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INTERNATIONALISATION AT
HOME: A EUROPEAN OVERVIEW
Welcome to the opening plenary
Auditorium | Wednesday, 28 November, 13:00-14:00
@elspethjones
Internationalisation across
Europe too often associated with
• Mobility of students and staff
• Teaching in English
• Presence of international students
Source: EAIE Barometer
2018
“The purposeful integration of international and
intercultural dimensions into the formal and
informal curriculum for all students within
domestic learning environments.”
Jos Beelen and Elspeth Jones (2015)
Values-based reasons for
Internationalisation at Home
Numerous international studies show that international experience offers significant benefits to students, especially with regard to transferable/employability/transversal skills
(See Jones, E. (2013) Internationalization and employability: the role of intercultural experiences in the development of transferable skills Public Money and Management Vol. 33, No. 2 pp 95-104)
Pragmatic reasons for IaH
Skills developed through international
work/study/volunteering abroadEmployability skills
• Team work and team leadership
• Organisational skills and project management
• Problem solving
• Networking
• Mediation skills and conflict resolution
• Decision making
• Interpersonal skills
Intercultural competence
• Confidence
• Willingness to take risks
• Patience
• Sensitivity
• Flexibility
• Open-mindedness
• Humility and respect
• CreativitySource Jones 2010, 2013
Source: Erasmus Impact Study 2014
Erasmus Impact Study (2014) found that 92% of
employers are looking for ‘transversal
skills’
What proportion of students in your
institution have an international study,
work, volunteering experience as part of
their programme?• 0-10%
• 11-20%
• More than 20%
Transformative ‘internationalisation’ can come not only through international engagement but through encounters with cultural “otherness” of any kind.
‘Interculturalisation’
Transformation of mindset
Reaching the 100%
Internationalisation at Home
1. Offers all students global perspectives within their programme of study, whether or
not they spend time abroad.
2. Moves beyond electives or specialised programmes.
3. Involves developing international and intercultural perspectives through
internationalised learning outcomes in the formal curriculum.
4. Is supported by informal (co-)curriculum activities across the institution.
5. Makes purposeful use of cultural diversity in the classroom for inclusive learning,
teaching and assessment practice.
6. Creates opportunities for student engagement with ‘cultural others’ in local society.
7. Involves all staff, not only academics and international officers.
8. May or may not include teaching in English or another lingua franca.
9. Can include virtual mobility through online working with partner universities.
10.Fosters purposeful engagement with international students.
www.eaie.org
EAIE
Blog21 August 2018
Elspeth Jones and Tanja Reiffenrath
Internationalisation at Home in
Practice
https://www.eaie.org/blog/internationalisation-at-home-practice.html
1. Offers all students global perspectives within their
programme of study, whether or not they spend time
abroad.• IaH is not a substitute or a ‘second-best
option’
• IaH integrates global perspectives, enriching the quality of a study programme.
• Effective means of actively including diverse cohorts of students into teaching and learning processes.
Elspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice
2. Moves beyond electives or specialised
programmes.
• Not merely students who may already be
interested, but the entire student cohort.
• Elements of internationalisation integrated
systematically into the compulsory curriculum.
Elspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice
3. Involves developing international and intercultural
perspectives through internationalised learning
outcomes in the formal curriculum.
• Example 1: “Students demonstrate understanding of the basic principles of production ecology and agrosystemsmodelling and their implications for diverse cultural and location-specific contexts”
• Example 2: “In diverse teams, students are capable of debating the local as well as global impact of relevant risk management strategies.”
Elspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice
4. Is supported by informal (co-) curriculum
activities across the institution.
• Learning not only takes place within formal classroom settings
• More informal activities lend substantial strength to IaH and can help deliver comprehensive internationalisation:– intercultural communication workshops
– buddy programmes
– language tandems
– service learning activities
– cultural programmes
Elspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice
5. Makes purposeful use of cultural diversity in the
classroom for inclusive learning, teaching and assessment
practice.
• IaH is strongly learner-oriented.
• Finding ways of integrating
experiences and knowledge of
both internationally mobile
students and local students from
diverse backgrounds.
Elspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice
6. Creates opportunities for student engagement with
‘cultural others’ in local society.
• IaH motivates students to seek ‘the intercultural’ as well as ‘the international’
• Effects of globalisation, migration, and cultural diversity on their doorstep.
• Formal learning scenarios, such as community research projects, might go hand in hand with service learning, excursions, or class visits by community members.
Elspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice
7. Involves all staff, not only academics and
international officers.
• Teaching and the
curriculum are at the
heart of IaH
• However, academics
need support from
colleagues across the
universityElspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice
• Curriculum developers
• Library
• IT services
• Accommodation
• Human Resources and staff development
• Restaurants and food outlets
• Quality enhancement
• Student support– disability services, visas, counselling and advising
• Governance and management
• Finance
For administrators – SUCTI project
8. May or may not include teaching in English or
another lingua franca.
• IaH entails a shift in orientation, not merely translation of an existing curriculum.
• May be delivered either through local language or English-medium programmes.
Elspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice
But delivering the same content in a different language does not deliver
change of mindset
9. Can include virtual mobility through online
working with partner universities.
• Virtual collaborations, shared teaching materials,
virtual guest lectures
• Expand perspectives in classroom discussions
• In more collaborative formats, enhance their
communicative and social skills.
Elspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice
10. Fosters purposeful engagement with
international students.
• Stimulates exchange and collaboration among students from diverse backgrounds
• Successful IaH does not depend on the presence of international students.
Elspeth Jones and Tanja Reiffenrath (2018) Internationalisation at Home in Practice
INTERNATIONALISATION AT
HOME IN THE NETHERLANDS
✔
✔✔
✔
✔
✔
✔✔
• Internationalisation at home is an alternative for
study abroad
• International classrooms are needed to meet
cultural diversity
• English medium education is international
education
December 12, 2018 Slide 28
Misconceptions
short title presentation - customize via footnote29
The mobile “cultural elite” (22%) is the normPractice for the non-mobile majority (78%) is an alternative
An internationalised curriculum for all students (100%)Additional learning abroad (22%)
Internationalisation starts in primary schools
cf. Education Council of the Netherlands
Dimensions of the EN-NL language debate
Legal Who decides? The Ministry or the universities?
Political Displacement effect and the Dutch tax payer
Societal Unfair on those with lower proficiency in English
Economic international students as an additional source of revenue
Practical Not enough student accommodation
Cultural Loss of (national) identity
Educational Quality may be negatively impacted
Focus points for internationalisation at
home in the Netherlands, anno 2018
1. Address misconceptions
2. Institutional strategies that stimulate bottom up
development
3. Profesional development for academics
4. Connecting stakeholders in internationalisation
and education
12/12/2018
33
INTERNATIONALISATION AT
HOME: A EUROPEAN
OVERVIEW | GERMANY
• HRK serves as the political and public voice of universities.
• Voluntary association of state and state-recogniseduniversities and other higher education institutions in Germany.
• 268 member institutions.
Resolutions and Recommendations:• “On the Internationalisation of Curricula” (2017)
• “On Basic and Project Funding for the Universities“ (2014)
• ”Language Policy at German Universities“ (2011)
December 12, 2018 Slide 35
German Rectors’ Conference (HRK)
• Recommendation passed by the General Assembly of the
HRK, May 2017.
• Significant percentage of graduates at German universities do
not experience a period of study abroad.
• Recommendation is also a result of the HRK-project „Audit –
Internationalisation of Universities“.
• The aim is to offer all students an international experience at
their home institution in Germany.
December 12, 2018 Slide 36
On the Internationalisation of Curricula
• HRK working group brought together university leaders,
experts from various disciplines and experts in the
internationalisation of higher education.
• Recommendation as an instrument to underline the
importance of a broad-based understanding of
internationalisation.
• Recommendation relies on Betty Leask’s definition of the
internationalisation of curricula.
December 12, 2018 Slide 37
On the Internationalisation of Curricula
• Recommendation is to be seen as a contribution to the further
development of teaching.
• Primarily addressed at academic staff.
• Broad approach, the target is to internationalise the curricula
in all academic disciplines.
• Supplemented by a series of papers from various academic
disciplines (e.g. medical studies, arts and humanities, teacher
education).
December 12, 2018 Slide 38
On the Internationalisation of Curricula
• Recommendation “On the Internationalisation of Curricula” www.hrk.de/resolutions-publications/resolutions/beschluss/detail/on-the-
internationalisation-of-curricula/
• Perspectives from the academic disciplines (in German) www.hrk.de/themen/internationales/internationalisierung-in-lehre-und-
forschung/internationalisierung-der-curricula/ (see May 9, 2017)
December 12, 2018 Slide 39
Links
Q&A
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