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Trends in higher education  Globalization  Knowledge society  Economization of higher education  Massification  System withdrawal (less public funds, more influence of the market)  Entrepreneurialism  Branding of universities  Change in student profiles and demands

Internationalization at home: internationalizing the curriculum 3

4 Topics 1. What is an internationalized curriculum? 2. Why internationalize the curriculum? 3. What are the characteristics of an internationalized curriculum? 4. Types of internationalized curricula 5. Problems with internationalizing the curriculum 6. Strategic areas of building international curricula 7. Curricula at various levels

5 Internationalization of the curriculum is an effort/process to introduce an international, intercultural or global dimension into course content and materials and into teaching and learning methods (AUCC - Association of Universities and Colleges of Canada)

6 Why internationalize the curriculum? The aim of an international curriculum is to prepare students to live and work anywhere in the world by providing them with the skills, expertise and cultural sensitivity to do so (Griffith Institute for Higher Education, Australia) 4 provides an avenue for local students to develop global perspectives and skills at home (not through exchange programs and other mobility). 4 promotes innovation in curriculum and diversity of programs 4 curriculum more relevant /more attractive for international students 4 raises the institution’s profile on the global stage of higher education

7 An internationalized university curriculum includes: (Griffith University Good Practice Guide on Internationalizing the Curriculum) value diversity and internationalization integral to all programs (two distinct strategies: specific courses vs. all courses) international perspectives inform curriculum design and content (outcomes assessment, student centered education, alignment, innovative teaching) relevant international examples/case studies/readings inclusive learning environment (facilities, library) culturally sensitive and inclusive learning and teaching activities (group work, role play, case studies, projects, portfolios) use of multi-cultural cohorts to facilitate learning (heterogeneous rather than homogeneous group-work)

8 Types of internationalized curricula (based on Leask, 2001) – university level 1. preparing graduates for defined international professions 2. leading to internationally recognized professional qualifications 3. leading to joint or double degrees 4. compulsory parts are offered abroad 5. international subject, or area or language studies 6. interdisciplinary programs, such as region and area studies, covering more than one country 7. the traditional or original subject area is broadened by international cross-cultural or intercultural approaches 8. explicitly address cross-cultural communication issues and that provide training in intercultural skills 9. the content is especially designed for foreign students

Departmental/program level Learning outcomes grid – alignment (example, CEU Public Policy department, MA level) CEU mission component: INTERNATIONALISATION Public Policy program learning outcome: by the end of the CEU MA program, a graduate will be able to apply key concepts to political systems other than the home country Course/s responsible: “ Comparative Political Institutions ” Formative assessment: Case-based in-class presentation (graded) Summative assessment: Term paper (graded) Indirect indicator/s: Alumni working in a variety of countries and/or international organizations (based on alumni survey)

Learning outcomes – course level (example: From renovatio imperii to ‘twilight of empire’: Late Byzantine History and Culture (c.1250–1453) CEU MA course) By the end of the course students should be able to:  form a well-informed judgement about multi-causal historical developments;  integrate multidisciplinary perspectives (multicultural understanding);  read primary sources in translation and secondary literature in English critically;  present ideas orally and take part in discussions in English as foreign language

11 IC at various levels Undergraduate, BA Comparative approaches Courses in English Courses on diversity, intercultural communication, etc. Case studies, role plays MA Area studies, interdisciplinary programs Group projects and field-work Thesis topic Second reader PhD External supervisor, international doctoral committee Joint publications International peer reviewing

12 Double degrees, joint degrees 1. Joint degree - study at two (one only?) or more institutions and receive a single degree certificate issued by all of the institutions.  joint design, join selection, joint responsibility, joint quality  more intensive institutional cooperation  stand-alone program, rather than optional ad-on track 2. Double degree (easier, more - study at two or more different institutions and receive a separate degree certificate from each of the institutions. two different university degrees in parallel. The two degrees may be in the same subject area or in two different subjects. A double degree typically takes less time than it would take to complete each program separately.

13 Double degrees, joint degrees MESPOM is an Erasmus Mundus Masters course in Environmental Sciences, Policy and Management operated by four leading European and two North American Universities and supported by the European Commission. MESPOM prepares students for identifying and implementing solutions to complex environmental challenges, especially in an international context.Erasmus Mundus is in English and lasts two years. The students study in at least three out of six consortium universities: the International Institute for Industrial Environmental Economics at Lund University (Sweden), the University of Manchester (UK),Central European University (Budapest), the University of the Aegean (Lesvos, Greece),Middlebury Institute of International Studies at Monterey (MIIS) ( USA), and the University of Saskatchewan (UoS) (Canada). International Institute for Industrial Environmental EconomicsLund University the University of ManchesterCentral European UniversityUniversity of the AegeanMiddlebury Institute of International Studies at MontereyUniversity of Saskatchewan In MESPOM has been supported by the European Commission's Erasmus Mundus and Erasmus + programs

14 Double degrees, joint degrees