1. Internationalisation is Requisite for the Innovative Development of Applied Technology-Oriented Education Ciarán O’Leary Dublin Institute of Technology Ireland

2. Industry Oriented Education

3. Joint Programmes Year 1 Bachelors Year 2 Bachelors Year 3 Bachelors Year 4 Bachelors Foundation Year Pre-MastersOne Year Masters

4. Foundation Year Programme

5. Sandwich PhD Programme Research Areas Environment, Energy & Health Information, Communications and Media Technologies New Materials and Devices Society, Culture and Enterprise Academic staff in a DIT partner institution Assigned a PhD supervision team from DIT and the home institution Spend up to 50% of their time in DIT Undertake teaching duties in their home institution and also in DIT

6. Staff Development Learning, Teaching and Assessment Technology Enhanced Learning Design and implementation of outcome- based curricula Engaging industry and stakeholders Internationalisation of education Quality assurance

7. Study Groups

8. Internationalisation Standards (National) Market (Institutional) Perspective (Programmatic)

9. Internationalisation Standards MarketPerspective

10. Outcomes Based Education A learning outcome is a statement of what the learner is expected to know, understand or be able to do on successful completion of their learning On successful completion of this programme the graduate will: –be able to analyse business problems and propose solutions –be able to research management issues and solutions to issues –be able to work effectively in a team –be able to take responsibility for his/her own learning

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13. Level 8 -v- Level 9 -v- Level 10 Level 8Level 9Level 10 Competence – Learning to Learn Learn to act in variable and unfamiliar learning contexts; learn to manage learning tasks independently, professionally and ethically Learn to self-evaluate and take responsibility for continuing academic/professional development Learn to critique the broader implications of applying knowledge to particular contexts Knowledge - Kind Detailed knowledge and understanding in one or more specialised areas, some of it at the current boundaries of the field(s) A critical awareness of current problems and/or new insights, generally informed by the forefront of a field of learning The creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy review by peers Competence – Role Act effectively under guidance in a peer relationship with qualified practitioners; lead multiple, complex and heterogeneous groups Take significant responsibility for the work of individuals and groups; lead and initiate activity Communicate results of research and innovation to peers; engage in critical dialogue; lead and originate complex social processes 13 Bachelor Master Doctor

14. Bologna Process “The overarching aim of the Bologna Process is to create a European Higher Education Area (EHEA) that promotes mobility; attracts students and staff from Europe as well as from other parts of the world; and is internationally competitive. It aims to do this by facilitating greater comparability and compatibility between the diverse higher education systems and institutions across Europe and by enhancing their quality.” 14

15. Cycles –First cycle: Bachelor’s Degree –Second cycle: Master’s Degree –Third cycle: Doctorate –Each cycle associated with a set of descriptors, the so-called Dublin Descriptors European Credit Transfer System –First Cycle: 180-240 ECTS –Second Cycle: 60-120 ECTS –Third Cycle: n ECTS 15 Bologna Process

16. Diploma Supplement 16

17. European Qualifications Framework The development of the European Qualifications Framework for Lifelong Learning (EQF) commenced in 2004 in response to requests from Member States, the social partners and other stakeholders for a common reference tool to increase the transparency of qualifications. 17

18. Internationalisation Standards MarketPerspective

19. Education as a Service Single European Act (1986) –European Union is area for free movement of goods, persons, services and capital. World Trade Organisation General Agreement on Trade in Services (1995) –Education is a service that can be traded like any other EU Services Directive (2006) –Education services can be provided outside of the national context within which they were designed Institutional Strategies Cross-border supply, or overseas provision –Franchising of programmes of study –Provision of education at distance using electronic means. Consumption abroad –Student mobility across borders for the purposes of education Commercial presence abroad –Establishment of campuses abroad by institutions Global Education Market

20. Transnational Education Transnational Higher Education (TNE) is defined as any higher education provision (including distance education programmes) available in more than one country. Students are studying in a country (host country) different from the one in which the awarding institution is based (home country). TNE includes many different delivery modes, such as franchising, branch campuses, twinning and distance learning arrangements. - ENQA British Council 20

21. Transnational Provision What makes their degrees so portable is the confidence generated by rigorous quality control – the work is marked in the UK so that the same standards apply globally. - Janet Beer, VC Oxford Brookes (2013) 21

22. Transnational Education “Quality Assurance must Travel” “Ensure that the programmes they deliver across borders and in their home country are of comparable quality and that they also take into account the cultural and linguistic sensitivities of the receiving country.” "institutions ensure that students enrolled on collaborative and transnational programmes which lead to awards of an Irish awarding body, receive an equivalent learning experience to that of students studying at their primary campus in Ireland" 22

23. Internationalisation Standards MarketPerspective

24. Global Citizenship Global citizenship concerns the development of what Schattle (2009) calls “cross-cultural empathy” A Global Citizen –Is aware of the wider world and has a sense of their own role as a world citizen –Respects and values diversity –Has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally

25. Global Citizenship HeartsetMindset Skillset Global Citizenship

26. Internationalisation at Home Diverse student profile Diverse lecturer profile International perspective in teaching, learning and assessment Formation of diverse groups Engagement with culturally diverse groups locally Internationalisation Abroad Year abroad Placement abroad Joint programmes with international partners International service- learning Global Citizenship

27. Internationalisation Standards (National) Market (Institutional) Perspective (Programmatic)