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Flamenco / Adinsa forum

Flamenco / Adinsa forum. met steun van het departement Onderwijs en Vorming I nternationale competenties in het curriculum t o do’s voor personeel en organisatie Brussel, 15 januari 2013. Internationalisation at Home: A moving concept. Wendy Green, The University of Queensland

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Flamenco / Adinsa forum

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  1. Flamenco / Adinsa forum met steun van het departement Onderwijs en Vorming Internationale competenties in het curriculum todo’s voor personeel en organisatie Brussel, 15 januari 2013

  2. Internationalisation at Home:A moving concept Wendy Green, The University of Queensland Jos Beelen, Amsterdam University of Applied Sciences

  3. Internationalisation at Home • Malmö, 1999 • Not opposed to outgoing mobility • Formal, informal and hidden

  4. IaH in Flanders Verslag aan AHORO omtrent conferentie Internationalisering @ Home van 29 maart 2001

  5. Internationalisation at Home is aimed at all students and is therefore part of the compulsory programme.

  6. Internationalisation at Home is a set of instruments and activities ‘at home’ that focus on developing international and intercultural competences in all students.

  7. Internationalisation at Home is based on the assumption that, while students will travel for personal reasons, the majority will not travel for study related purposes

  8. Internationalisation at Home may include short-term outgoing mobility in the form of study visits or research assignments that are a component of thecompulsory curriculum.

  9. Internationalisation at Home only includes the individual experiences of students undertaken during study and placement abroad if these are integrated into the home institution’sstandard assessment tools (such as the portfolio for all students).

  10. Curriculum internationalisation Europe: Internationalisation at Home UK and Australia: Internationalisation of the Curriculum (IoC) USA: Campus Internationalisation

  11. IoC – the evolution of a concept Original definition – focus on curriculum content A curriculum with an international orientation in content and/or form, aimed at preparing students for performing (professionally and socially) in an international and multicultural context and designed for domestic and/or foreign students (Internationalising the Curriculum in Higher Education, OECD, 1996).

  12. More recent developments Focus on systematic approach The process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education (Knight 2004, p. 11). Focus on learning processes and outcomes Internationalisation of the curriculum is the incorporation of an international and intercultural dimension into the preparation, delivery and outcomes of a program of study (Leask 2009, p. 209).

  13. Comprehensive Internationalization John Hudzik defines as… Commitment and action to integrate international, global and comparative content and perspective throughout the teaching, research and service missions of higher education But stresses that… You can’t have comprehensive internationalization without internationalization of the curriculum

  14. Comprehensive internationalisation at The University of Queensland (UQ), Australia Regarding Teaching &Learning • Achieving benefits in core learning outcomes for all students • Becoming an institutional imperative not just a desirable possibility.

  15. Proposed framework for comprehensive internationalisation of T&L at UQ

  16. IaH Looks different in every context

  17. Dimensions of IoC

  18. ‘IoC in Action’ Betty Leask, ALTC National Teaching Fellowship How can we internationalise the curriculum in this discipline area in this particular institutional context and ensure that, as a result, we improve the learning outcomes of all students?’ • 13 Australian universities • Disciplines – Nursing; Journalism; Social Sciences; Public Relations; Management; Accounting; Applied Science; Medicine • At UQ – Nursing/Midwifery and Journalism/Communications

  19. IaH Needscontextualisedstaffdevelopment

  20. IoC in disciplinary contexts

  21. IaH Is not just about an individual course

  22. IaH Is supportedbycommunities of practice

  23. IaH Is ownedbyacademicstaff

  24. IaH Is dynamicin concept andpractice

  25. IaH Has many stakeholders

  26. IaH Requiresa systemic approach

  27. IaH Is about learning outcomes

  28. Top 3 internalobstacles Source: IAU 3rd Global Survey report 2010

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