-going project is funded by the Higher Education Academy (HEA) and the UK Council for International Student Affairs (UKCISA).

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Internationalisation and Equality and Diversity in Higher Education: Merging Identities

The principal aim of this project funded by Equality Challenge Unit (ECU) was to identify the advantages of building on the intersection of Internationalisation and Equality and Diversity (E and D) agendas through an exploration of the effective mechanisms for linking E and D and internationalisation policies, structures and activities within a small sample of institutions. 

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