Welcome to the opening plenary INTERNATIONALISATION AT ...f34f5799-db74-4deb-b94a-d66b1e2605… ·...

INTERNATIONALISATION AT

HOME: A EUROPEAN OVERVIEW

Welcome to the opening plenary

Auditorium | Wednesday, 28 November, 13:00-14:00

@elspethjones

Internationalisation across

Europe too often associated with

• Mobility of students and staff

• Teaching in English

• Presence of international students

Source: EAIE Barometer

2018

“The purposeful integration of international and

intercultural dimensions into the formal and

informal curriculum for all students within

domestic learning environments.”

Jos Beelen and Elspeth Jones (2015)

Values-based reasons for

Internationalisation at Home

Numerous international studies show that international experience offers significant benefits to students, especially with regard to transferable/employability/transversal skills

(See Jones, E. (2013) Internationalization and employability: the role of intercultural experiences in the development of transferable skills Public Money and Management Vol. 33, No. 2 pp 95-104)

Pragmatic reasons for IaH

Skills developed through international

work/study/volunteering abroadEmployability skills

• Team work and team leadership

• Organisational skills and project management

• Problem solving

• Networking

• Mediation skills and conflict resolution

• Decision making

• Interpersonal skills

Intercultural competence

• Confidence

• Willingness to take risks

• Patience

• Sensitivity

• Flexibility

• Open-mindedness

• Humility and respect

• CreativitySource Jones 2010, 2013

Source: Erasmus Impact Study 2014

Erasmus Impact Study (2014) found that 92% of

employers are looking for ‘transversal

skills’

What proportion of students in your

institution have an international study,

work, volunteering experience as part of

their programme?• 0-10%

• 11-20%

• More than 20%

Transformative ‘internationalisation’ can come not only through international engagement but through encounters with cultural “otherness” of any kind.

‘Interculturalisation’

Transformation of mindset

Reaching the 100%

Internationalisation at Home

1. Offers all students global perspectives within their programme of study, whether or

not they spend time abroad.

2. Moves beyond electives or specialised programmes.

3. Involves developing international and intercultural perspectives through

internationalised learning outcomes in the formal curriculum.

4. Is supported by informal (co-)curriculum activities across the institution.

5. Makes purposeful use of cultural diversity in the classroom for inclusive learning,

teaching and assessment practice.

6. Creates opportunities for student engagement with ‘cultural others’ in local society.

7. Involves all staff, not only academics and international officers.

8. May or may not include teaching in English or another lingua franca.

9. Can include virtual mobility through online working with partner universities.

10.Fosters purposeful engagement with international students.

www.eaie.org

EAIE

Blog21 August 2018

Elspeth Jones and Tanja Reiffenrath

Internationalisation at Home in

Practice

https://www.eaie.org/blog/internationalisation-at-home-practice.html

https://www.eaie.org/blog/internationalisation-at-home-practice.html

1. Offers all students global perspectives within their

programme of study, whether or not they spend time

abroad.• IaH is not a substitute or a ‘second-best

option’

• IaH integrates global perspectives, enriching the quality of a study programme.

• Effective means of actively including diverse cohorts of students into teaching and learning processes.

Elspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice

2. Moves beyond electives or specialised

programmes.

• Not merely students who may already be

interested, but the entire student cohort.

• Elements of internationalisation integrated

systematically into the compulsory curriculum.


3. Involves developing international and intercultural

perspectives through internationalised learning

outcomes in the formal curriculum.

• Example 1: “Students demonstrate understanding of the basic principles of production ecology and agrosystemsmodelling and their implications for diverse cultural and location-specific contexts”

• Example 2: “In diverse teams, students are capable of debating the local as well as global impact of relevant risk management strategies.”


4. Is supported by informal (co-) curriculum

activities across the institution.

• Learning not only takes place within formal classroom settings

• More informal activities lend substantial strength to IaH and can help deliver comprehensive internationalisation:– intercultural communication workshops

– buddy programmes

– language tandems

– service learning activities

– cultural programmes


5. Makes purposeful use of cultural diversity in the

classroom for inclusive learning, teaching and assessment

practice.

• IaH is strongly learner-oriented.

• Finding ways of integrating

experiences and knowledge of

both internationally mobile

students and local students from

diverse backgrounds.


6. Creates opportunities for student engagement with

‘cultural others’ in local society.

• IaH motivates students to seek ‘the intercultural’ as well as ‘the international’

• Effects of globalisation, migration, and cultural diversity on their doorstep.

• Formal learning scenarios, such as community research projects, might go hand in hand with service learning, excursions, or class visits by community members.


7. Involves all staff, not only academics and

international officers.

• Teaching and the

curriculum are at the

heart of IaH

• However, academics

need support from

colleagues across the

universityElspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice

• Curriculum developers

• Library

• IT services

• Accommodation

• Human Resources and staff development

• Restaurants and food outlets

• Quality enhancement

• Student support– disability services, visas, counselling and advising

• Governance and management

• Finance

For administrators – SUCTI project

8. May or may not include teaching in English or

another lingua franca.

• IaH entails a shift in orientation, not merely translation of an existing curriculum.

• May be delivered either through local language or English-medium programmes.


But delivering the same content in a different language does not deliver

change of mindset

9. Can include virtual mobility through online

working with partner universities.

• Virtual collaborations, shared teaching materials,

virtual guest lectures

• Expand perspectives in classroom discussions

• In more collaborative formats, enhance their

communicative and social skills.


10. Fosters purposeful engagement with

international students.

• Stimulates exchange and collaboration among students from diverse backgrounds

• Successful IaH does not depend on the presence of international students.



HOME IN THE NETHERLANDS

✔

✔✔

✔

✔

✔

✔✔

• Internationalisation at home is an alternative for

study abroad

• International classrooms are needed to meet

cultural diversity

• English medium education is international

education

December 12, 2018 Slide 28

Misconceptions

short title presentation - customize via footnote29

The mobile “cultural elite” (22%) is the normPractice for the non-mobile majority (78%) is an alternative

An internationalised curriculum for all students (100%)Additional learning abroad (22%)

Internationalisation starts in primary schools

cf. Education Council of the Netherlands

Dimensions of the EN-NL language debate

Legal Who decides? The Ministry or the universities?

Political Displacement effect and the Dutch tax payer

Societal Unfair on those with lower proficiency in English

Economic international students as an additional source of revenue

Practical Not enough student accommodation

Cultural Loss of (national) identity

Educational Quality may be negatively impacted

Focus points for internationalisation at

home in the Netherlands, anno 2018

1. Address misconceptions

2. Institutional strategies that stimulate bottom up

development

3. Profesional development for academics

4. Connecting stakeholders in internationalisation

and education

12/12/2018

33


HOME: A EUROPEAN

OVERVIEW | GERMANY

• HRK serves as the political and public voice of universities.

• Voluntary association of state and state-recogniseduniversities and other higher education institutions in Germany.

• 268 member institutions.

Resolutions and Recommendations:• “On the Internationalisation of Curricula” (2017)

• “On Basic and Project Funding for the Universities“ (2014)

• ”Language Policy at German Universities“ (2011)


German Rectors’ Conference (HRK)

• Recommendation passed by the General Assembly of the

HRK, May 2017.

• Significant percentage of graduates at German universities do

not experience a period of study abroad.

• Recommendation is also a result of the HRK-project „Audit –

Internationalisation of Universities“.

• The aim is to offer all students an international experience at

their home institution in Germany.


On the Internationalisation of Curricula

• HRK working group brought together university leaders,

experts from various disciplines and experts in the

internationalisation of higher education.

• Recommendation as an instrument to underline the

importance of a broad-based understanding of

internationalisation.

• Recommendation relies on Betty Leask’s definition of the

internationalisation of curricula.



• Recommendation is to be seen as a contribution to the further

development of teaching.

• Primarily addressed at academic staff.

• Broad approach, the target is to internationalise the curricula

in all academic disciplines.

• Supplemented by a series of papers from various academic

disciplines (e.g. medical studies, arts and humanities, teacher

education).



• Recommendation “On the Internationalisation of Curricula” www.hrk.de/resolutions-publications/resolutions/beschluss/detail/on-the-

internationalisation-of-curricula/

• Perspectives from the academic disciplines (in German) www.hrk.de/themen/internationales/internationalisierung-in-lehre-und-

forschung/internationalisierung-der-curricula/ (see May 9, 2017)


Links

http://www.hrk.de/resolutions-publications/resolutions/beschluss/detail/on-the-internationalisation-of-curricula/

https://www.hrk.de/themen/internationales/internationalisierung-in-lehre-und-forschung/internationalisierung-der-curricula/

Welcome to the opening plenary INTERNATIONALISATION AT ...f34f5799-db74-4deb-b94a-d66b1e2605… ·...

Documents

Transcript of Welcome to the opening plenary INTERNATIONALISATION AT ...f34f5799-db74-4deb-b94a-d66b1e2605… ·...