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ENPHE - EUROPEAN NETWORK OF PHYSIOTHERAPY IN HIGHER EDUCATION

Report from working group Internationalization Conference in Gent, September 2015

Internationalization@home

Bas Speekenbrink

Dorien Geerards-Last

Moira Beuggert

Melvin van der Mark

Thea Dalgas

Ren Teunissen

Introduction

The working group Internationalisation@Home chaired by Govert Verhoog (Saxion University of Applied Sciences, the Netherlands) created this document as a result of the meetings during the ENPHE Madrid 2015 working conference. Based on an introductory presentation (by Ren Teunissen, Avans University of Applied Sciences School of Health, the Netherlands), the working group focused on:

1. defining internationalisation@home

2. defining learning outcomes and/or provide tools and background information for this process

3. provide tools for how to assess these learning outcomes

Looking into the literature and the work done by many other universities and educational institutions, one can only conclude there is a vast area of material that can be used. Also, it becomes clear there is huge variation in implementing internationalisation in various institutions and curricula. The above described focus areas also form key aspects of research and strategic policy documents. Knowledge is shared through conferences such as the EAIE or NAFSA. Most agree upon the following key issues:

Internationalisation is not a purpose in itself

There is clear distinction between internationalisation abroad and internationalisation@home

Internationalisation needs to be embedded integrally in a programme or curriculum

Learning outcomes need to be defined concrete and assessed properly and transparently

In the following sections the three focus areas described above will be clarified. Suggestions will be given as well as background information and tools when applicable. This document does not pretend to be complete. The content gives ideas and provides direction that can be used within each institutions own strategic policy and curricula.

August 2015

Bas Speekenbrink

Dorien Geerards-Last

Moira Beuggert

Melvin van der Mark

Thea Dalgas

Ren Teunissen

1. Definitions

Before we can work on internationalisation and integrate it into an educational system we have to define what it really is. In the following chapter we would like to elaborate on the different aspects of the term internationalisation and ultimately what it means to develop internationalisation at home. The term internationalisation is arbitrary, it has given different meanings and varied uses. Therefore well start with defining what internationalisation is for educational purposes.

Internationalisation: not to be mistaken with the word globalisation, can be defined as:

the variety of policies and programs that universities and governments implement to respond to globalisation.

In terms of both practice and perceptions, internationalisation is closer to the well-established tradition of international cooperation and mobility and to the core values of quality and excellence, whereas globalisation refers more to competition, pushing the concept of higher education as a tradable commodity and challenging the concept of higher education as a public good.

(De Wit, 2012).

Internationalisation is not a goal in itself. It is a process whereby the goal is to acquire certain competencies based on the use of cross-border cooperation and mobility activities with foreign institutions. Globalisation is defined as the process of an increasingly integrated world economy, new information and communications technology, the emergence of an international knowledge network, the role of the English language and other forces beyond the control of academic institutions (De Wit, 2012).

The increasing accessibility of foreign countries and raising mobility of the public is a major trend of the 21st century. Furthermore, the access to and the exchange of information and knowledge through the world wide web has never been so dense. The people we see and interact with are getting more and more diverse. As a result it shifts the field we work in, therefore changing the competences necessary to work with.

Internationalisation@home: is the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments (Beelen & Jones, 2015).

Integrating international concepts in basic curriculas and integrating more foreign staff en guest lectures. Through the use of teaching staff mobility its possible to teach the non-mobile students (European Commission, 2008).

Integrating internationalisation of the curriculum means the incorporation of an international and intercultural dimension into de content of the curriculum as well as the teaching and learning arrangements and support services of a program of study (Leask 2009, P. 209).

Literature:

De Wit, H. (2011) Globalisation and Internationalisation of Higher Education

European Commission (2008) The impact of Erasmus on higher education, qaulity, openness and internationalisation. Online ingekeken op: http://doc.utwente.nl/85191/1/Vossensteyn08impact.pdf

Leask, B. (2009) Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International education, vol. 13, no. 2 pp.205-221

2. Output (Quantitative) Outcome (intercultural & international competences)

Internationalisation has an output as well as an outcome. The output is mostly defined as all the activities in the curriculum (for students as well as for staff) in which participants work together in an international and intercultural context. This output can be quantified in aspects such as mobility numbers and the amount of agreements one works with.

The outcome of internationalisation is related to competences participants of the activities can or have to achieve. These competences are defined within an international and intercultural context. The effective and constructive interaction with others in an international context (internationals context) or the adequate and constructive interaction with others when cultural background and diversity are key issue (intercultural context).

In this section these aspects will be further defined and background information from the literature will be given. As will become clear, many universities have created their own definitions of (learning) outcomes. Examples will be given.

Competences

Walenkamp and Van Oudenhoven (2013) consider international competences as more general and intercultural competences from part of this. International competences are related to:

personal, social competences;

intercultural competences;

language proficiency;

academic competences;

professional competences.

Intercultural competences are defined based on a variety of aspects regarding knowledge, skills and attitude (behaviour). The variety illustrates the complexity of the subject. Van der Zee en Van Oudenhoven (2000) define 5 key competences essential for adequate and constructive intercultural contact:

cultural empathy

open-mindedness

social initiative

emotional stability

flexibility

Competences can generally be categorized into three types. Also the proposed international and intercultural fall into these categories:

1. Related to content and knowledge, e.g.: They are aware of the most recent social and political developments of the principal trade partners of their country;

2. Related to skills, e.g.: Be able to communicate with professional and non-professional partners from different fields of language and culture;

3. Related to attitude and behaviour, e.g.: Understand and interpret cultural limitations and restrictions.

As stated before an important outcome is: ... to deliver effective, understandable and respectful care that is provided in a manner compatible with (patients) cultural beliefs and practices and preferred language. (Anand &Lahiri, 2009, p. 388).

In successful, constructive and adequate patient professional relationships one therefor has to be aware of:

Cultural clashes, willingness to seek treatment

Successful patient outcomes, patient satisfaction, community support, patient-provider relationships

Demographic trends, ethnographic disparities, stereotyping

This requires from a healthcare professional that he or she:

can adjust to different situations and changes, has a certain tolerance for ambiguity and conflicting perspectives

shows cultural awareness and cultural sensitivity

is aware of being prejudiced, shows self-awareness and self-reflection

has problem-solving skills

is strong communication skills (levels of communication/meta communication, possibly in more than one language)

In the Erasmus impact study (2014) these are called transversal skills: confidence, ambiguity, vigour, curiosity, serenity, decisiveness (see below). These skills can be measured (MEMO tool), improve with international experience and show a strong relationship with the aspects valued a great deal by employers. However, in the Erasmus Impact Study these skills were measured in students going abroad. In relation to internationalisation@home it is imperative that we need to know how to improve those skills for the students at home.

Example

Within the CanMEDS model and based on literature Internationalisation@home can be related to various competences.

Some examples of descriptions of intercultural competences:

(The graduate) has knowledge of cultural theories and shows cultural sensitivity.

The graduate is aware of his/her own norms and values and is sensitive to others possibly holding different ones. He/she has a theoretical foundation for analysing and discussing these differences.

Each student is trained to interrogate her or his own values from a cultural perspective and to mobilize these values as a constructive force in an international work environment.

The student is able to function in multi-cultural teams (leadership, cooperation).

In the table below an example concerning an aspect of communication will be defined and illustrated:

Be able to communicate with professional and non-professional partners from different fields of language and culture Putting a PERSON CENTRAL

Domain descriptors

Supporting(EQF4)

Advanced supporting (EQF5)

Starting bachelor(EQF6)

Advanced bachelor(EQF7)

General Msc

Further advanced(EQF8)

Expert(PHD)

A process of developing an understanding of an individual and his/her background and life experience in order to be able to adjust treatment and activities to personal needs.

Putting a PERSON CENTRAL

describes competences needed for:

Showing respect for the individual

Obtaining and providing information and support that allows the individual to make informed personal choices

Involve individuals in shaping the care/treatment, activities and deliverance of services

Respect the individual by acknowledging his/her unique needs, preferences, values, autonomy and independence according to laws, policy, procedures, protocols and best practice



Respect the individual by acknowledging his/her unique needs, preferences, values, autonomy and independence according to laws, policy, procedures, protocols and best practice and by further developing and defining best practice

Respect the individual by acknowledging his/her unique needs, preferences, values, autonomy and independence according to laws, policy, procedures, protocols and best practice and by further developing and defining these laws, policy, procedures, protocols and best practice

Respect the individual by acknowledging his/her unique needs, preferences, values, autonomy and independence according to laws, policy, procedures, protocols and best practice and by further developing and defining these laws, policy, procedures, protocols and best practice

Provide information allowing an individual to make informed personal choices and deploy and exercise autonomy in accordance with laws, policy, procedures, protocols and best practice



Provide information allowing an individual to make informed personal choices and deploy and exercise autonomy in accordance with laws, policy, procedures, protocols and best practice and by further developing and defining best practice

Provide information allowing an individual to make informed personal choices and deploy and exercise autonomy in accordance with laws, policy, procedures, protocols and best practice and by further developing and defining these laws, procedures, protocols and best practice

Provide information allowing an individual to make informed personal choices and deploy and exercise autonomy in accordance with laws, policy, procedures, protocols and best practice and by further developing and defining these laws, procedures, protocols and best practice

Promote involvement with shaping and developing the treatment of the individual by guiding and counselling in accordance with policy and processes



Promote involvement with shaping and developing the treatment of the individual by guiding and counselling in accordance with standing policies and processes and collaborate to further develop and implement these policies and processes

Promote involvement with shaping and developing the treatment of the individual by guiding and counselling in accordance with standing policies and processes and collaborate to further develop and implement these policies and processes

Promote involvement with shaping and developing the treatment of the individual by guiding and counselling in accordance with standing policies and processes and collaborate to further develop and implement these policies and processes in order to contribute to further development of best practice

Background literature

In this section information regarding the definition of competences from the literature is given. Mostly excerpts but also figures/tables and summaries directly copied. As will become clear definitions show variety but all focus on cultural awareness, cultural sensitivity and cultural proficiency.

The NAFSA published a document (Green, 2012) in which examples of competences from various American educational institutes were described. The source itself is worth reading and can be found on their website (www.nafsa.org/epubs): Green, M. F. (2012). Measuring and assessing internationalization. (N. A. Educators, Red.)

The American Council on Education Global Learning Outcomes:

A globally competent student from our institution gains:

Knowledge

Demonstrates knowledge of his culture withina global and comparative context (that is, the student recognizes that his culture is one of many diverse cultures and that alternate perceptions and behaviours may be based in cultural differences).

Demonstrates knowledge of global issues, processes, trends, and systems (that is, economic and political interdependency among nations, environmental-cultural interaction, global governance bodies, and nongovernmental organizations).

Demonstrates knowledge of other cultures (including beliefs, values, perspectives, practices, and products).

Skills

Uses knowledge, diverse cultural frames of reference, and alternate perspectives to think critically and solve problems.

Communicates and connects with people in other language communities in a range of settings fora variety of purposes, developing skills in eachof the four modalities: speaking (productive), listening (receptive), reading (receptive), and writing (productive).

Uses foreign language skills and/or knowledge of other cultures to extend his access to information, experiences, and understanding.

Attitudes

Demonstrates a knowledge of the language, art, religion, philosophy, and material culture of different cultures and an understanding of cultural complexity and difference .

Demonstrates an understanding of cultural differences and tolerance of cultural ambiguity.

Demonstrates an ongoing willingness to seek out international or intercultural opportunities.

Liberal Learning and Global Competence at Michigan State University

Understands the complexity and interconnectedness of global processessuch as environment, trade, and human health andis able to critically analyse them, as well as compare and contrast them across different cultures and contexts.

Synthesizes knowledge and meaning from multiple sources to enhance decision making in diverse contexts.

Uses technology, human and natural capital, information resources, and diverse ways of knowing to solve problems.

Understands the influence of history, geography, religion, gender, race, ethnicity, and other factors on their identities and identities of others.

Recognizes the commonalities and differences that exist among people and cultures and how these factors influence their relationships with others.

Questions explicit and implicit forms of power, privilege, inequality, and inequity.

Engages with and is open to people, ideas, and activities from other cultures as a means of personal and professional development.

Sample RubricsCalifornia State University Stanislaus

Students will demonstrate the ability to perceive any given event from more than one cultural viewpoint.

Level 1: Student describes a viewpoint different from his/her own.

Level 2: Student discusses the advantages of a viewpoint different from his/her own, related to an issue in the discipline.

Level 3: Student applies the concept of multiple perspectives to current issues locally, nation- ally, and internationally.

Level 4: Student argues two points of view on a single world issue related to the discipline.

Students will show how the behaviour of individuals, groups, and nations affect others, in terms of human rights and economic well-being.

Level 1: Student identifies an issue of social justice from his/her personal perspective.

Level 2: Student discusses an issue in the discipline from an interactive and interdependent perspective.

Level 3: Student identifies the interactive impact of interdependent forces on real issues related to the local region, the nation, and the world.

Level 4: Student analyses how the interactive and interdependent forces affect an issue in the global community.

Global Value RubricRoger Williams University

Competence: Knowledge of Global Inter-Connectedness

Culmination: Brings understanding of interconnectedness of the globe to bear on other issues (such as environment and sustainability, social responsibility, the culture of culture, business ethics, etc.)

Advanced: Is able to complete projects and assignments that reflect the interconnectedness of technologies, politics, economies, and societies in a global context

Intermediate: Acknowledges the interconnectedness of technologies, politics, economies, and is able to give examples.

Beginner: Recognizes the interconnectedness of technologies, politics, economics, and societies in a global context from the examples given.

Competence: Attitude of Open- Mindedness (negotiating cultural ambiguity; adapting and integrating new knowledge)

Culmination: Demonstrates a sophisticated understanding of other cultures, communities, histories, values, and political systems, or suspends judgment when confronted with unfamiliar values and points of view; or is able to participate in an in-depth cultural dialogue in different contexts.

Advanced: Asks complex questions about other cultures, communities, histories, values, and political systems, or shows skepticism toward stereotypical thinking; seeks out and articulates answers that recognize internal cultural differences and cultural change.

Intermediate: Solicits complex information about other cultures, communities, histories, values, and political systems, and demonstrates awareness of internal cultural differences and cultural change over time.

Beginner: Asks simple questions about other cultures, communities, histories, values, and political systems and is receptive to information about internal cultural differences and cultural change over time.

INSTITUTIONAL APPROACHES, Florida International University (FIU)

Global Awareness: Knowledge of the interrelatedness of local, global, international, and intercultural issues, trends and systems.

Global Perspective: The ability to conduct a multiperspective analysis of local, global, international, and intercultural problems.

Global Engagement: A willingness to engage in local, global, international, and intercultural problem solving.

INSTITUTIONAL PRACTICE, Georgia Institute of Technology

Intercultural Assimilation

Readily use second-language skills and/or knowledge of other cultures to extend access to information, experiences, and understanding.

Convey an appreciation for different cultures in terms of language, art, history, and customs, to name a few.

Interact comfortably with persons in a different cultural environment and be able to seek out further international or intercultural opportunities. Global Disciplinary Practice

Use cultural frames of reference and alternative perspectives to think critically and solve problems within the discipline in the context of at least one other culture, nation, or region.

Collaborate professionally with persons of different cultures and function effectively in multicultural work environments.

Accept cultural differences and tolerate cultural ambiguity.

Comfortably assimilate within other cultures.

Beelen and de Wit (2012) collected many examples and approaches to defining international and intercultural competences. Their work is also worth reading and available as pdf via internet. Source information: Jos Beelen & Hans de Wit (Eds.). INTERNATIONALISATION REVISITED: NEW DIMENSIONS IN THE INTERNATIONALISATION OF HIGHER EDUCATION. Centre for Applied Research on Economics and Management (CAREM), 2012

Some examples from this book:

CHALLENGING RECEIVED WISDOM: PERSONAL TRANSFORMATION THROUGH SHORTTERM INTERNATIONAL PROGRAMMES

Crosscultural development and enhanced multicultural understanding. Transferable and employability skills are developed through this kind of international volunteering programme. These include patience, resilience, sensitivity, mediation skills, team work, leadership and organisational skills:

team work and team leadership

organisational skills and project management

problem solving

networking

mediation skills and conflict resolution

interpersonal skills

confidence

decision making and communicating unpopular decisions

willingness to take risks

creativity

managing expectations

resilience

The experiences gave a better understanding of their personal strengths and weaknesses, values, goals and priorities. Of particular interest was the frequent reporting of enhanced personal skills which contribute to the development of crosscultural capability or intercultural competence, for example:

understanding and appreciation of different social, economic and ethnic groups addressing personal stereotypes

effective communication when a language is not shared

considering alternative perspectives

effective working in a different cultural environment

compassion and empathy

humility and respect

patience

flexibility and openmindedness

Better understanding of the importance of cultural identity

Respect for students and understanding of their priorities and expectations

Ideas for new ways to nurture students and enhance their experience

Enhanced engagement with students

IDENTIFICATION AND ASSESSMENT OF INTERCULTURAL COMPETENCE AS A STUDENT OUTCOME OF INTERNATIONALISATION

Some definitions of intercultural competence:

knowledge of others; knowledge of self; skills to interpret and relate; skills to discover and/or to interact; valuing others values, beliefs, and behaviors; and relativizing ones self. Linguistic competence plays a key role (Byram, 1997, p, 34).

Five components: World knowledge, foreign language proficiency, cultural empathy, approval of foreign people and cultures, ability to practice ones profession in an international setting (Lambert, 1994, as cited in Deardorff, 2004, p. 230)

the ability to communicate effectively and appropriately in intercultural situations based on ones intercultural knowledge, skills, and attitudes (Deardorff, 2004, p. 194). The ability to shift ones frame of reference appropriately, the ability to achieve ones goals to some degree, and behaving appropriately and effectively in intercultural situations.

The definitions seemed to focus primarily on communication and behaviour in intercultural situations. Of the specific components of intercultural competence noted, many of them addressed an individuals personal attributes, such as curiosity, general openness, and respect for other cultures. Other delineated components involved cultural awareness, various adaptive traits, and cultural knowledge both culturespecific knowledge as well as deep cultural knowledge.

Skills to analyse, interpret, and relate, as well as skills to listen and observe. Cognitive skills emerged, including comparative thinking skills and cognitive flexibility. In addition, several schools had developed institutional definitions of intercultural competence that were general in nature and contained several common elements. The top three common elements were the awareness, valuing, and understanding of cultural differences; experiencing other cultures; and selfawareness of ones own culture. These common elements stress the underlying importance of cultural awareness, both of ones own as well as others cultures.

Information from Journal of Studies in International Education

Lambert (1996), considered by many as the father of the global competence initiative, identified a globally competent person as one who has knowledge (of current events), can empathize with others, demonstrates approval (maintains a positive attitude), and has an unspecified level of foreign language competence and task performance (ability to understand the value in something foreign).

Consulting Group (2002; a transnational management consulting firm with more than 20 years of experience) in its Global Competence Report defined global competence as the capacity of an individual or a team to parachute into any country and get the job done while respecting cultural pathways (p. 4). The report took the next step and identified global competences required skill set as intercultural facility; effective two-way communication; [sic] diverse leadership; systematic best-practice sharing; and a truly global strategy design process (pp. 5-6).

The Stanley Foundation, which supports research pertaining to global education, considers global competence to include an appreciation of complexity, conflict management, the inevitability of change, and the interconnectedness between and among humans and their environment. Globally competent citizens know they have an impact on the world and that the world influences them. They recognize their ability and responsibility to make choices that affect the future (Curran, 2003).

A globally competent learner is one who is able to understand the interconnectedness of peoples and systems, to have a general knowledge of history and world events, to accept and cope with the existence of different cultural values and attitudes and, indeed, to celebrate the richness and benefits of this diversity (p. 4).

Cross-cultural awareness and interaction are also key aspects of becoming globally competent, according to Curran (n.d.). Curran suggested that global competence is the ability to become familiar with an environment, going with the flow; and reflection on completion of a particular activity within a new culture. Curran stated that familiarity with a new environment meant being aware of ones own personal characteristics, strengths and weaknesses, cultural biases and norms, motivations and concernsall of which are considered essentials that can facilitate intercultural interaction and provide sources of continual learning. Going with the flow, Curran stated, meant patience, tolerance for ambiguity, and acceptance for not knowing all the details of a situation at any given time. Taking a moment to reflect on a new culture, Curran suggested, constituted mindfully considering the culture on its own merit, without judgmental comparison to what one may already believe (Curran, 2003). The concept implied gaining new ideas from sources one might otherwise neglect.

Wilson and Dalton (1997) took a tangential perspective on Currans work. They concluded that perceptual knowledge (open-mindedness, resistance to stereotyping, complexity of thinking, and perspective consciousness) and substantive knowledge (of cultures, languages, world issues, global dynamics, and human choices) were integral components of global competence.

The Delphi panel concluded that the definition of the term global competence was: having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside ones environment.

Various listing, tables and figures showing similar aspects are described and listed above:

Below listings, tables and figures from various sources have been collected to show the many ways in which competences are being defined and learning processes are being modelled.

The transversal skills as defined in the MEMO tool (Erasmus Impact Study, EU 2014)

3. How to assess?

In this section ideas regarding assessing intercultural learning outcomes are provided. The way international and intercultural competences are being assessed various a lot. Ranging from licenced (online) surveys (e.g. MEMO, Intercultural Readiness Check), personal portfolios and interviews to only signing of registration forms after participating in an international activity. The latter is questionable because one cannot be sure a student really obtained a competence by participating in an international or intercultural activity.

Learning outcomes provide direction and should guarantee level of proficiency in a competence. The NVAO puts key emphasis on learning outcomes, the learning activities leading up to mastering the intended competences and the process of assessing these competences. On their website the NVAO states: Learning outcomes are the crux of NVAOs accreditation system. NVAO assesses learning outcomes at programme level both during ex ante (initial accreditation) and ex post (re-accreditation) assessment procedures. NVAO includes both intended and achieved learning outcomes in its programme assessments.

An assessment therefor really needs to reflect the learning activities and should allow for transparently define the obtained level of the competence. First of all it is necessary to position the assessment (www.acenet.com):

In order to thoroughly assess international and intercultural competences a portfolio assessment can be suggested as demonstrated in the figure of David M. Kennedy (see below). Next to this portfolio it might be necessary to have an in-depth interview with the students, discussing their learning outcomes as written in their portfolios. Therefor international and intercultural competences need to be defined well.

The main outcome must be a demonstration of the international and intercultural competence development, indicated by the teacher and shown by the student. Of course (peer) feedback must be included, as can be seen in the figure below. As mentioned above, licenced online surveys and tools can be an interesting and valuable part of this assessment. However, institutional budgets might be the limiting factor in the use of these tools

Els van Zijl designed a portfolio matrix, see figure below:

Formative

Portfolio

Summative

Literature:

Jaspers, M., & van Zijl, E. (2014). Samenwerken aan toetskwaliteit in het Hoger Onderwijs: Een handreiking voor management, examencommissies, toetsdeskundigen, examinatoren, studenten en werkveldpartners om samen te werken aan de kwaliteit van toetsing in het hoger onderwijs. Eindhoven: Fontys Hogescholen, Dienst Onderwijs en Onderzoek.

INTERNATIONALISATIONREVISITED:NEWDIMENSIONSINTHEINTERNATIONALISATIONOFHIGHEREDUCATION

CENTREFORAPPLIEDRESEARCHONECONOMICSANDMANAGEMENTCAREM

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INTERNATIONALISATIONREVISITED:

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60

whereappropriatenessistheavoidanceofviolatingvaluedrulesandeffectivenessistheachievementofvaluedobjectives.

It is interesting to compare this pyramid model of intercultural competence to the fourdevelopmental stages developed by the American Council on International Intercultural Education1996 . The four developmental stages of the global competence development process were listed asfollows: a recognition of global systems and their interconnectedness including openness to othercultures,values,andattitudes , b interculturalskillsandexperiences, c generalknowledgeofhistoryandworld events, and d detailed areas studies specialization ie. language . The administratorswhodevelopedthesestagesrecognizedthatthefirststagewasmostimportanttoallgloballearners.Thefirststage stressed the importance of openness,which is the same starting point as the two visualmodelspresentedinthisarticle. Interculturalskillsandgeneralknowledgearealsonotedinthedevelopmentalstages,whichareaccountedforinthetwovisualmodels.

AnotherwayoforganizinganddisplayingthefinaldataistheprocessmodelinFigure4developedbyDeardorff 2004 .Thisprocessmodelofinterculturalcompetence,whilecontainingthesameelements



75

provided to academic staff as a guide to the general sorts of characteristics that graduates who haveachievedthequalitymightexhibit.Aspartoftheprogramplanningprocess,programandcoursewriterswererequiredtoarticulateneworelaboratedindicatorsrelatedspecificallytotheirdisciplinearea.Theintentionwasforthedevelopmentofthisandothergraduatequalitiesinstudentstobecomepartoftheregularteaching,learningandassessmenttasksoccurringwithintheprogram.ThegenericindicatorsforGraduateQuality7atUniSAaredetailedinTable1.

INDICATOR A GRADUATE WHO DEMONSTRATES INTERNATIONAL PERSPECTIVE AS A

PROFESSIONAL AND A CITIZEN WILL:

7.1 display an ability to think globally and consider issues from a variety of perspectives

7.2 demonstrate an awareness of their own culture and its perspectives and other cultures and their perspectives

7.3 appreciate the relation between their field of study locally and professional traditions elsewhere

7.4 recognise intercultural issues relevant to their professional practice7.5 appreciate the importance of multicultural diversity to professional

practice and citizenship

7.6 appreciate the complex and interacting factors that contribute to notions of culture and cultural relationships

7.7 value diversity of language and culture7.8 appreciate and demonstrate the capacity to apply international standards

and practices within the discipline or professional area

7.9 demonstrate awareness of the implications of local decisions and actions for international communities and of international decisions and actions

for local communities

TABLE 1: GRADUATE QUALITY #7 AT UNISA: GENERIC INDICATORS

Thefocusinthesegenericindicatorsisadualonethereisemphasisonboththeacquisitionofskillsandknowledge related to professional areas as well as the development of values and crossculturalawareness. Intercultural learning the development of an understanding and valuing of their own andothercultures is the focusof four indicators 7.2,7.4,7.6and7.7 ; thedevelopmentofknowledgeandunderstandingisthefocusoftwoindicators 7.3and7.5 andtheapplicationofwhathasbeenlearnedtoprofessional practice is the focus of three indicators 7.1, 7.8 and 7.9 . The indicators are a publicinstitutionalstatementofthefocusofinternationalisationatthecurriculumleveltheyconstitutepolicyinrelationtotheinternationalisationofteaching, learningandassessmentarrangementsofcoursesandprogramsat theUniversityofSouthAustralia.Theyconnect internationalisationof thecurriculumwithglobalisation, provide a stimulus for broadening the scope of what is taught to include internationalcontent and nondominant perspectives and encourage the use of approaches to teaching and learning

capability would enable the student to be considered globally competent and/or aglobal ready graduate.

Study abroad and second language acquisition have long remained perceivedcurricular necessities for the would-be global-ready graduate seeking employmentwith transnational corporations, international aid and development organizations,and for potential placement abroad. Despite the concurrence of perception withinthe higher education community, the results of this study noted that language learn-ing and travel abroad are not necessarily at the core of what it takes to becomeglobally competent. Table 2 shows respondent mean scores to the survey questions.

This studys findings also contradict the foundation of most recently launchedglobal competence and global citizen certificate programs, which focus directly onsemester-long (or shorter) study abroad programs and the importance of learning asecond language.

278 Journal of Studies in International Education Fall 2006

Figure 1. Global Competence ModelSource: Hunter (2004).

at Avans Hogeschool on September 4, 2012jsi.sagepub.comDownloaded from

http://jsi.sagepub.com/

Erasmus impact study

Transversal skills important to employers are also the skills improved during a period abroad

92 % of employers looking for transversal skills on top of knowledge in the field and relevant working experience

(EU 2014)

Erasmus impact study

Transversal skills important to employers are

also the skills improved during a period

abroad

92 % of employers looking for transversal skills

on top of knowledge in the field and relevant

working experience

(EU 2014)

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