Preparing lecturers for the internationalised Higher Education

environment
This presentation

• Who?
• What?
• Why?
• How?

Berlin, 14 February 2018

Who?

Dr. Els van der Werf

• Senior Policy Advisor on Internationalisation and
International Relations at Hanze University of Applied
Sciences, Groningen, NL
• Member of the Dutch team of Bologna Experts
• Member of the Centre of Expertise Global Leaning
• Member of the General Council of the EAIE

Berlin, 14 February 2018

What?
My topic for today

Professional development of teaching staff in the

internationalised Higher Education environment

• International Competences Matrix

• Strategies for professional development

Berlin, 14 February 2018

Why?
From the invitation to the Fachtagung Teaching Internationally
(13 February 2018):

“International orientierte Lehre stellt hohe Ansprüche an

die Lehrenden. Zur selbstverständlichen Expertise im eigenen
Thema kommen Aspekte der fremden Lehr- und Lernsprache
und eine oft kulturell diverse Lernendengruppe hinzu.”

Berlin, 14 February 2018

Why?
“Internationalisation of teaching and learning has moved into
the centre of attention, requiring a range of new skills from
lecturers. Most lecturers, however, have hardly been
prepared for this. Professional development options are
limited and lag behind what is needed.”

From the invitation to a coference on

Professional development of lecturers: The missing link in
internationalization (The Hague, 19/20 September 2017)

Berlin, 14 February 2018

Why?

“Unfortunately, most teachers experience

internationalization unprepared and untrained.”

Martin Haigh (2008)

Berlin, 14 February 2018

Internationalisation of teaching and learning

This includes:

• internationalised curricula (I@H)

• international classrooms (international students)
• teaching in English
• international collaboration
• international research

Berlin, 14 February 2018

Implications for teaching staff
• Is teaching staff sufficiently competent and equipped to realise the
institution’s internationalisation ambitions?
• Are they up-to-date with the international developments in their
field?
• Are they aware of the international dimension of the
professions for which they train students?
• Are they able to deal with an international classroom?
• Can they teach in English?
• Are they motivated?

Berlin, 14 February 2018

Policy and practice (1)
The missing link between a university’s internationalisation policy and
successful practice is often the (teaching) staff member:

• not ‘on board’ – lack of interest in / belief in the management’s

policy
• insufficiently prepared
• often no structured attention for competence development for
internationalisation

Berlin, 14 February 2018

Policy and practice (2)
Professional development for internationalisation tends to be fairly ad
hoc:

• no comprehensive idea of which competences are required

• training options are often relatively limited
• professional development trainers have limited experience with
competence development for internationalisation

Berlin, 14 February 2018

International Competences Matrix (1)
The International Competences Matrix is a comprehesive
outline of competences that teaching staff members need to
successfully complete tasks in the international HE environment.

For further information:

www.hanze.nl/eng/organisation/international-affairs/professional-
development-for-internationalisation

Berlin, 14 February 2018

Berlin, 14 February 2018
Berlin, 14 February 2018
International Competences Matrix (2)
An HRM tool

• A tool to help managers determine whether (new) teachers have

the required competences
→ in recruitment of new staff
→ in appraisal talks with current staff > you cannot just rely on
new staff to realise your internationalisation ambitions

• A tool to help teachers determine whether they have the required

or desired competences
→ to plan personal development

Berlin, 14 February 2018

International Competences Matrix (3)

The function of the matrix is

• to alert managers and teachers to the fact that working in an

international environment may mean that training in ‘weak’ areas
may be required.
• to reach a mutual agreement about (level of) international
experience and competences that the teacher needs to have or
acquire.

Berlin, 14 February 2018

Professional development
Basic assumptions

• Clarity about the competences a teacher needs helps to

determine the professional development required > role of ICM.
• Recognise the competences that a teacher can demonstrate.
• Professional development is more effective when it has a direct
relation to a teacher’s current or imminent tasks.
• Professional development does not always mean taking a ‘course’
> offer a variety of learning options.

Berlin, 14 February 2018

Training and Learning Modules: example 1

Intercultural Intercultural competences in an All E-learning self- Beginners

competences international context * assessment tools

Interculteral competeces All Introductory course Beginners

(2 days)

Intercultural competences in an All Intercult. Comp. Intermediate

international context * Learning Lab Light

Intercultural Competences Learning Lab * All teachers in Intercult. Comp. Advanced

international Learning Lab
classroom

Berlin, 14 February 2018

Training and Learning Modules: example 2
Communication and English All Self-assessment Beginners
language skills

Cambridge First Certificate All Course Intermediate B2

Cambridge English Proficiency Expert * All Course Advanced C2

Cambridge English Advances Expert * All Course Advanced C1

Academic Writing Researchers Course Advanced

Dutch Language Proficiency for non All international Course Beginners and
native speakers of Dutch * staff Intermediate

Berlin, 14 February 2018

Training and Learning Modules: example 3

Pedagogical and International education systems and All E-learning Beginners

didactical skills teaching & learning styles *

International education systems and All Intercultural Didactics Intermediate

teaching & learning styles * Learning Lab Light

Intercultural Didactics Learning Lab * Teachers in Intercultural Didactics Advanced

international Learning Lab
classroom
Academic discipline in an international All Self-study
context *

International labour market and working All International (virtual)

environment of the professional field * mobility

Berlin, 14 February 2018

From modules to tracks

A. Internationalisation basics for teachers in the domestic

classroom
B. Internationalisation for teachers in the international
classroom basic
C. Internationalisation for teachers in the international
classroom intermediate/advanced
C+. Internationalisation for foreign teachers in the international
classroom intermediate/advanced

Berlin, 14 February 2018

Internationalisation A
For teachers in the domestic classroom

Internationa-
European Intercultural
lisation of
Higher competences
curriculum
Education Area (beginners)

Academic
International
discipline in International
didactics
international world of work
(beginners)
context

Berlin, 14 February 2018

Internationalisation B
For teachers in the international classroom (basic)

European Intercultural Internationa- Cambridge

Higher competences lisation of English
Education Area (intermediate) curriculum Advanced
Expert

Academic
International
discipline in International
didactics
international world of work
(intermediate)
context

Berlin, 14 February 2018

Internationalisation C+
For international teachers in the international classroom
(advanced)

Internationa- Cambridge
European Intercultural
lisation of English Dutch Higher
Higher competences
curriculum Proficiency Education
Education Area (advanced)
Expert

Academic Dutch
International
discipline in International language
didactics
international world of work proficiency
(advanced)
context

Berlin, 14 February 2018

Variety in learning options

• Self-assessment > demonstrate competences (or lack

thereof)
• E-learning > also useful to have (older) teachers experience
e-learning!
• Courses, seminars, etc.
• Learning Lab > a.k.a. Learning Community, Community of
Practice
• International Mobility

Berlin, 14 February 2018

Intercultural Competence Learning Lab
The ICLL consists of a total of 9 sessions of 4 hours each,
spread over a period of 10 months.

Each session centres around

• a critical incident in the international classroom (real(istic))
• sharing of experience
• theory of intercultural communication
• reflection and adaptation

Berlin, 14 February 2018

International Mobility

Insufficient structural use is made of international mobility

in professional development.

• Often no clear learning objectives

• Hardly any reporting on experiences after returning
• Generally no formal recognition of international mobility

There is work to be done!

Berlin, 14 February 2018

Thank you!

p.e.van.der.werf@pl.hanze.nl