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International Classroom
Project
Een integrale benadering vanuit een instellingsvisie op
internationalisering
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| 3/13/2014
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Martini tower at night
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International Classroom Project
› Aantallen en ambities
› 28,000 studenten totaal
- 5,000 internationale studenten:
- > 50% PhD studenten
- 115 nationaliteiten
› > 20% internationale staf (niet-Nederlandse nationaliteit)
› 25% study abroad
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International Classroom Project
› Engelstalige programma’s:
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> 100 Engelstalige Master’s (146 in total)
21 Engelstalige Bachelor’s (49 in total)
15 Double degree programma’s
8 Erasmus Mundus programma’s.
 (strategische) partners and networks wereldwijd –
op universitair en facultair niveau.
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International Classroom Project
› Internationalisation 2.0:
› Kwaliteitsbenadering/”comprehensive
internationalisation”
› Meer focus op programma/cursus niveau
› Mainstreamen in de organisatie
› Focus op diversiteit als resource
› Hoe meten en monitoren
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International Classroom Project
› Kwalitatieve indicatoren/meten van outcomes:
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Internationale/interculturele learning outcomes
Taal- en interculturele vaardigheden
Kwaliteit van internationale partners
Beoordeling van onderwijs en organisatie
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International Classroom Project
Ambities RUG
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Integreren van internationaal/cultureel diverse groep
studenten in een leeromgeving/gemeenschap
Bereiken van hoger niveau van onderwijs door het
gebruik van diversiteit in achtergrond van studenten
Studenten voorbereiden op leven en werken in een
globaliserende wereld.
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International Classroom Project
› Doelstelling
› “To contribute to the UoG application for NVAO Distinctive
Quality Feature Internationalisation (DQFI) by
demonstrating the added value and clarifying institutional
conditions of the International Classroom, in relation to
both staff and students”.
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Vragen
“What makes our programmes international?
How to use diversity as a resource in the international
classroom?
How to adjust our policies to realise our vision on
internationalisation?
How to realise fit for purpose support for our students and
staff?”
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International Classroom Project
Hoe?
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top-down en bottom-up
alle niveaus en stakeholders
“good practices”
balans tussen model en context
onderbouwen met onderzoek/publicaties
betrokkenheid van externe experts.
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International Classroom Project
› Wat? eerste activiteiten
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Missie/visie document
Taalbeleid
BKO/UTQ beleid
Model voor “graduate attributes”
Pilot project.
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International Classroom Project
Waarom?
› Mission – who we are
› “The University of Groningen offers research-driven education in a wide
range of disciplines. We generate and share knowledge, contribute to the
innovative development of society and “grand societal challenges”, and
prepare students for a life and career in a globalized world”.
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› Values
› “We highly value our cross-disciplinary character, our work contributes to
international developments. We work in a context of academic excellence
and integrity, and embrace diversity”.
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International Classroom Project
› Visie elementen
› “inclusive environment (…)
› an international perspective throughout
research disciplines and degree programmes
› an international perspective at the institutional
level, reflected in all policies and regulations
› using diversity of staff and students as a
resource”.
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Relevantie voor studenten
“Internationalisation is an important aspect of students' education. It
broadens their mind, not only in their academic but also in their personal
development. In addition to that, it adds to their employability. It broadens
their labour market potential and increases their attractiveness to potential
national and international employers”.
Voor staf
“Internationalisation makes the university a more interesting place to study
and work. Students and staff are exposed to a potentially larger and more
diverse pool of people and ideas. It strengthens knowledge creation, which
is the primary aim of any academic venue”.
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International classroom project
› “Internationalisation of the curriculum is the incorporation of an intercultural
and international dimension into the content of the curriculum, as well as the
teaching and learning processes and support services of a programme of study.
› An internationalised university will engage students with internationally informed
research and cultural and linguistic diversity. It will purposefully develop their
international and intercultural perspectives as global professionals and citizens”
(Leask 2009; p. 209).
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› Curriculum (formal, informal and hidden): everything that shapes the students’
learning experience (Leask 2009).
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International Classroom Project
› Andere activiteiten
› “Language policy: enabling, stimulating
› Language proficiency as a competence for effective
participation and integration, future mobility and
employability.
› Bi-lingual university fostering linguistic diversity”
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International Classroom Project
Pilot project – onderzoeksvragen:
- wat maakt onze programma’s internationaal?
- hoe ontwikkelen we een generiek IC model?
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International Classroom Project
parameters NVAO:
- “international and intercultural learning outcomes
- teaching and learning (curriculum, teaching methods,
learning environment, assessment)
- staff (diversity, international experience, competences, services)
- students (diversity, cultural and linguistic competences)”.
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International Classroom Project
Methodologie
interviews met academische staf,
management, studenten (QIC – Leask, 2009,
and taalaspecten Lauridsen, 2013 )
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- analyse van curriculaire en extra-curriculaire
documenten,inclusief student evaluaties
- relevante publicaties en onderzoek, inclusief
EU projecten.
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Project International Classroom
Illustrerende citaten – van studenten en staf
The medical context…
“Whenever I learn anything about myself or about my friends,
it is never when we are agreeing on subjects or when we share the
same experience. You always learn about other cultures and other
perspectives when you discuss it from different angles”.
2nd year student B: Focus Group IBMG 2013
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Meer citaten
“They expect you to be able to do academic writing, but you
have never done it before. There’s also a lot of diversity in
what has been done. I wouldn’t be able to do it in Dutch
either, although the language would be a lot better.”
A second year IBMG student representative
“At the moment we are just guessing why some things work
and other things don’t, and so if you know the students
personally, it’s easier to approach them, so they can share
more, and to understand their experiences better.”
Block Coordinator, IBMG
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Conclusies
1. Be aware of culture in the widest sense of the word i.e. both local (Dutch)
academic culture, and international standards for grading (in
Medicine/Spatial Sciences)
2. Use diversity as a resource to generate understanding, scope and
innovations for societal problems
3. Be context specific, providing examples which show differences.
Examples preferably cover not only Dutch or European experience
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Vervolg conclusies
4. Facilitate broader and informal interaction at class level (rather than
regulate at program level)
5. Allow for flexibility and adaptation time
6. Direct language support towards qualitative measures (observation
and feedback) and contextualised needs e.g. academic writing
(students), individually mediated needs (staff)
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International Classroom Project
IC model (to be developed)
learning outcomes/graduate attributes:
learner-oriented, process approach
include international and intercultural elements
more focus on competences and attitude
more focus on the use of examples and context
explicit use of diversity - to raise quality and satisfaction
and generate a richer variety of solutions.
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IC model - teaching environment:
• give extensive information and guiding about education, culture, and
regulations
• explicit use of diversity (not only nationality)
• adjust learning materials
• group collaboration
• allow for adjustment time
• facilitate interaction and community building
• facilitate (English and Dutch) language development and development
of cross-cultural communication skills
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IC model - assessment and evaluation:
• Assume international teaching standards for grading, examination, enrollment,
participation
• allow for sufficient feedback
• facilitate freedom of choice
• develop multiple evaluation strategies.
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International Classroom Project
Hoe verder
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discussie en implementatie van het model in pilot faculteiten, plus faculteit
Wis- en Natuurkunde
- discussie over visie op internationalisering
- aanpassen van beleid en regelgeving (strategieplan 2015)
- ontwikkelen van een platform, publicaties, seminars, presentaties.
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International Classroom Project
Discussiepunten:
How international and diverse is your classroom?
What advantages or disadvantages do you see?
What could be improved?
What are your needs for feedback/support?
What is your experience as a lecturer/ support staff or student?
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Bedankt voor jullie aandacht
en deelname!
Franka van den Hende
f.m.van.den.hende@rug.nl
www.rug.nl/internationalclassroom