Mapping International and Intercultural Learning Outcomes in the European Studies Curriculum The Hague University of Applied Sciences Claudia Bulnes & Eveke de Louw

European Studies A journey towards a robust ICC continuum (case study)

Outlining the journey

Definition ICC  Existing terms and definitions  Your context  Own definition Definition ICC  Existing terms and definitions  Your context  Own definition

Definition ICC - European Studies Intercultural competence is a lifelong intrinsic developmental process that transforms one's attitudes, knowledge and skills to communicate effectively and appropriately with people of different cultural backgrounds. Definition ICC - European Studies Intercultural competence is a lifelong intrinsic developmental process that transforms one's attitudes, knowledge and skills to communicate effectively and appropriately with people of different cultural backgrounds.

Knowledge, Skills and Attitudes  KSAs of ICC  Research: American Association of Colleges and Universities (AAC&U) Deardorff Bennet Byram and Risager INCA American Council on Education (ACE) Knowledge, Skills and Attitudes  KSAs of ICC  Research: American Association of Colleges and Universities (AAC&U) Deardorff Bennet Byram and Risager INCA American Council on Education (ACE)

Knowledge, Skills and Attitudes  Programme and discipline  No levels (choice) Knowledge, Skills and Attitudes  Programme and discipline  No levels (choice)

Knowledge, Skills and Attitudes

Internationalising Learning Outcomes From objectives to outcomes

Internationalising Learning Outcomes  From implicit to explicit  Staff engagement 1st attempt: externals 2nd attempt: ambassadors Internationalising Learning Outcomes  From implicit to explicit  Staff engagement 1st attempt: externals 2nd attempt: ambassadors

Example revised learning outcomes Introduction to Research Skills Before… The student will be able to… - identify and use different techniques for gathering up information for specific academic or professional purposes - research a topic through desk research – using library facilities, databases and other resources - use internet sources efficiently and critically Example revised learning outcomes Introduction to Research Skills Before… The student will be able to… - identify and use different techniques for gathering up information for specific academic or professional purposes - research a topic through desk research – using library facilities, databases and other resources - use internet sources efficiently and critically

Example revised learning outcomes Introduction to Research Skills After… The student will be able to… plan and conduct basic academic research using different information- gathering methods and different (types of) information sources, taking into account different (international) perspectives and developing intercultural knowledge of the subject area. Example revised learning outcomes Introduction to Research Skills After… The student will be able to… plan and conduct basic academic research using different information- gathering methods and different (types of) information sources, taking into account different (international) perspectives and developing intercultural knowledge of the subject area.

Example revised learning outcomes IGOs and INGOs Before… The student will be able to… - understand how IGOs shape the global political landscape - understand the interplay between IGOs and NGOs in global policy networks. - critically assess the outcomes of IGO and NGO activities Example revised learning outcomes IGOs and INGOs Before… The student will be able to… - understand how IGOs shape the global political landscape - understand the interplay between IGOs and NGOs in global policy networks. - critically assess the outcomes of IGO and NGO activities

Example revised learning outcomes IGOs and INGOs After… The student will be able to… - outline how IGOs and INGOs shape the global political landscape - evaluate the outcomes of IGO and NGO activities in different fields - recognise the challenge of different global issues and attempts to tackle these by the international community Example revised learning outcomes IGOs and INGOs After… The student will be able to… - outline how IGOs and INGOs shape the global political landscape - evaluate the outcomes of IGO and NGO activities in different fields - recognise the challenge of different global issues and attempts to tackle these by the international community

Mapping  Matrices  Staff engagement: one to one dialogue  Map: Mapping  Matrices  Staff engagement: one to one dialogue  Map: Competency Profile LOs KSAs

The result so far...

What next... Gap analysis Construct robust ICC continuum Assessment plan

Assessment Comprehensive & multimethod approach:  Indirect  Direct: already assessed reflection

Assessment Indirect methods of assessment:  Assessment tools: IDI: Intercultural Development Inventory IRC: Intercultural Readiness Check MPQ: Multicultural Personality Questionnaire ICCI: Intercultural Communication Competence Instrument CSI: Culture Shock Inventory etc

Assessment Direct methods of assessment: what is already assessed?  International Learning Outcomes Modules Projects Other components of the curriculum

Assessment Rubrics Example: Information gathering skills (ICC) A very wide range of sources consulted, demonstrating excellent search skills; A wide range of sources consulted; Well selected range of sources consulted A range of sources consulted; Restricted range of sources consulted; Minimal range of sources consulted; Little attempt to support any assertions; no use of sources beyond direct paraphrase of lectures or easily available texts or web pages; No attempt to support assertions;

Assessment Rubrics Example: Criticality (ICC) Are the points supported by means of reasoning? Have connections been presented between sources? Specific country and culture knowledge (ICC) Has enough country-specific information been included?

Assessment Direct methods of assessment: Reflection iStart: Study Abroad trajectory iReflect: Graduation assignment

Assessment Rubrics Example direct method (reflection): iStart Analyse: Pass: The reflection demonstrates connections between encounter and theoretical models/concepts. Student shows awareness of own and global perspective and is able to relate theoretical frameworks to intercultural encounter. Fail: There is little to no attempt to connect theoretical models/concepts to intercultural encounter. Student shows limited or no awareness of own and global perspective on intercultural encounter.

Assessment Rubrics Example direct method (reflection): iReflect Cultural sensitivity: Good: Provides an explanation of how intercultural differences/similarities relate to personal view/attitude/values. Pass: Attempts to explain how intercultural differences/similarities relate to personal view/attutide/values. Fail: There is some attempt of self-criticism, but the self-reflection fails to demonstrate awareness of personal biases, stereotypes and preconceptions.

Outlining the journey

Question Carrousel