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Internationalisation in the European arena :

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SDG's, inclusie en diversiteit.

Nuffic organiseert een online sessie omdat niet al onze collega’s in de gelegenheid waren om deel te nemen aan de EAIE in Barcelona. Ze wilden op deze manier de opgedane kennis en nieuwe inzichten delen met de rest van de internationalisation (at home) community in het hoger onderwijs in Nederland en Vlaanderen.

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No guts no glory [Blogbericht]

Bijdrage aan de EAIE 2018 conferentie in Geneve, op het gebied van internationalisering in het hoger onderwijs. in de bijdrage worden de contouren geschetst over de ontwikkelingen waar wij als Nederland mee te maken hebben en hoe we als Fontys willen bijdragen aan een ‘learning society’.

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International officers finding their role in internationalisation at home

Though internationalisation at home is a relatively recent concept, it has already been embraced widely, particularly in northern and western Europe. Internationalisation at home aims to bring internationalisation to all students through the home curriculum. It is therefore primarily about teaching and learning, which implies that lecturers are increasingly becoming prominent players in internationalisation. After all, they are the ones who create learning environments with international and intercultural dimensions. In today’s blog, internationalisation at home expert Jos Beelen looks at where the international officer fits in.

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Crisis management and international mobility: what to do and how to do it?

The EAIE session will provide insights on different procedures in crisis management and international mobility. Different approaches to how to embed international crisis management within higher education will be discussed and the legal perspective in the form of Duty of Care will be reviewed. Also the connection between crisis management and international relations will be debated.

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Collaborative learning

Collaborative learning is not a new teaching and learning approach; it has been around since the 1970s and is an evidence-based practice that has been proven to be effective time after time. Therefore, instead of reinventing the wheel or only relying on best practices or anecdotal evidence of what works and what doesn’t, especially when designing Collaborative Online International Learning (COIL) environments, educators might find it useful to make use of existing collaborative learning instructional design elements. These elements have been scientifically proven to be effective and can be applied in both the physical and online international classroom.

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Integrating internationalised learning outcomes

Integrating internationalisation in learning outcomes and assessment has long been known to be a key issue in higher education. However, getting buy-in from academics and incorporating learning outcomes into a programme’s larger internationalisation goals can present a challenge. LinkedIn: https://www.linkedin.com/in/josbeelen/

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Integrating internationalised learning outcomes

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Internationalisation at Home in a Global Perspective

This article takes the 3rd Global Survey Report of the International Association of Universities (IAU) as a starting point. The results of this worldwide survey were published in September 2010. The article discusses four questions from the survey that include internationalisation at Home (IaH) and internationalisation of the curriculum as response items. outcomes of these four questions are commented on and, where relevant and possible, compared to the results of the previous survey, which was conducted in 2005 and published in 2006. It is argued that the sections of the Global Survey that mention internationalisation of the curriculum and IaH use terminology that is not always adequate for the purpose and at times even seems contradictory. The Global Survey includes a question on internal obstacles to internationalisation, which will also be discussed here. These obstacles include the lack of engagement and limited expertise of academic staff in relation to the internationalisation process. The response items for this question do not connect these obstacles to internationalisation of the curriculum explicitly, but it is argued here that a relationship indeed exists. The same is true for issues around foreign language proficiency, which may have a strong impact on internationalisation of the home curriculum. In the conclusion, several additional questions are raised that could serve to get a clearer picture of the development of internationalisation of the curriculum in a global perspective.

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Internationalisation at Home in a Global Perspective

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Internationalisation strategies and the development of competent teaching staff

ABSTRACT This article argues that the role of the lecturer in an internationalised higher education institution is not limited to teaching internationally or interculturally diverse groups of students. Teaching staff members will normally be required to undertake a variety of tasks, which require different competences. In addition, they will need specific competences to be able to function well in an international working environment. In order to foster the discussion on the topic of staff competences in relation to internationalisation, this article suggests the use an ‘International Competences Matrix.’ This HRM tool is meant to alert both teaching staff and their heads of department to the fact that working in an international environment requires new and additional competences and that training teaching staff

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Products 32

Internationalisation in the European arena :

SDG's, inclusie en diversiteit.

No guts no glory [Blogbericht]

International officers finding their role in internationalisation at home

Crisis management and international mobility: what to do and how to do it?

Collaborative learning

Integrating internationalised learning outcomes

Internationalisation at Home in a Global Perspective

Internationalisation strategies and the development of competent teaching staff

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Products 32

Internationalisation in the European arena :

SDG's, inclusie en diversiteit.

No guts no glory [Blogbericht]

International officers finding their role in internationalisation at home

Crisis management and international mobility: what to do and how to do it?

Collaborative learning

Integrating internationalised learning outcomes

Internationalisation at Home in a Global Perspective

Internationalisation strategies and the development of competent teaching staff