Innovation Case Study Muslim World Study Tour

Associate Professor Halim Rane, School of Humanities

CONTEXT The guiding principle of the Griffith Islam-West Relations major and particularly its capstone course, the Muslim World Study Tour (MWST), is to provide students with a transformative international education experience, which will enable them to make positive contributions as global citizens and professionals. The Muslim World Study Tour has offered as 10 credit-point course in the Islam-West Relations major on an annual basis since 2012. Each time between 12-14 students are selected to participate; a total of 65 students have completed the course to date.

RATIONALE Student enrolments in Islamic Studies programs in have increased by 200 percent since 2008 (Adie 2014). Western governments and academics alike have identified a significant role for Islamic Studies in understanding and effectively responding to the challenges of conflict and terrorism as well as Muslim integration into Western societies (Gol 2011; Hussain 2008; Higher Education Academy 2008; Dien 2007). A critical role has been identified for Islamic Studies in promoting “a better understanding of Islam, undermining the basis for extremism” and leading Muslim and non-Muslim students “to reflect critically on their own assumptions and practices” (Suleiman and Shihadeh 2007, p. 321). The MWST uses an experiential learning approach (Kolb and Kolb 2005; Baker et al. 2002) in which concrete experiences and reflective observation are the principal focus. It provides students with practical skills to deal respectfully, sensitively, and professionally with people of diverse cultures, religions and nationalities; observe, analyse and understand different cultures and traditions; work professionally and co-operatively as part of a group and as a representative of an organisation (the university). 1

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These graduates have the potential to make vital contributions to mutual understanding of issues pertaining to Islam-West relations, social cohesion in respect to Muslim communities and the wider society and the development of informed responses to such challenges as social integration, de-radicalisation and de-escalation of social tensions. The value of such an investment in their education as global citizens is difficult to overstate.

DESCRIPTION The MWST is a short-term mobility course that offers students a unique international experience as part of their degree. It involves travel to four countries in Asia, Europe, Middle East and North Africa. The destinations visited include Jordan, Malaysia, Morocco, Oman, Spain and Turkey, and are selected with three key factors in mind: student safety and well-being; significance of destinations to Islamic civilisation; and diversity of conditions and realities to be observed and experienced. Students visit places of cultural, religious, academic and historical significance including mosques, , markets, museums and archaeological sites; they also attend meetings with prominent academics, journalists, religious scholars and political leaders.

This 10 credit point course, conducted in the Summer Semester (Trimester 3) each year, requires students to complete three main assessment items: a pre-trip orientation exam, social media posts/discussion and an online reflective journal. Participating students engage directly with people and places that comprise Islamic civilisation; enhance their interpersonal and intercultural skills and knowledge; and by doing so expand their networks of international contacts, colleagues and friends.

“Firstly, this course was phenomenal, riveting and new...It was engaging, it made you want to jump in and start learning. It gave you a clear understanding of Islam that you could never get in a classroom - no matter how in-depth the lecturer is. It gave me the ability to think outside the box, to discover more and exchange ideas and thoughts with fellow academics in the field - both Griffith students and professionals. The contrast of cultures and the experiences I shared with my fellow Griffith students will last me a life time, but more importantly the things I learnt will as well." – Griffith University student.

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The MWST has consistently received outstanding scores on measures of student satisfaction with the course (SEC) and how it is taught (SET). The table below records the student evaluations of the course since its first offering in 2012:

Summary Table for Student Evaluations of Teaching (SET) and Student Evaluation of Courses (SEC) Overall Ratings for 3610HUM (Muslim World Study Tour)

Number of Overall Course Rating Overall Teacher Rating Year Response Rate % students (SEC) (SET) in course

2016 14 85 4.8 / 5 4.7 / 5 2015 12 80 5 / 5 5 / 5 2014 12 80 5 / 5 5 / 5 2013 14 77 3.7 / 5 3.6 / 5 2012 13 69 4.7 / 5 4.7 / 5

"I think this tour’s greatest function is in seeing these truths first-hand, on which the media fail to report, then disseminating them to our peers, families and wider society. At the same time the course promotes personal and intellectual growth through the activities and experiences delivered. Through meeting with a number of politicians, academics, journalists, NGO personnel, and seeing how various organisations operate, I think this course can offer an advantage relating to future careers for those who take it" - Dean Kerrison, Griffith University student

IMPACT

Now in its sixth year, the MWST has received extensive praise from students and the academy. Its creator and convenor, Associate Professor Halim Rane, was the recipient of the 2015 Australian University Teacher of the Year for his innovative contributions to students learning. Student feedback confirms that the MWST is particularly successful in motivating and inspiring students to learn for five main reasons: 1. traveling and learning with a group of their peers led by an academic with extensive experience and knowledge of the people, cultures and societies encountered; 2. acquiring first-hand knowledge and directly experiencing the diversity of the Muslim world; 3. enhancing international networks of friends, colleagues and associates; 4. meeting ordinary Muslim people and students as well as prominent Muslim academic, political and religious leaders face-to- face and engaging with them directly on matters regarding their life, experiences, concerns and aspirations; and 5. developing opportunities to enhance academic and professional potential.

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“ Having already completed a semester at university studying Islam in the Modern World, as well as self-directed learning about the faith and extensive pre-trip research, I felt as if the study tour simply corroborated what I already knew. That the Muslim world is wide and varied; that, aside from the core tenets of the faith, much of what constitutes ‘Islam’ is rooted in societal and historical norms rather than religious edicts; that Islam is not ISIS and the vast majority of Muslims are peaceful, normal people- perhaps not any more moral than non-Muslims, but certainly no less. I started to question whether I had enjoyed myself so much I had maybe missed some great educational revelation. I was further frustrated by the limitations of such a trip- how can I get a real insight into the ‘Muslim world’ without visiting Saudi Arabia, Pakistan, Palestine, Egypt, Iran and Iraq? Without exploring outside of the main cities? Without spending more than a few days at each destination? Without speaking the local language, enabling me to talk to people other than those who already have a wider exposure to the western world? All of these points are valid and had me stumped, until I realised the real educational experience for me was not what I learned about the Muslim world, but what Iearned from it" - Benita Richmond, Griffith University student

"It is one thing to read about places or to watch events happen from afar within the safety of our living rooms to obtain an understanding of the world. It is an entirely other thing to stand in the shadows of great monuments, to bask in the culture of another civilization or to mingle with the very people you came to meet. Such is the reward of the Muslim World Study Tour, a thirty day experience that saw fourteen of us students and our course convenor travel to Malaysia, Turkey, Spain and Morocco...In Islam I did not find ‘the enemy’ that my relatives had warned me of; nor the strange and hostile religion that my society and my media had warned me of. I will not say that I know of the peace that a Muslim talks of, but I got an idea of what they are trying to explain. In a sense, the Muslim World Study Tour helped humanize Islam, Muslims and the issues that they face on a day-to- day basis" - Ryan Mihalic, Griffith University student 4

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