Internationalising curricula through internationalised learning outcomes

1. Internationalising curricula through internationalised learning outcomes University of Groningen - International Classroom project Catherine Meissner (MA) Educational advisor internationalisation. www.rug.nl/internationalclassroom

2. 30 000 students of whom 5,000 international students • > 120 nationalities • 35% international academic staff • 95 English- taught (111) master’s; 26 English-taught (55) bachelor’s;

3. Start of the process 2013focus on relevance of IC project for quality and innovation of education Pilots of Good Practice • On programme and course level • In 3 faculties Results: Absence of explicit international/intercultural learning outcomes

4. First phase of the IC project: 2013-2015 • Vision on internationalisation • Development IC Framework

5. Second Phase: Implementation (2016—2020) • Internationalisation of curricula • Top down and bottom up approach • To move beyond our comfort zones

6. Asking the WHY question • Central: international profile of the programme • Rapidly changing world • Link employability • Innovative education Approach towards internationalising curricula

7. Globalization Global connectedness Intercultural Societies Ethics Communication Variety of choice Global challenges

8. Group assignment Discuss which challenges graduates face in a globalising world. How are they related to your discipline/ department?

9. Approach towards learning outcomes Student centred Systematic approach Based on existing educational practice Integrate an international and intercultural dimension Link to employability Specific focus on quality enhancement

10. http://www.gcu.ac.uk/media/gcalwebv2/theuniversity/centresprojects/globalperspectives/Definition_of_Intercultural_competence.pdfhttp://www.gcu.ac.uk/media/gcalwebv2/theuniversity/centresprojects/globalperspectives/Definition_of_Intercultural_competence.pdf

11. Integrate an international and intercultural dimension • Change the context • Focus on diverse recipients • Make comparisons to raise context awareness • Add ‘global’ and ‘intercultural’ • Make diversity important and explicit

12. Overall • On programme level • On course level How to internationalise the curriculum

14. Alignment with ILOs on programme level • Identify courses that (implicitly) address ILOs • Reflect on current practice • What is taught? How is it assessed? Where are the possibilities for improvement? • Make learning explicit The profile provides orientation

15. Mapping exercise

16. Graduate attributes “A graduate of an international RUG programme is able to communicate and function in intercultural settings and contexts” Some tools… (institutional level) ILO medicine A recent Bachelor’s graduate is able to communicate with respect for cultural diversity of the participants (both orally and in writing) in educational and/or simulated professional situations

17. Alignment of all levels Institutional level Programme level Course level

18. Assessment plans • Learning line • Rubrics Some tools… (programme level)

20. Thank you for your attention. Time for questions and discussion.

21. Some references Biggs, J. 1996. Enhancing teaching through constructive alignment. Higher Education, 32, 347-364. Carroll, J. 2015. Tools for Teaching in an Educationally Mobile World. Routledge. Deardorff, D. K. 2006. The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States. Journal of Studies in International Education, 10, 241-266. Haines, K. and F. van den Hende 2014. Purposeful interaction, a working model. www.rug.nl/internationalclassroom Kennedy, D. et al 2007. Writing and Using Learning Outcomes: A Practical Guide. Quality Promotion Unit, University College Cork. Leask, B. 2015. Internationalizing the Curriculum. Routledge.