1. Internationalising curricula through internationalised learning outcomes
University of Groningen - International Classroom project
Catherine Meissner (MA)
Educational advisor internationalisation.

2. 30 000 students of whom 5,000 international students
Stratigic plan for the coming years
good position in international rankings
exploring branch campus in China
students of whom 5,000 international students
> 120 nationalities
35% international academic staff
95 English- taught (111) master’s; 26 English-taught (55) bachelor’s;

3. Start of the process 2013 focus on relevance of IC project for quality and innovation of education
Pilots of Good Practice
On programme and course level
In 3 faculties
Results:
Absence of explicit international/intercultural learning outcomes
study of formal documents and interviews with all stakeholders.
diversity of students and staff
Dutch-ness of academic and organizational culture awareness
need for intercultural skills
Study programmes are at different stages of internationalisation
differences in contexts and objectives
faculty and study programme vision to be further developed

4. First phase of the IC project: 2013-2015
Vision on internationalisation
Development IC Framework
Vision:
Integration of an international approach throughout research disciplines and degree programmes and provide an
Creation of inclusive learning environments for all students.

5. Second Phase: Implementation (2016—2020)
Internationalisation of curricula
Top down and bottom up approach
To move beyond our comfort zones
implementation plan for all faculties
development and implementation of generic model for making learning outcomes international and intercultural
further development of policies (e.g. graduate attributes)
Creation of commitment and involvement by using a for dissemination: booklets, seminars, workshops and articles for feedback: collegial visits and workshops with international experts
the relevance of context – how to turn possible blockers into enablers
how to explain what the international classroom is about – to staff and students

6. Approach towards internationalising curricula
Asking the WHY question
Central: international profile of the programme
Rapidly changing world
Link employability
Innovative education
Different for each discipline
Reference: framework Betty Leask

7. Globalization Global connectedness Intercultural Societies Ethics
Communication
Variety of choice
Global challenges
Answering the why question in context of the discipline
Example from disciplines- profile of future graduate: Computing Science

8. Group assignment
Discuss which challenges graduates face in a globalising world.
How are they related to your discipline/ department?
Form groups of 3 to 4 people, preferably from the same or related disciplines.

9. Approach towards learning outcomes
Student centred
Systematic approach
Based on existing educational practice
Integrate an international and intercultural dimension
Link to employability
Specific focus on quality enhancement
Evidence of internationalisation efforts
Reputation and distinctiveness

11. Integrate an international and intercultural dimension
Change the context
Focus on diverse recipients
Make comparisons to raise context awareness
Add ‘global’ and ‘intercultural’
Make diversity important and explicit
Reference: Jude Carroll

12. How to internationalise the curriculum
Overall
On programme level
On course level
Overall:
Build up on existing practice
Use of existing LO
On programme level:
Work from a graduate profile
Link to employability and future challenges
Address international/ intercultural competences
On course level:
Refer to ILO’s on programme level
Make use of diversity in the classroom
Extend the (western) context
Reflect on teaching and assessment to achieve outcomes

13. Where to start with?
Which course/ teacher should be involved?
Nieuw design or adjustment?

14. The profile provides orientation
Alignment with ILOs on programme level
Identify courses that (implicitly) address ILOs
Reflect on current practice
What is taught? How is it assessed? Where are the possibilities for improvement?
Make learning explicit

15. Mapping exercise

16. Some tools… (institutional level)
Graduate attributes
“A graduate of an international RUG programme is able to communicate and function in intercultural settings and contexts”
ILO medicine
A recent Bachelor’s graduate is able
to communicate with respect for cultural diversity of the participants (both orally and in writing) in educational and/or simulated professional situations
provide a framework for internationalising learning outcomes and implications for teaching, learning and assessment
develop a distinctive profile for RUG graduates
to connect the global context and intercultural competences with the educational strategy and employability

17. Alignment of all levels
A graduate of a international programme is aware of global ethical issues and their impact on decisions.
Course learning outcomes
Teaching method
Assessment
Graduates of the Bachelor programme have
insight in the applicability of Computing Science and the interplay between theory and practice,
including the ethical issues concerned and their consequences on decision-making;
Institutional level
Programme level
Course name Ethical and Professional Issues (2nd year): An introduction to the ethical and professional issues that are connected with the development and use of computer technologies.
Teaching: In part I of the course students follow lectures and apply concepts in a workshop, in part II students perform searches of the literature and write an essay.
essay, presentation, written exam
Assessment: Written examination about part I, graded on a 10-point scale; decreased by one point max, depending on quality of performance in the workshop; essay of part II also graded on a 10-point scale; increased/decreased by one point max, depending on quality of performance in the essay group and in the presentation to the class as a whole; overall score determined by counting part I for one third and part II for two thirds.
Course level

18. Some tools… (programme level)
Assessment plans
Learning line
Rubrics
define when skills are taught, practiced and/or assessed
Ensure continuous development of skills

20. Thank you for your attention.
Time for questions and discussion.

21. Some references
Biggs, J Enhancing teaching through constructive alignment. Higher Education, 32,
Carroll, J Tools for Teaching in an Educationally Mobile World. Routledge.
Deardorff, D. K The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States. Journal of Studies in International Education, 10,
Haines, K. and F. van den Hende Purposeful interaction, a working model.
Kennedy, D. et al Writing and Using Learning Outcomes: A Practical Guide. Quality Promotion Unit, University College Cork.
Leask, B Internationalizing the Curriculum. Routledge.