Bridging Perspectives A strategic approach for the internationalisation of curricula through Graduate attributes A case from Groningen University University of Groningen - International Classroom project Winny Bakker & Catherine Meissner

https://padlet.com/w_bakker/bridging Graduate attributes Intercultural Communication skills https://www.rt3nc.org/objects/modules/21c/future_ready/graduate.html https://padlet.com/w_bakker/bridging

How do students develop intercultural communication skills? https://padlet.com/w_bakker/bridging

https://padlet.com/w_bakker/bridging > 120 nationalities 35% international academic staff 126 (167) English-taught MAs; 29 (48) Eng-taught BAs 30 000 students of whom 6 000 international students > 120 nationalities study or work at the University 35% international academic staff 126 (167) English- taught master’s; 29 (48) English-taught bachelor’s https://padlet.com/w_bakker/bridging

An international university requires an international educational programme and an academic and social environment in which cultural differences between staff and students serve as an opportunity to learn from each other. Vision on Education, University of Groningen This enables staff and students to develop their full potential, collaborate in a committed and respectful way and make a responsible contribution to academia and society.

Graduate attribute “Being able to communicate and function appropriately in intercultural settings and contexts” Intercultural Communication skills This enables staff and students to develop their full potential, collaborate in a committed and respectful way and make a responsible contribution to academia and society.

Academics’ conceptions of how students develop generic graduate attributes Line of activation, inclusion and integrated into disciplinary context Context: internationalisation of the curriculum Framework Barrie: from teacher centered to student centered curriculum design Role: Educational developers as mediators Graduate attributes as a tool Understandings of what is learned and how it is learned → adjust teaching and allocate support Barrie, 2007

Case study https://www.rug.nl/bachelors/medicine/ History- from Dutch to English taught Identifying good practices and challenges Be lucky- it all connects sometimes: vaccinates Efficiency- work strategically (graduate attributes, curriculum) Role of ED: facilitator, keep the overview, bridge different perspectives (student, teacher, ED) https://www.rug.nl/bachelors/medicine/

Internationalisation process Teaching in English Learning opportunities by using diversity as a resource Internationalized intended learning outcomes Teaching in English Learning opportunities by using diversity as a resource Internationalized intended learning outcomes Make structurally use of diversity Help students to develop their intercultural competences

Key stakeholders Mapping out good practices

Internationalisation process …. Internationalized intended learning outcomes Make structural use of diversity Help students to develop their intercultural competences Teaching in English Learning opportunities by using diversity as a resource Internationalized intended learning outcomes Make structurally use of diversity Help students to develop their intercultural competences

Being able to communicate and function appropriately in intercultural settings and contexts A recent BA’s graduate can communicate efficiently, both orally and in writing, in educational and in simulated professional situations Facilitate discussions with patients in a way that is respectful, non-judgemental and culturally sensitive =Facilitate discussions with patients in a way that is respectful, non- judgmental and culturally sensitive

https://padlet.com/w_bakker/bridging Questions? https://padlet.com/w_bakker/bridging

Some references Biggs, J. 1996. Enhancing teaching through constructive alignment. Higher Education, 32, 347-364. Barrie, S.C. 2007. A conceptual framework for the teaching an learning of generic graduate attributes. Studies in Higher Education, 32:4m 439-458. 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.B.J. 2017. The Purposeful Interaction Model. In J. Valcke & R. Wilkinson (Eds.), At the crossroads between innovation and practice. Selected Papers from the IV International Conference Integrating Content and Language in Higher Education 2015. Frankfurt: Peter Lang. 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.

Contact info c.meissner@rug.nl w.bakker@rug.nl