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

2. 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, June 2018

3. Internationalisation of teaching and learning
This includes:
internationalised curricula
international classrooms
teaching (in) English
international collaboration
international research
TCA, Zandvoort, June 2018

4. 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, June 2018

5. 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:
TCA, Zandvoort, June 2018

6. TCA, Zandvoort, June 2018

7. TCA, Zandvoort, June 2018

8. 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, June 2018

9. 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, June 2018

10. 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, June 2018

11. 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, June 2018

12. 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, June 2018

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

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

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

16. 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, June 2018

17. 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, June 2018

18. 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, June 2018

19. 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, June 2018

20. 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, June 2018

21. Thank you!