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International Classroom Project (2012-2020) a case study of how it can be done Introduction Franka van den Hende (MA), overall project management policy advisor in internationalization of education PhD research on internationalization in higher education.

e-mail: [email protected] www.rug.nl/internationalclassroom

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International Classroom, how to develop and how to implement Workshop set up

• introduction: with open discussion on internationalization and the international classroom • presentation and discussion: the International Classroom project and tools developed • practical exercise: discussing the IC framework • presentation of ideas, discussion and follow-up.

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Workshop International Classroom

Introduction round

› what is your role in teaching, research, management, support? › what is your personal experience, interest, and/or future ambition with internationalization?

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What is internationalization?

“The intentional process of integrating an international, intercultural, or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society” (de Wit, Hunter, Coelen, 2014) “organizational adaptation and innovation, it is a strategic planning process that needs to be representative and participative of organizational culture” (Bartell, 2003) “commitment through action to infuse international and comparative perspectives throughout the teaching, research and service missions of higher education, it shapes institutional ethos and values – comprehensive internationalization” (Hudzik 2015).

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Rationales for internationalization - why › political: foreign policy, national security, peace and mutual understanding › economic: labor market, growth and competitiveness, financial incentives › social & cultural: relevance for society, creating intercultural understanding

› academic: developing an international and intercultural dimension in education, research, services, and institution, improvement of quality and international academic standards, profile and status. ›

(De Wit, 2002, 83-102)

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International Classroom project

Discussion Why is internationalization important for your university and/or in your specific context?

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International Classroom project

RUG rationales for internationalization > further growth and competitiveness > international reputation & accreditation > quality and innovation through diversity and talents > relevance for students and staff / employability and life-long learning. > supported by national and EU policies.

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Context RUG: internationalization 2.0 •

from focus on mobility, networks and international marketing to: “comprehensive internationalization” approach (Hudzik, 2015): • internationalization involves ALL staff and students • part of the overall RUG mission and strategy • further mainstreaming in organisation.

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from English-taught programmes to international programmes

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from dichotomy Dutch – international students to a diverse group of students

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how to measure and monitor outcomes how to connect internationalisation with quality and innovation.

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research university, founded in 1614

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5,000 international students (17%), 25% study abroad, > 120 nationalities

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35% international academic staff

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107 master’s, 21 bachelor’s, 11 joint programs in English

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good position in international rankings, exploring branch campus (TNE) in China.

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International Classroom Overall RUG ambitions •

inclusion of students with diverse linguistic, cultural, and educational backgrounds in a single learning environment

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achievement of higher educational standards using diversity of of students and staff

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preparation of (all) students for a life and career in a globalized world.

Inclusive: transparent, accessible, understandable (Hockings, 2010)

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Main objectives IC project • to describe what makes a programme an International Classroom • to develop policies, tools and resources for an integrated, systematic approach, connecting levels, accreditation parameters, disciplines and departments • to develop indicators for systematic monitoring and assessment of the International Classroom (create evidence) • to connect the International Classroom with quality and innovation. Overall goal for RUG • to acquire the European quality label for internationalisation CeQuint (related processes are Language and Culture project, strategic plans).

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What is an international classroom for RUG? Key characteristics •

working from a specific vision on internationalization

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working effectively with student and staff diversity through “purposeful interaction”

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working with international and intercultural learning outcomes

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including both the formal, informal and hidden curriculum

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appropriate and effective support for staff and students in a multilingual and multicultural environment.

Based on 4 pilot case studies Curriculum: everything that shapes the students’ learning experience (Leask 2013).

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IC project approach - how      

  

top-down and bottom-up involving all levels and stakeholders (teachers!) developed a scholarly approach starting from good practices (working with the willing) balance between generic models and specific context creating cross-disciplinary and interdepartmental discussion embedded in theoretical framework commitment from external international experts dissemination through seminars, booklets, presentations and (academic) articles.

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International Classroom What – project activities (since April 2013)

› › › › ›

set up project organization developed institutional vision on internationalization developed institutional language/culture policy and implementation plan pilot case studies in three faculties development of IC framework and process model for internationalizing learning outcomes › seminars, presentations, workshops, publications.

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International Classroom

IC pilots - case studies of existing good practices

• • • •

International Bachelor in Medicine (& Global Health) Master in Environmental and Infrastructure Planning Bachelor in Computing Sciences Bachelor in Industrial Engineering and Management.

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Methodology

› based on research in Australia (Leask, Greene,Whitsed) and UK (Carroll), adjusted for English Medium Instruction context (Lauridsen) › related to Principles of Teaching across Cultures (Leask, Carroll) › study of formal documents and interviews with all stakeholders.

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Pilots – quotes about teaching and learning “we need to consider how to adjust our learning outcomes for students who will work in international companies (lecturer) “we only started to realize the Dutch-ness of our rules when international students came to Groningen” (lecturer) “whenever I learn anything about myself or about my friends, it is never when we are agreeing on subjects or when we share the same experience. You always learn about other cultures and other perspectives when you discuss it from different angles” (student) “the moment you cross the border of not thinking only in terms of the Netherlands, you start to get new experiences” (lecturer) “we have a number of community-building activities inside and outside the classroom. Structured interaction is required, also outside formal gatherings” (lecturer).

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Pilots – some quotes about staff and students › “it’s not about how many passports of international students you can get within one classroom. It’s about how you bring this transnational dimension to the discussion” (student) › “the international staff and staff with international experience feel comfortable in addressing the international classroom and use terminology that is accessible for all” (staff) › “international students also need to make an effort. You cannot just come to a foreign country and not adapt. You need to try methods for making things work” (international student)

› “a more heterogeneous group of students needs extra attention, including outsideclass activities to accommodate them – beyond the introduction” (board member) › “some students do not have the basic knowledge (…), we need to cope with that in the beginning of a programme. This is about missing topics, it is not a question of capability” (lecturer).

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Pilots – recommendations › vision (faculty and programmes) to be further developed – to be derived from institutional vision, attuned to education and research › international/intercultural learning outcomes to be made more explicitly international and intercultural (where appropriate) and measurable, include perspective of global employability

› academic and organizational culture still very Dutch (be explicit and more open) › need for “educationally purposeful interaction” to work effectively with diversity › support for language and intercultural competences development to be embedded in the programmes more › involve student associations and networks (relevance of informal and hidden curriculum).

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Pilots – specific results › programmes are at different stages of internationalization › different levels, contexts and objectives › differences in diversity of students and staff (culture, educational background, international experience, gender, personality, etc.)

› for Natural Sciences: strong international content and context (e.g. research networks), needs more focus on application and communication aspects to enhance international and intercultural teaching and learning

› for Spatial Sciences: strong comparative perspective, but explain why › for Global Health: medical professional and academic environment is still very Dutch, diversity of students can be used better, diversity of staff to be increased.

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International Classroom

Cequint parameters • • • • •

vision: matching ambition in internationalization, related to quality of education learning outcomes: reflection of programme vision, intercultural and global where appropriate teaching and learning: didactics, arrangements, content, context, assessment, evaluation [at program and at course level] staff: group composition, international experience and competences, services provided students: group composition, international experience, services provided.

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IC framework- learning outcomes At the programme level › › › ›

base learning outcomes on international standards (in specific field) allow for transition and development in the thinking and capability of students focus on development of intercultural, linguistic and global competences link with employability and career perspectives; ensure ‘double valorisation’ from academic science and professional practice › ensure alignment of (internationalised) learning outcomes at programme and course levels.

At the course level › address the diverse learning needs of students › explicitly use and value the diversity of staff and students › extend the context beyond the immediate Dutch experience, focus on the use of examples beyond the European perspective

›

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IC framework – teaching and learning At programme level › › › › › › › ›

explain the concept and added value of the ‘international classroom’ explain specifics of Dutch culture and RUG academic and organisational culture create opportunities to reflect on teaching styles and negotiate learning raise and develop intercultural sensitivity, skills and an international attitude in both teachers and students. Where appropriate, assess them. facilitate interactive learning and community building through suitable learning arrangements, regular feedback, reflection, and peer review locate opportunities where the informal curriculum can be used or encouraged to better support programme level learning be aware of the international agenda and trends for research as well as the specific local, Dutch context and find an appropriate balance allow for some flexibility (while ensuring consistency), and adaptation time (e.g. in assignment/research topics) and monitor transition and progress of individual students.

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IC framework – teaching and learning At course level › adjust learning materials and literature to include international examples (not only European/Western) › include issues of context in tasks for assessment › create purposeful interaction, regulated by both the learning goals and skilful pedagogical design and delivery › train students to develop the necessary skills, including intercultural communication skills › encourage students to participate in discussions, develop critical thinking and teach them the skills for doing so and encourage and make chances for students to use their background and experiences as examples › for assignments and group work; think about group formation, have a rationale for how you set groups, and ensure composition fits the goals and purpose of the assessment task. › create an open, safe and supportive environment.

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International Classroom

Exercise in smaller groups Discuss IC conceptual framework for your institution • • •

how could this IC framework possibly be used at your programme/faculty? whom to involve, how to start the process, etc. what kind of support/resources would you need?

• • •

to what extent do you work from a vision on internationalisation? to what extent do you work with (internationalised) learning outcomes? to what extent is your teaching and learning environment international?

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what enablers or disablers would you expect in your process?

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Conclusion: what is next (until 2020) > further development of tools, expertise and resources > further development and implementation of the international classroom in all 10 faculties through specific faculty projects > further adjustment of policies (e.g. UTQ, graduate attributes)

> for dissemination: booklets, seminars, workshops and articles > for feedback: collegial visits and workshops with international experts > application for accreditation for CeQuint in 2018. Implementation language/culture policy in separate project.

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Points for discussion How to enhance teaching and learning through the international classroom? › the relevance of context – how to turn possible blockers into enablers › how to explain what the international classroom is about – to staff and students › how to engage staff and students

› how to connect levels, departments, projects, etc. › how to move beyond our comfort zones › how to make the international classroom meaningful?

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International classroom project › Thank you for attention and participation!

› For further information/discussion: › Franka van den Hende, IC project manager, › [email protected]

› www.rug.nl/internationalclassroom