Representations of Internationalisation in Statistics Education

Figures & data

Table 1. Views of internationalisation and teaching (after Reid & Petocz, 2007)

Internationalisation (in the context of teaching)		Teaching (in the context of internationalisation)
(a) Distance	The discipline (whatever it is) is already international. Focusing on related marketing aspects (eg international qualification) ensures that internationalisation is of only peripheral concern.	(i) Disparate	Teaching and internationalisation are seen as unrelated ideas. Teaching focuses on the course content and “covering” a syllabus, internationalisation is the job of marketers and administrators.
(b) Curriculum	Internationalisation can be approached via content (examples, issues, subject matter), methods (pedagogy, epistemology) and the characteristics of the student body (experience, mobility, heterogeneity).	(ii) Overlapping	The notion of internationalisation overlaps with the activity of teaching. Teaching is seen as ensuring that students understand course content. Ideas of internationalisation can be incorporated (as examples, etc) to the extent that the situation allows.
(c) Justice	Internationalisation is approached by focusing on the notion of “fairness” of contacts between educators and students in different countries, and can essentially only occur under such conditions.	(iii) Integrated	Internationalisation is an essential component of teaching. Teaching is seen as encouraging students to make a personal commitment to the area represented by course content, including internationalisation as part of that.

Table 2. Summary results from the analysis of the role of internationalisation in ICOTS 7 papers (a complete listing of the papers classified as level 1, 2 or 3 is given in Appendix A)

Level	0	1	2	3	Totals
Invited	152	5	20	19	196
Contributed	96	0	5	3	104
Totals	248	5	25	22	300

Table 3. ICOTS 7 papers classified at levels 1, 2 and 3 (Full bibliographic details of all the papers are available online at http://www.stat.auckland.ac.nz/~iase/publications.php?show=17

Level 1	3A4, 3C1, 6A2, 6E4, 7B2
Level 2	1A1, 1E2, 2A3, 2C2, 2C4, 2D1, 2F1, 3E4, 3G1, 3G3, 4A4, 4F1, 5D3, 5F1, 5G3, 7A4, 8D4, 9B1, 9D1, 9D2; C129, C303, C307, C324, C329
Level 3	1B1, 3A1, 3C3, 3D1, 3D2, 4A1, 4B1, 4B2, 4B3, 4B4, 4D4, 4F2, 4F3, 5B1, 5B2, 5B3, 6C3, 7B3, 9A4; C205, C332, C412

Reid, A. & Petocz, P. (2007). Internationalisation as an orientation for learning in mathematics. In Atweh, A.B. Calabrese Barton, M. Borba, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (eds.), Internationalisation and Globalisation in Mathematics and Science Education, Springer, Dordrecht, The Netherlands, 247–267.

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