Internationalisation in the Study Programme: Relevance?  

Ghent University’s Integrated Policy Plan for Internationalisation 2019-2023 outlines the the benefits of an international experience for students as follows:

• enhanced critical thinking and problem-solving and creative skills,
• personal development and improved language skills, 
• a broader perspective on society.

Precisely those characteristics are of great importance in a globalised and diverse society, as well as on the labour market. 

If a study programme (c.q. its Programme Committee) wants to realise premium-quality education, it needs a solid didactic structure as well as a focus on internationalisation. Ghent University’s strategic education objective for ‘Internationalisation’ aims precisely at that: offering students maximum opportunities to acquire international and intercultural competencies. In our Education Monitors, this strategic objective translates into a number of operational objectives:

• the study programme pursues an internationalisation policy that is clearly and visibly embedded in the programme’s vision, mission, programme-specific competencies (OLR), and in the curriculum (OBJ-0037);
• the study programme takes specific actions to realise internationalisation by means of incoming and outgoing student mobility and additionally ensures the development of international and intercultural competencies of all students via internationalisation@home initiatives (OBJ-0038); 
• lecturers and other staff members within the study programme participate in staff mobility and make use of internationalisation opportunities for professional development purposes (OBJ-0039).

For our visioning exercise vis-à-vis internationalisation, we have taken our cue from the Flemish Education Council (in Dutch: Vlaamse Onderwijsraad-VLOR), the Flemish Advisory Council for Innovation and Entrepreneurship (in Dutch: Vlaamse Adviesraad voor Innoveren en Ondernemen-VARIO), and the initiatives developed by the European Commission in terms of a European Higher Education Area: 

• in 2017, the Flemish Education Council emphasised the importance of an internationalisation strategy for higher education in Flanders. If the Flemish Higher Education Institutions (HEI) wish to maintain their pioneering role in knowledge development and in delivering graduates who are able to function professionally and personally in an increasingly global and diverse society, such a strategy is nothing if not imperative;
• In its memorandum 'Forging Ahead, Destination: Top-Five Knowledge Regions' (in Dutch), the Flemish Advisory Council for Innovation and Entrepreneurship underscores the importance of international (top) talents in the development of Flanders as one of Europe’s leading innovative knowledge regions. This is why Flanders should invest in  training, attracting and securing (the presence of) international (top) talent.
• at a European level, the importance of internationalisation speaks very clearly from the plans for creating a European Education Area. An optimal investment in education and culture to enhance employment, economic growth and social cohesion, as well as to express the European identity in all its diversity would benefit all EU Member States.

Ghent University’s Definition of Internationalisation

Our definition of internationalisation is based on the definition as determined in the European research report Internationalisation of Higher Education: “Internationalisation of higher education is the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society.” 

Internationalisation at Ghent University means so much more than international student exchange (‘embarking on an Erasmus adventure’). As we see it, internationalisation also comprises services and activities, which taken together, enhance the quality of our education, our research and our social role.  Offering students maximum opportunities to acquire international/intercultural competencies is the essence of our strategic education objective on ‘internationalisation’. This can be achieved, among other things, by means of internationalisation projects, optimal student and staff mobility, Internationalisation@Home initiatives and virtual mobility.

At Ghent University, we adopt the European Consortium for Accreditation in Higher Education's definition of international and intercultural competences. An international competency refers to "an ability to function in a certain discipline in other national contexts and regional settings of the world." Intercultural competence pertains to "an ability to value cultures without judging, and enabling effective and appropriate communication and cooperation with people of all cultures."

"Being internationally and interculturally competent", however, can imply something completely different for a biologist, an engineer, a philosopher, a journalist, a psychologist, an audiologist… It is the study programme’s prerogative to design international and intercultural competences that are best-suited to their specific context, their vision and policy vis-à-vis on internationalisation.

How to Translate Internationalisation into Programme Competencies 

Internationalisation and Ghent University’s Competency Model

At Ghent University, we take the ‘internationalisation’ of our graduates very seriously. Ghent University’s competence model makes explicit and implicit mention of the importance of internationalisation.

The fifth competency area, in particular, contains social competencies that offer explicit opportunities to tie in with internationalisation at Bachelor’s and at Master’s level:

• at Bachelor’s level, the competency “to have insight into intercultural and international debates” is important;
• at Master’s level, there is the competency “to be able to incorporate cultural sensitivity and respect of diversity in one’s academic work”. 

International and intercultural competencies can be tied to other competency areas as well. Think, for instance, of ‘international research’ in the second competency area or ‘collaboration and communication’ in the fourth competency area. For more inspiration, take a look at Ghent University's Illustrated Competency Model. 

International & Intercultural Competencies: Examples? 

Ghent University study programmes have to translate the competencies in the Competency Model into more programme-specific competencies (at the level of the study programme) and/or course competencies (at the level of the course unit).

Consider the following exmaples:

• to be able to act correctly and tactfully in various communicative situations based on the acquired competencies, drawing on insights in the similarities, differences and interactions between cultures (Bachelor of Arts in Applied Linguistics);
• to be able incorporate cultural sensitivity and respect for diversity, pluralism and tolerance into one’s academic work and activities as a junior legal expert (Master of Laws in Laws);
• to be able to establish links between chemistry and society, taking into consideration questions, concerns and (innovation) needs that arise from society in an international context (Master of Science in Chemistry);
• to be able to analyse and assess (inter)national academic-scientific information in the discipline of physical education and movement sciences critically and honestly, from an evidence-based perspective (Bachelor of Science in Physical Education en Movement Sciences);
• to be able to apply current, (inter)national academic insights in a broad multicultural and disciplinary social context (Master of Science in Movement and Sport Sciences);
• to be able to work as a advanced academic speech therapist and/or audiologist and knowledge acquirer, practitioner and communicative social entrepreneur in a broad (inter)national context (Master of Science in Speech Language and Hearing Sciences);
• to have insight into intercultural and international business economic developments (Bachelor of Science in Business Economics);
• to be able to incorporate cultural specificity of research results and respect for diversity into one’s academic work (Master of Science in Psychology: Theoretical and Experimental Psychology);
• to have insight into cultural differences and respect for diversity in pedagogic, educational and orthopedagogic contexts (Bachelor of Science in Educational Sciences);
• to be able to situate the social, ecological and socio-economic role of agriculture and its ethical aspects in an international context during one’s professional activity (Master of Science in Bioengineering Science: Agricultural Sciences);

How to Put Internationalisation into (Your Teaching) Practice?

By evolving from low-threshold to more intensive teaching methods

International and intercultural competencies can be conveyed by many different teaching methods: 

• use active teaching methods in a culturally heterogeneous setting and involve international students (e.g. interaction forms, individual assignments, incorporating authentic contexts, collaborative learning) or collaborate with international peers on specific cases (either on campus or online);
• incoroprate international case studies and literature into lectures and/or study materials;
• place case studies in an international context;
• invite guest speakers, either on campus or online;
• accommodate a window of opportunity into the curriculum, i.e. a clearly defined part of the curriculum where students can acquire international and intercultural competencies. Consider, for instance, offering a diverse set of complementary learning opportunities within a particular term, and include among the possibilities a term abroad. 

A STUDY-ABROAD TERM AT THE FACULTY OF ARTS AND PHILOSOPHY

At the Faculty of Arts and Philosophy, a number of study programmes - mostly the languages and cultures programmes, offer their students a study-abroad term. This study-abroad term is included in the Study Guide. Students specialise in the specific language and/or culture in the country of destination. This means, in other words, that internationalisation is a core element of the curriculum. 

These study-abroad terms have been designed with a clear vision and purpose, taking into consideration the structure of the programme, the acquisition of competencies, and a strong network of partner institutions. Students are prepared for their study-abroad term in the preceding years in terms of intercultural skills, language, etc. .

• offer forms of student mobility, such as: 
  • ‘traditional’ credit mobility, i.e. allowing students to take part of their programme at a (non-Flemish) partner institution, 
  • a short study visit (e.g. a summer or winter school, an international study trip),
  • work placements or research in the context of the Master’s dissertation, ... with an international component.

By offering a learning pathway on internationalisation

If you want to give your students the opportunity to develop their international and intercultural competencies gradually, you might want to consider designing a learning pathway on internationalisation. This would make the topic of internationalisation more visible in the curriculum. Find out here how to design a coherent learning pathway, one that is at once endorsed by, and feasible for every lecturer. 

Be aware of the fact that designing a learning pathway requires time, (financial) resources, and a commitment from the staff.

Putting internationalisation into your (teaching) practice

Consider the following activities, some of which can be prepared and/or realised with the financial support of e.g. the Erasmus+ programme:

Incorporate international case studies into lectures

International content in lecturers or study materials is a low-threshold way to offer different perspectives, insights and concepts. It gives you an opportunity to tap into Ghent University's strategic education objective, 'Multiperspectivism’, too.

Organise an international classroom 

A diversified student population offers opportunities to deliberately mix regular students and international (exchange) students. If this happens on a large scale, in combination with international content, visiting professors, an suitable didactic approach and adapted classroom management, this is called an international classroom.

Activate international students

Use your international (exchange) students as assets in class. When doing so, however, take into consideration that interaction between different groups requires active stimulation on your part.

'CULTURE STUDIES' IN STUDY PROGRAMMES

Within the course unit ‘Culture Studies’, students participate in all kinds of cultural activities. Based on an individual portfolio, students reflect on these activities, always harking back to the lectures that have been provided.

Recently, this course unit has been open to international students as an elective, which results in a highly diverse student group.  This is why we have chosen to introduce ‘an intercultural tack’ into the course unit.

In practice, this means that students are divided into groups with maximum diversity in terms of study background and nationality.  At least half of each group consists of international students. Throughout the course unit, students receive three ‘statements’ for discussion (in English) in the ‘Discussions’ tool on Ufora. These statements are always linked to theory from the lectures and aim to initiate an intercultural dialogue. Students are encouraged to integrate the insights gained through the discussion into their individual portfolio. In addition, two face-to-face group discussions take place, in which students meet with the lecturer to continue their intercultural dialogue. 

Set up an ‘international collaboration’ learning pathway (Collaborative Online International Learning or COIL) 

With Collaborative Online International Learning (COIL), you can set up an online learning pathway, in which students from different backgrounds work together on a specific international/intercultural case. 

INTERDISCIPLINARY PERSPECTIVES ON SUSTAINABLE DEVELOPMENT

The Interdisciplinary Perspectives on Sustainable Development pilot project is a collaboration between students of different nationalities from different disciplines (Economics, Philosophy, Global Studies and Bio-engineering Sciences.

It is a fully online project. All the practicalities are settled via the custom-built Ufora course site. The group process is supported by the ‘Padlet’ tool and ‘Google Sites’. The (online) communication between students is enabled through a virtual classroom. 

We divide participating students into interdisciplinary and intercultural groups and randomly assign them a sustainability case study. These case studies cover topics on food, environment, and the politics of health. Each case study is covered by two student groups. At the end of the project, these groups will enter into a debate with each other. The online group project consists of an exploration phase and a debate preparation phase. The project culminates in an online debate with a group of ‘pros’ and a group of ‘cons’ on the case study they have covered. 

At the start as well as at the end, students participate in an online survey to gauge their intercultural competencies. By way of conclusion, they are asked to write a reflection paper in which they indicate how they have applied their learning objectives throughout the group trajectory. The second survey of intercultural competencies, then, gives insight  into the possible effects of the project on the students' intercultural competencies.

A ‘peer feedback form’, created using Google forms, also gives insight into the contribution of every student in the group process. 

Specific teaching methods offer opportunities to combine educational topics. In this example of  ‘interdisciplinary perspectives on sustainable development’, there is a clear link with sustainability.

Organise a virtual exchange 

Apart from COIL, there are other virtual exchanges in which students participate in online teaching activities with an international partner.

Stimulate collaboration in comparative research 

You might consider encouraging students explicitly to collaborate with other students in the context of specific research activities, e.g. their Master's dissertation or research assignments for other course units. One possibility in this respect is a collaboration with international exchange students at Ghent University. Another option is a virtual collaboration between Ghent University students and students at partner universities in order to compare results, match them to local contexts, and draw conclusions. 

MASTER'S DISSERTATION RESEARCH AT THE FACULTY OF PHARMACEUTICAL SCIENCES

At the faculty of Pharmaceutical Sciences, many students participate in an exchange as part of their Master's dissertation. During that time, students are involved in a research project at the host institution. They report on the research they conduct on their Master’s dissertation. The final mark takes into account the research results as well as a presentation of those results at their home institution. Students largely carry out the Master’s dissertation abroad, but the defense and assessment take place at Ghent University. 

Provide interaction with representatives of other cultures (locally)

Foster local interaction with representatives of other cultures. Consult the Education Tip on ‘How to Incorporate a Policy on Diversity into your Study Programme’ for more information. 

UNIVERSITY-WIDE ELECTIVE COURSE UNIT 'COACHING AND DIVERSITY'

The university-wide elective ‘Coaching and Diversity’ offers opportunities for acquiring international/intercultural competencies by means of community service learning, in particular for students who take up mentorship of a first-year student with a mother tongue other than Dutch. 

Invite visiting professors (on campus or online)

International visiting professors can add an international/intercultural dimension to the curriculum but make sure to contextualise any such contributions, and explain how they fit into the overall strategy of your course unit.

Provide online (open source) material 

An increasing number of universities is developing online study materials which they then make available as an open educational resource. In particular, resources in English with an obvious seal of quality, developed by partner universities and (possibly) subject to specific agreements can be used effectively. 

Compose a ‘interstitial curriculum’

Various researchers have pointed out the importance of a so-called ‘interstitial curriculum’: a broad education environment with a focus on intellectual habits and skills of students at the intersection of curricular and extra curricular activities, which strengthens the acquisition of international and intercultural competencies. The jargon used in a lab, the books available at the faculty library, the visuals used by the study programme in their communication, buddy initiatives organised by student unions, ... . All of the above contributes to the acquisition of international/intercultural competencies. They may not always do so directly, but are certainly always effective. 

BUDDY PROJECT

A number of faculties have a buddy project in which international students are assisted by local students. Study programmes can opt to give participating students credits.

Offer short study-abroad initiatives

Validate short study-abroad initiatives (summer/winter schools, an international seminar, ...) in the student’s curriculum.

THE 'INTERNATIONAL PORTFOLIO' IN THE BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION AND THE BACHELOR OF SCIENCE IN PUBLIC ADMINISTRATION AND MANAGEMENT

The International Portfolio course unit is accommodated in the Business Administration and Public Administration and Management curriculums as an elective. It includes a series of short internationalisation initiatives (summer school, intensive programme, international seminar, etc.) for which students can register, and which, depending on the lecturer's approval, can be included in, and validated as part of the curricular course unit. Specific information with regard to assessment is included in the course sheet. 

Set up a joint international programme with partner institutions 

A rather radical action is to set up a joint international programme in collaboration with a consortium of universities. The curriculum is designed in such a way that students take different terms at (a) different partner institution(s).

Combine different internationalisation teaching and learning activities 

Validate short study-abroad initiatives (summer/winter schools, an international seminar, ...) in the student’s curriculum.

INTERNATIONALISATION IN THE SPEECH LANGUAGE AND HEARING SCIENCES PROGRAMME

The Speech Language and Hearing Sciences programme aims to embed internationalisation in their education culture in order to guarantee that all students can acquire international and intercultural competencies. Their mission is to make these competencies accessible for every student, which is why they offer a wide range of possibilities for students to effectively participate in international experiences.  

By means of an ‘international menu’, the two-year Master’s programme leaves the students enough freedom to tailor their curriculum to their specific interests, motivation and challenges. Students add their international experiences in an ‘internationalisation portfolio’, which serves as the common thread in the discovery, acquisition and assessment of international and intercultural competencies. The menu contains five clusters for the students to choose from: (1) a study-abroad term, (2) an international work placement, (3) research, (4) community service learning, and (5) Internationalisation@Home (I@H). First and foremost, the portfolio serves as a tool for students. But it is also used as an assessment tool at the end of the international track. 

Internationalisation is embedded in the ’Work Placement and Internationalisation'  course unit. Each academic year, students take up eight credits from the international menu, staggered across the two terms. These eight credits are subject to a pass/fail mark: a fail on elements in the international menu results in an automatic fail for the entire course unit. This means that the student will have to make up for those credits during the summer break. In their second Master’s year, students are also expected to present their international and intercultural experiences in a Pecha Kucha presentation. 

Assessing Internationalisation: How? 

• Every international/intercultural programme competence social impact must be assessed at least two times within the programme (cf. Assessment Principle No. Three). The competency matrix is a handy tool for this, because it maps which course units contribute to the acquisition of which programme competencies, how these competencies (or aspects thereof) feature in the different teaching and learning activities, as well as how they are covered by the different assessment methods. After all, the programme competencies are translated more specifically into the learning outcomes of individual course units. The learning opportunities to acquire the programme competencies are offered in the teaching and learning activities of specific course units. Finally, also the assessment of the programme competencies takes place via the assessment of the learning outcomes of the course units.  
• Assessment of international and intercultural competencies is best brought into alignment at the level of the study programme. If a curriculum contains a learning pathway on internationalisation, this means that students will acquire those competencies gradually. The various course units, and thus also their specific assessment methods, have been brought into alignment for this purpose. If, however, a curriculum does not contain a learning pathway, the alignment of the various assessment methods can be achieved by means of a common set of assessment criteria or a rubric that is used across the various projects or course units. 
• When assessing international/intercultural competencies in your course units, there are a number of points to consider:

• Choose an appropriate assessment form. International and intercultural competencies include not only knowledge and insight but also skills and attitudes. A course unit’s competencies/learning outcomes make explicit what is the course unit’s specific aim/intention. You need to tailor your assessment to the teaching and learning activities – ranging from ‘traditional’ credit exchanges to sporadic I@H teaching activities - that convey international/intercultural competencies.
  • traditional exams are an obvious choice to assess the students’ knowledge and understanding of international/intercultural competencies, e.g. knowledge of one’s own cultural rules and biases; 
  • for assessing skills (e.g. collaborating in an international team) or attitudes (e.g. systematically taking into consideration intercultural diversity in one’s professional practice) there are more suitable assessment methods: (group) assignments, projects, self-assessment, peer assessment, portfolio are more suitable.
  • according to the SAGE Handbook of Intercultural Competence, the combination of direct and indirect assessment forms works well to assess international/intercultural competencies. For example, in the context of an international classroom: 
    • students in a well-considered and mixed group can demonstrate in a joint presentation (i.e. direct product-oriented assessment) that they are able to work in an international team;
    • by means of a reflective journal (i.e.: indirect assessment), in which the same group of students reflects on co-operation problems (and their solutions), they demonstrate that they have acquired international/intercultural competencies;
• Be aware of the following pitfall: international mobility in and by itself is no guarantee for an automatic acquisition of international/intercultural competencies. You will need to assess these competencies explicitly, even in a study-abroad context; 
• Use clear, observable assessment criteria to assess more complex aspects (esp. attitudes) of international/intercultural competencies, and make sure you clarify what you mean by those international/intercultural competencies. Use slightly broader assessment criteria, based on your learning objectives, supplemented with levels or standards that indicate the extent to which each criterion has been met. Rubrics conveniently combine assessment criteria and levels or standards. The rubric for intercultural knowledge and competency can be customised to your own assessment wishes in your course unit;
• the Master’s dissertation and work placement are a means for future graduates to demonstrate that they can apply the acquired knowledge and skills in an integrated manner. In case of Master’s dissertations or work placements with an international component, therefore, it is necessary to include the acquisition of international/intercultural competencies in the corresponding assessment forms.

Want to Know More?

Consult the introductory guide on international and intercultural competencies in the study programme.