- Katherine Wimpenny, Professor, Research Centre for Global Learning: Education and Attainment, Coventry University
- Claire Simmons, Assistant Professor and Academic Developer, Coventry University
- Karine Hindrix, Researcher and Policy Adviser on Internationalisation, University College Leuven-Limburg
- Annabell Körner, Project manager, Internationalisation of the Curriculum, Göttingen University
- Angelika Tielsch, Dr. Educational Developer, Göttingen University
- Claudia Bulnes, Teacher and Policy Adviser, The Hague University of Applied Sciences
- Eveke de Louw, International Policy Adviser for the Curriculum and Co-curriculum, The Hague University of Applied Sciences
- Jos Beelen, Professor, Centre for Global and Inclusive Learning, The Hague University of Applied Sciences
- Monika Rummler, Centre for Scientific Continuing Education and Cooperation, Technische Universität Berlin
- Björg Thordardottir, Associate Professor, Occupational Therapy, OsloMet
- Laurence Marie Anna Habib, Head of Department of Information Technology, OsloMet
- Per Martin Norheim-Martinsen, Vice rector for Research and Development, OsloMet
The symposium’s context: Major changes in internationalisation of higher education
Internationalisation of higher education has gone through major changes in the past decade. One of the main shifts has been away from the orientation on students and staff mobility to a focus on internationalisation of the home curriculum. In this way, universities are attempting to bring internationalisation to all their students. After all, whether students will work at home or abroad, they will all need international and global competences. In addition, many universities consider it their mission to deliver curricula that enable students to become global citizens.
The focus on internationalised curricula means that the actors for internationalisation shift too. No longer is the international office the key actor, although it remains an important stakeholder. Internationalisation of teaching and learning is now becoming a key focus area for lecturers.
Until now, many programmes have relied on a few internationalised modules, taught by champions of internationalisation. However, when we consider internationalisation a component of the entire curriculum, we need more than a few lecturers to contribute to it. These contributions need to be aligned so that a purposeful pathway for internationalisation is constructed across an entire curriculum.
Lecturers do not find this an easy task, as surveys have been telling us for at least ten years. In order to facilitate internationalisation of teaching and learning, we need to focus on another key stakeholder: educational developers, the specialists in teaching, learning and assessment. They can play a key role in ‘mainstreaming’ internationalisation.
However, educational developers have often not been involved in internationalisation and little is known about how we can improve their involvement. We do not know much about their motivations for internationalisation. Another complication is that universities have organized curriculum development in a great variety of ways so that solutions to engage educational developers depend on the roles of a range of other stakeholders.
Internationalisation at OsloMet
OsloMet University has been working on internationalisation of its home curricula for a number of years now. As a next step, it wants to empower educational developers as a way to make internationalisation of curricula sustainable. OsloMet addresses this task with its partners The Hague University of Applied Sciences, Coventry University, University College Leuven Limburg and Göttingen University.