Using an international competences matrix as a tool for professional development: policy and practice

My topic for today Professional development of teaching staff in internationalised education – a HE perspective International Competences Matrix Strategies for professional development The role of international mobility TCA, Zandvoort, 13-15 June 2018

Internationalisation of teaching and learning This includes: internationalised curricula (I@H) international classrooms teaching (in) English international collaboration international research TCA, Zandvoort, 13-15 June 2018

Policy and practice The missing link between a university’s internationalisation policy and successful practice is often the (teaching) staff member: not ‘on board’ – lack of interest in / belief in the management’s policy insufficiently prepared often no structured attention for competence development for internationalisation – training options are often relatively limited no comprehensive idea of which competences are required professional development trainers have limited experience with competence development for internationalisation TCA, Zandvoort, 13-15 June 2018

International Competences Matrix (1) The International Competences Matrix is a comprehesive outline of competences that teaching staff members need to successfully complete tasks in the international HE environment. For further information: https://www.hanze.nl/eng/organisation/international-affairs/professional-development-for-internationalisation TCA, Zandvoort, 13-15 June 2018

TCA, Zandvoort, 13-15 June 2018

TCA, Zandvoort, 13-15 June 2018

International Competences Matrix (2) An HRM tool A tool to help managers determine whether (new) teachers have the required competences → in recruitment of new staff → in appraisal talks with current staff > you cannot just rely on new staff to realise your internationalisation ambitions A tool to help teachers determine whether they have the required or desired competences → to plan personal development TCA, Zandvoort, 13-15 June 2018

Professional development Basic assumptions Clarity about the competences a teacher needs helps to determine the professional development required > role of ICM. Recognise the competences that a teacher can demonstrate. Professional development is more effective when it has a direct relation to a teacher’s current or imminent tasks. Professional development does not always mean taking a ‘course’ > offer a variety of learning options. TCA, Zandvoort, 13-15 June 2018

Internationalisation PD track A (Hanze UAS) For teachers/researchers in the domestic setting European Higher Education Area Intercultural competences (beginners) Internationa-lisation of curriculum International didactics (beginners) Academic discipline in international context International world of work TCA, Zandvoort, 13-15 June 2018

Internationalisation C+ For international teachers/researchers in the international setting (advanced) European Higher Education Area Intercultural competences (advanced) Internationa-lisation of curriculum Cambridge English Proficiency Expert Dutch Higher Education International didactics (advanced) Academic discipline in international context International world of work Dutch language proficiency TCA, Zandvoort, 13-15 June 2018

Variety in Learning Options Self-assessment > demonstrate competences (or lack thereof) E-learning > also useful to have (older) teachers experience e-learning! Courses, seminars, etc. Learning Lab > a.k.a. Learning Community, Community of Practice International Mobility TCA, Zandvoort, 13-15 June 2018

How do staff experience int. mobility? TCA, Zandvoort, 13-15 June 2018

How do staff experience int. mobility? Data Hanze UAS TCA, Zandvoort, 13-15 June 2018

How do staff experience int. mobility? Data Hanze UAS TCA, Zandvoort, 13-15 June 2018

International Mobility How can we make better use of international mobility in professional development? At present: Mobility tool indicates that staff experience relevance re professional development. But: Often no clear/explicit learning objectives. Hardly any reporting on/sharing of experiences upon return. Generally no formal recognition of international mobility. TCA, Zandvoort, 13-15 June 2018

What is needed …. to embed teaching staff mobility in professional development? Offer international mobility as a professional development trajectory. Be explicit about learning outcomes Evaluate results. Provide feedback and/or assessment. TCA, Zandvoort, 13-15 June 2018

Example of mobility assignment Participate in a short exchange period abroad Step 1 > Plan a trip to an company/organisation of your choice abroad, to meet international representatives of the world of work. The objectives of the meeting(s) should be as clearly defined as possible. Step 2 > Write a report analysing your experiences, identifying specific knowledge and insights that you have gained which might be of use in your work for your programme/school. Submit in portfolio The report (5 pages) in the language of your choice (Du or Eng). TCA, Zandvoort, 13-15 June 2018

What is needed …. to improve the recognition of international mobility. Develop guidelines for a (standardised) form of recognition? Develop a credit system for staff mobility; cf. PE points (PE = “permanente educatie”)? TCA, Zandvoort, 13-15 June 2018

To sum up Recognition Mobility is often recognised informally, but recognition is not measurable. Teaching staff appear to be satisfied with the recognition. So: Is there a problem that needs solving? Professional Development (PD) Teaching staff experience that mobility is instrumental in PD. Should/can it be used more structurally? TCA, Zandvoort, 13-15 June 2018

Thank you! p.e.van.der.werf@pl.hanze.nl