1. The EQUiiP Project NL01-KA – Educational Quality at Universities for inclusive international Programmes
Kevin Haines & Natividad Mansilla Ovejero
University of Groningen

2. 7 Transnational meetings
11 Outputs (O1–O11)
2 Short term joint staff training events (C1-C2)
6 Multiplier events (E1-E6)

3. EQUiiP final conference
“From Experience to Expertise”
University of Freiburg, Germany
13th June 2019
You are invited
Glasgow mural

4. HEIs “provide the necessary professional development and teacher training programmes that will allow HE teachers to appropriately develop their language proficiency as well as their professional and pedagogical knowledge, skills and competences and thereby empower them to ensure the quality of their teaching – and their students’ learning – in the multilingual and multicultural learning space.”
See:

5. “We will promote and support institutional, national and European initiatives for pedagogical training, continuous professional development of higher education teachers and explore ways for better recognition of high quality and innovative teaching in their career.”
Paris Communique EHEA 2018

6. The international classroom
Reflective processes
International course design
ED Profile
The role of language
Intercultural
group dynamics
Disciplinary content
Institutional environment, policies & strategies
Internationalisation of higher education
National & regional environment

7. EQUiiP definition of Educational Developers
Educational Developers (EDs) support lecturers in their work in universities, both in relation to the design of programmes and courses and the delivery of these programmes and courses (the didactics).

8. EQUiiP Baseline survey 2017
Q5 - Per week on average I spend approximately ... hours on educational development and/or teacher training.
The baseline survey confirmed the diversity of people involved in fulfilling the ED role. For example, the amount of time spent on the role on average per week varied enormously.

9. The need for EQUiiP
“You are not aware of your ‘Dutchness’. It’s so ‘normal’, it’s so part of you that you have a blind spot. You really have to highlight these things to be aware, because you are so colored by your own background that you don’t have the sensitivity for that.”
Hendrika, Educational Developer in the Netherlands (Haines et al 2015: 171)

10. Module A - Activity 4: Purpose
To allow participants to reflect on the “state of the art” regarding internationalisation, internationalisation at home, etc. and regarding internationalised teaching and learning within their own institution. This enables them to reflect on their agency in order to effect change within that institution.

11. Module A - Activity 4: Procedure
There is a worksheet for this activity. One sheet per participant.
Ask the participants to individually read the statements and respond to them by ticking one of the boxes on the Likert scale. 2-3 minutes.
Invite participants in small groups to compare their responses and discuss their similarities or differences: “Where do you have the same or different responses? Why?”
Wrap up in the large group, taking one statement at the time.

12. (to be launched in June 2019)
The EQUiiP Platform
(to be launched in June 2019)
Need to explain that the User Guide (top left) will consist of a number of thematic texts and other supporting documents which contain references to literature etc.

13. The EQUiiP Project 2016 – 2019 Thank you for listening

14. References
European Higher Education Area (EHEA) Paris Ministerial Communiqué. ue_final_ pdf
Haines, Kevin, Franka Van den Hende and Nico A. Bos From Training Initiative to Fully-Fledged Innovative International Programme: A Story of Staff and Student Cooperation at the university of Groningen’s Medical School. In Wendy Green & Craig Whitsed (Eds.), Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative accounts from Business, Education and Health, 159–174. Rotterdam: Sense Publishers.
Lauridsen, Karen M. & Lillemose, Mette Kastberg (Eds) Opportunities and challenges in the multilingual and multicultural learning space. Final document of the IntlUni Erasmus Academic Network project Aarhus: IntlUni.