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Department of Education, Unit Catalogue 2007/08


ED60278 International education: philosophy and practice

Level: Doctoral
Modular: no specific semester
Assessment: CW 100%
This unit is designed to enable students who are experienced educational professionals to play an interactive part in the definition of 'international education', a concept which is still in its early formative stages and is therefore susceptible to new interpretations. Through a study of the research literature and its relationship to pedagogical, managerial and organisational practices, students will describe, define, analyse and make critical judgements relating to the different models of education that have evolved within international contexts. They will consider which, if any, qualifies for the title of an 'international education'.
Aims: The Unit aims to provide students with a critical understanding of the following four themes.
(i) the social, economic and political forces which have transformed much of the world into a 'global village' in which human activity increasingly operates across national frontiers;
(ii) the way in which an organisation such as a school or a university both reflects the cultural values of its community and tries to modify them, a potentially conflictual process for an international education institution;
(iii) the structures of organisations in education, in relation to government and commerce which have evolved in response to the process of globalisation; and
(iv) the cultural and professional impact on individuals who work in such international organisations.
Students will explore the implications of each of the themes for the curriculum, the organisation of learning and the leadership and management of education institutions in an international context.
Learning Outcomes:
As a result of completing this unit, students will be better able to:
(i) understand the role of contrasting value systems in the context of international education;
(ii) relate the value systems and other contextualising factors to the development of different curriculum models in the context of international education;
(iii) consider the application of ideas relating to organisational structures which have developed in national, commercial contexts to the context of international education, and be able to apply them where appropriate; and
(iv) understand the major factors affecting students, teachers and administrators working in international education which arise particularly within that context, and be able to relate these to their own professional experience.
Assignment: Students will be expected to complete one written assignment of 8 000 words which will be based on one of the following:
(i) Designing a piece of research to address a particular issue within the context of international education, discussing the strengths and limitations of the design; or
(ii) Engaging in a survey of research literature relating to pedagogical, managerial and/or organisational practices in international education; or
(iii) Analysing a current piece of international education practice in terms of its underlying values, culture and philosophy, as they relate to the concept of international education (for instance a curriculum model, an organisational or institutional structure, or a management style); or
(iv) Engaging in a critical analysis of the research reported in one or more publications relating to an identified aspect of international education.
Content:
The following areas will be studied in the context of international schools and international education:
The Curriculum
(i) The processes which best address global issues such as conflict resolution and the environment;
(ii) the transmission of values and ideologies associated with different curriculum models;
(iii) the influence of philosophical, religious, political, economic and cultural institutions on the curriculum; and
(iv) the way in which participants and the wider community affect and are affected by the curriculum.
Thhe Organisation of Learning
(i) The effectiveness of different learning styles in the incorporation of global issues in an international curriculum;
(ii) the expectations of people from different cultural backgrounds of the nature of teaching and learning;
(iii) the organisation of learning in formal and non-formal situations; and
(iv) the development of professional competence in the staff.
The Management of the Organisation
(i) The appropriate management responses to the global challenges facing the international community;
(ii) the distinctive values which help create a management culture to support education in this particular context;
(iii) the impact of other international organisations on the management of educational institutions; and
(iv) the challenge of managing coherent policies amongst culturally diverse people.