Lessons Learned from Curriculum Internationalisation Strategies
Explore the implementation of curriculum internationalisation as an institutional change process, drawing insights from organizational change literature. Key aspects include stakeholder involvement, resource management, alignment with institutional strategy, and practical implications for long-term success. Case studies from the University of Groningen provide real-world examples of effective internationalisation projects, emphasizing the importance of a strategic approach, involvement of all stakeholders, and adaptation to specific contexts.
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Presentation Transcript
| 1 Curriculum internationalisation; Lessons from the organisational change literature Curriculum internationalisation can be usefully approached as an institutional, contextual organisational change process > effectiveness, competitive advantage Implications in practice Longer term needed All stakeholders need to be involved from the start Stakeholders can be empowered, different types of power Communication and coordination is essential Resources are required, but not sufficient Resources need to be managed: allocation, development, alignment Curriculum internationalisation needs to be aligned with the institutional strategy and policies.
| 2 Curriculum internationalisation: the International Classroom project at the University of Groningen Example of practice Institution-wide, long term project (2013-2020) Top-down (initiated by Executive Board) and bottom-up: building on good practices Involving all levels and stakeholders, including study associations Alignment with strategy, for education in particular Research-based (Leask, Carroll, Green & Whitsed, 2015) Expertise development with external experts Resource-based (e.g. budget, expertise, networks) Activities across boundaries Adjustment to specific context.
| 3 Curriculum Internationalisation; policy and strategy at the University Of Groningen CI is part of the university s process to embed internationalisation in all departments, strategy and policies How to acquire a quality label for internationalisation (Ce Quint) accreditation as a tool. Current practice internationalisation not sufficiently explicit in university strategy institutional vision on internationalisation existing, but not sufficiently discussed and embedded gaps in policies, e.g. on graduate attributes, learning outcomes lack of qualitative indicators for internationalisation lack of an evidence-based strategy.
| 4 Curriculum internationalisation; first findings in project, policy and research many different understandings of the international classroom initial resistance and scepticism many pioneers with enthusiasm need for management of resources (leadership and knowledge) need for a platform to share expertise across boundaries need for reflection and purposeful dialogue need to acknowledge good practices (ambassadors) and problems.
