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

30 000 students of whom 5,000 international students Stratigic plan for the coming years good position in international rankings exploring branch campus in China 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;

Start of the process 2013 focus 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 study of formal documents and interviews with all stakeholders. diversity of students and staff Dutch-ness of academic and organizational culture awareness need for intercultural skills Study programmes are at different stages of internationalisation differences in contexts and objectives faculty and study programme vision to be further developed

First phase of the IC project: 2013-2015 Vision on internationalisation Development IC Framework Vision: Integration of an international approach throughout research disciplines and degree programmes and provide an Creation of inclusive learning environments for all students.

Second Phase: Implementation (2016—2020) Internationalisation of curricula Top down and bottom up approach To move beyond our comfort zones implementation plan for all faculties development and implementation of generic model for making learning outcomes international and intercultural further development of policies (e.g. graduate attributes) Creation of commitment and involvement by using a for dissemination: booklets, seminars, workshops and articles for feedback: collegial visits and workshops with international experts the relevance of context – how to turn possible blockers into enablers how to explain what the international classroom is about – to staff and students

Approach towards internationalising curricula Asking the WHY question Central: international profile of the programme Rapidly changing world Link employability Innovative education Different for each discipline Reference: framework Betty Leask

Globalization Global connectedness Intercultural Societies Ethics Communication Variety of choice Global challenges Answering the why question in context of the discipline Example from disciplines- profile of future graduate: Computing Science

Group assignment Discuss which challenges graduates face in a globalising world. How are they related to your discipline/ department? Form groups of 3 to 4 people, preferably from the same or related disciplines.

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 Evidence of internationalisation efforts Reputation and distinctiveness

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

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 Reference: Jude Carroll

How to internationalise the curriculum Overall On programme level On course level Overall: Build up on existing practice Use of existing LO On programme level: Work from a graduate profile Link to employability and future challenges Address international/ intercultural competences On course level: Refer to ILO’s on programme level Make use of diversity in the classroom Extend the (western) context Reflect on teaching and assessment to achieve outcomes

Where to start with? Which course/ teacher should be involved? Nieuw design or adjustment?

The profile provides orientation 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

Mapping exercise

Some tools… (institutional level) Graduate attributes “A graduate of an international RUG programme is able to communicate and function in intercultural settings and contexts” 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 provide a framework for internationalising learning outcomes and implications for teaching, learning and assessment develop a distinctive profile for RUG graduates to connect the global context and intercultural competences with the educational strategy and employability

Alignment of all levels A graduate of a international programme is aware of global ethical issues and their impact on decisions. Course learning outcomes Teaching method Assessment Graduates of the Bachelor programme have insight in the applicability of Computing Science and the interplay between theory and practice, including the ethical issues concerned and their consequences on decision-making; Institutional level Programme level Course name Ethical and Professional Issues (2nd year): An introduction to the ethical and professional issues that are connected with the development and use of computer technologies. Teaching: In part I of the course students follow lectures and apply concepts in a workshop, in part II students perform searches of the literature and write an essay. essay, presentation, written exam Assessment: Written examination about part I, graded on a 10-point scale; decreased by one point max, depending on quality of performance in the workshop; essay of part II also graded on a 10-point scale; increased/decreased by one point max, depending on quality of performance in the essay group and in the presentation to the class as a whole; overall score determined by counting part I for one third and part II for two thirds. Course level

Some tools… (programme level) Assessment plans Learning line Rubrics define when skills are taught, practiced and/or assessed Ensure continuous development of skills

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

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.