1. Current challenges in international curriculum design Päivö Laine SeAMK, Seinäjoki University of Applied Sciences

2. International curricula International curriculum development takes place to create educational programmes, such as:  Intensive programmes  (One-semester) programmes for exchange students  Double/joint degrees  Degree programmes delivered in English

3. Types of challenges met in curriculum design 1. Statutory requirements 2. Questions concerning equivalence and recognition 3. Cross-cultural issues 4. Practical implementation of courses and programmes

4. Statutory challenges  Entry requirements  Admission to higher education generally based on completed secondary-level education  In some countries certificates are awarded considerably later than education has been completed  Entrance examination vs. open admission  Language requirements  Required work experience  Requirements concerning studies (language of instruction, examination practices)  Accreditation/quality assurance of programmes  Procedures vary from country to country

5. Challenges connected with equivalence and recognition  Questions concerning the extent of studies (credit systems and workload), course assessment (grading scales), level of courses Tools for recognition:  ECTS: definition of an ECTS credit  Products of the Tuning project for a number of fields  EQF: European Qualifications Framework  Languages: Common European Framework of Reference for Languages

6. Cross-cultural challenges  Different educational approaches and pedagogical cultures  Culture dimensions introduced by Hofstede are applicable to the compilation and implementation of international curricula too:  P ower distance (extent to which members of organizations and institutions accept and even expect an unequal distribution of power): hierarchy and authority in negotiations, presentation in study guides and other material  Individualism/collectivism ( degree to which individuals are integrated into groups): team working, interaction in teaching  Uncertainty avoidance (a society's tolerance for uncertainty and ambiguity): establishing and obeying rules and regulations

7. Cross-cultural challenges  Low/high context (Hall):  High context cultures: most information is embedded in the context or internalised among the members of the society  Low context cultures: messages are straightforward, detailed and explicit  The difference must be taken into consideration when communicating with partners and compiling study guides and other publications

8. Challenges connected with the implementation of programmes  Timing and schedules  modular systems vs. semester hour systems  start and end of semesters  Fees  Free education vs. fee-based education  Student services  Expectations concerning services provided by educational institutions vary

9. How to meet the challenges  Good planning  Good relations and communication with partners  Clearly formulated and unambiguous contracts  Well documented practices and procedures which are obeyed  Informative websites and brochures  Well organized orientation for students  Continuous assessment of the content and delivery of courses and programmes