General Structure Introduction Brainstorming in groups Plenary session

Structure in detail: 1) Introduction A. Internationalization B. Social Responsibility - in general - in education

Structure in detail: 2) Brainstorming in groups Inventory of current practice (among us) Inventory current challenges (among us) Opportunities for cooperation (among us)

Structure in detail: 3) Plenary Session Sharing of information (brainstorming) Opportunities for cooperation (among us) A roadmap for ETEN (?) – International/Erasmus track of courses – Social responsibility to-do list (?)

1 Introduction

A. Internationalization

Internationalization in Education A current phenomenon Internationalization is: – the integration of international, intercultural and global dimensions – into the overall student and staff experience – and into the teaching and learning, research and service functions of our faculty

to change the internal dynamics of an institution to respond and adapt appropriately  to an increasingly diverse, globally focused, ever-changing external environment

With different objectives – To promote EU integration: Erasmus, Comenius – To make money: non-EU students pay higher fees – To compete with other colleges: profiling – To contribute to ‘Education For All’ In different ways – Each college is different

B. Social Responsibility

Social Responsibility: in general The ethical view that: – (especially) corporations – have a moral duty – to conduct their affairs in ways that are beneficial to the larger society

This responsibility can be: – passive: by avoiding engaging in socially harmful acts – active: by performing activities that directly advance social goals

Social responsibility: – a non-binding (soft law) principle – received some normative status in the United Nations Educational, Social and Cultural Organization (UNESCO)

Social Responsibility: in education Medical, juridical, housing, Internet, language support Introduction to life on campus, in the city… How ´free´ are students allowed to be? What does the college think of Erasmus students? How does this translate itself in rules, expectations, programs…?

Do our colleges treat international students (esp. Erasmus) as ´real students´? Do colleges offer them a worthy program and expect them to comply with all the usual rules? Do colleges see them as ´tourists that attend classes every now and then´?

How do our colleges view OUR OWN students going on Erasmus programs? Do we give them the feeling that they REALLY belong to their ´NEW´ college or do we keep them chained to us by means of an invisible yet very heavy umbilical cord? Do we consider their Erasmus experience as part of their education or do we just ´put up with it´ because it is expected of us?

Social Responsibility: in education How do we integrate their Erasmus experience into their ordinary program? Do we actually ignore their Erasmus experience and not give it any real place in their home program? Do we go for quality or for quantity? Do our governments give us room to fully integrate an Erasmus experience into the formalities of the curriculum?

Do we maybe need new ways to coordinate Erasmus experiences? Do we have to agree on specific courses within teacher education programs which the students can take at international partner colleges?

Do our colleges and programs allow for international mobility for us, their staff? Do we value the new competences that students develop during their stay abroad?

As to NON-EU students: – Do our colleges and programs allow for international mobility for us, their staff? – Do we care about them or are we more interested in the higher fees that they pay than in them as people?

Have we got a clear picture of what non-EU students have to do previous to their arrival (all the visa requirement and what they actually mean)? What is the incidence of ´human traffic´ on our college?

Are we aware of the role that we indirectly play in it? How does this relate to the issue of ´social responsibility´?

Colleges should work together and set up a worthy Erasmus track of courses that students can take across Europe and that they will not have to redo at home ETEN could do this, thus becoming an innovative and useful platform Challenges for ETEN?

We could identify say 3 subjects (e.g. developmental psychology, teaching theories, constructivist didactics) and coordinate curricula so that students can take those courses anywhere within the ETEN partnership This will call for working with an international mindset

To pass from theory to practice Before you do that, you must map out the territory  The next session: brainstorming in groups

2 Brainstorming in group

What are we going to do? Inventory of current practice (among us) – What are we doing? Inventory current challenges (among us) – What are the difficulties or obstacles we (often) bump into? Opportunities for cooperation (among us) – What are the difficulties or obstacles we (often) bump into?

Questions, tips to take into account Which subjects should be taught in each college? What are you doing to make a student feel at home? ---

3 Plenary Session

Socially responsible action:  We have all been doing things, sometimes just because they ´had to be done´ (they were fashionable?)  Now, we should be able to say:  How responsible is all that?  What can we do better?  What will our next step per college and as ETEN be?

Sharing of information (  Group Work) Opportunities for cooperation (among us) Draft ETEN – International/Erasmus subject – Social responsibility map