Pplus_short_TA1_INTL

Different Academic CulturesLanguage ConsideratiosGood International Practices

Unit 1.3

Supporting materials

Learning materials

Resources, Glossary

Mind Map

Case Studies

Guidelines

Definitions

Final Quiz - Survey - Badge

Preliminary Assessment

Sum up Infographic

Introduction of Module

Index

Unit 1.1

Unit 1.2

Keywords: Global awareness, Cultural diversity, Language diversity, Cross-cultural and multicultural competences, International collaboration

Learning Outcomes of the Module By engaging with the course material, completing the exercises, and consulting the provided sources you will achieve the following learning outcomes:

The module “Internationalisation of Student-Centred Course Design” is developed to enhance your awareness about various aspects essential for Higher Education Teachers/educators to effectively internationalise their teaching practices and to respond to the needs of students in today’s globalised world. The module will equip you with the knowledge, skills, and resources needed to create inclusive, culturally responsive, and globally connected learning environments and will empower you to enhance student learning experiences via your course designs.

DESIGNING AN internationalized COURSE

Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.

Assess yourself along the PROFFORMANCE Assessment tool statements INTL TA1 - Competences on internati-onalized course design

Assess your competence in designing an internationalized course by the PROFFORMANCE Assessment Tool.

What is your experience?

Statements

Assessment Tool

Self-reflection

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Incorporating Diversity in Practice

Communication Strategies

Cultural Awareness and Sensitivity

Support and Resources

Language Proficiency and Content Delivery

Interactive Learning Environment

Curriculum Development

Assessment and Evaluation

Self-reflection questions for...

Questions

Questions

Questions

Questions

Questions

Questions

Questions

Questions

Questions

Alignment with Learning Outcomes

...multicultural and multilingual competence

...for the concept of EMI

.. sectoral / subject benchmarks in HE

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I consider the internationally recognised principles and guidelines of course/curriculum development.

I consider the sectoral/subject benchmarks of other countries and international professional bodies.

I consider international scenarios/realities and intercultural aspects when designing a course/curriculum.

I develop a course/curriculum in English/other foreign language(s) while embedding the good international practices relevant for the development of that particular course/curriculum.

Hint

Hint

Hint

Hint

Assess yourself

Assess yourself

Assess yourself

Assess yourself

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Introduction

In the Unit 1.1, you will explore key terms and concepts that are essential for understanding and implementing internationalisation in higher education teaching and learning. You will learn the meanings and significance of terms such as global awareness, cultural and language diversity, intercultural communication, global citizenship, and joint study programmes, among others. This foundational knowledge will help you better recognise the role of diversity and international collaboration in creating inclusive and globally engaged learning environments. At the end of the Unit 1.1. you will find matching, cloze and reflective practice exercises.

UNIT 1.1

What is the Internationalisation of Course / Curriculum Design?

What is the Internationalisation of Learning and Teaching?

UNIT 1.1

What is the Internationalization of Higher Education?

Definition of Internationalisation

Cross-cultural and multicultural competences

International collaboration

Intercultural communication

Cultural Diversity

Language Diversity

Global Awaraness

UNIT 1.1

Here are the definitions of some terms and concepts related to internationalisation of learning and teaching:

Definitions and Concepts

Joint study programme

Internationalisation at home

Global citizenship

Blended mobility

Intercultural mindset

UNIT 1.1

EXCELLENT

Global awareness

Global citizenship

Multicultural competence

Verification

Solutions

Multilinguistic competence

International mindset

UNIT 1.1

International collaboration

1. The ability to effectively communicate and interact with individuals from diverse linguistic backgrounds. – __________________________ 2. Understanding and appreciation of diverse cultures, perspectives, and global issues. – __________________________ 3. Engaging in cooperative efforts with individuals or groups from different countries to achieve common goals. – __________________________ 4. Recognizing and valuing the interconnectedness of the world and one’s role as a responsible member of a global community. – __________________________ 5. Possessing the skills and knowledge to navigate and thrive in multicultural environments. – __________________________ 6. A mindset characterized by openness, curiosity, and adaptability to different cultural norms and practices. – __________________________

Match the following concepts with their definitions:

EXCELLENT

respecting

religious

emphatetic

Verification

Solutions

ideologies

empathy

UNIT 1.1

interactions

Intercultural differences can give rise to sensitive topics that require careful consideration and understanding in interpersonal and societal ____________________. These topics may include ____________________ beliefs, cultural traditions, political ____________________ , and social norms, among others. Sensitivity to these differences involves recognizing and ____________________ diverse perspectives, engaging in open and ____________________ communication, and navigating conversations with cultural humility and awareness. By fostering dialogue, promoting mutual respect, and seeking common ground, individuals and communities can bridge cultural divides and cultivate environments of inclusivity, ____________________ , and understanding.

Fill in the blanks for the following text on intercultural differences and sensitive topics. Use the following concepts:

exercise

UNIT 1.1

Improved Scenario

Despite her efforts to join groups and contribute to discussions, she is met with indifference and subtle discrimination from her classmates. As a result, Maria feels isolated, unheard, and unfairly treated, leading to a decline in her academic performance and self-esteem.

In an undergraduate course, the teacher assigns group projects for the semester. As students form their groups, a student named Maria, who is from a marginalized community and has a disability, finds herself consistently excluded by her peers.

Classroom Scenario: Social Injustice and Discrimnation

Read the following classroom scenario that exemplifies social injustice and discrimination:

aspects

exercise

UNIT 1.1

the teacher fosters an environment of mutual respect and support, where students actively listen to each other, challenge biases and stereotypes, and advocate for social justice both inside and outside the classroom. As a result, Maria feels empowered, valued, and supported by her peers, leading to increased engagement, academic success, and a sense of belonging within the classroom community.

the teacher observes the interactions among students and intervenes when necessary to ensure that every student feels welcomed and included. When Maria expresses her interest in joining a group, the teacher facilitates a conversation among the students, highlighting Maria's strengths and talents while addressing any concerns or misconceptions that may arise. The students embrace Maria as a valued member of their group, recognizing the importance of diverse perspectives in achieving their shared goals. Throughout the semester,

Improved Scenario: Promoting Social Justice and Respect

In the same high school classroom, the teacher proactively addresses issues of social injustice and discrimination by fostering a culture of inclusivity and respect. Before assigning group projects, the teacher facilitates a class discussion on diversity, equity, and inclusion, emphasizing the importance of valuing everyone's unique perspectives and contributions. The teacher encourages students to form diverse groups that reflect the rich tapestry of identities within the classroom and provides guidelines for inclusive collaboration. During group formation,

Mutual Respect and Support

Throughout the semester, the teacher fosters an environment of mutual respect and support where students actively listen to each other, challenge biases and stereotypes, and advocate for social justice. This creates a collaborative and supportive classroom community where all students feel valued and included.

Student Empowerment

By highlighting Maria's strengths and talents and facilitating a conversation among the students to address any concerns or misconceptions, the teacher empowers students to challenge biases and stereotypes and advocate for social justice within the classroom.

UNIT 1.1

Teacher Intervention

Inclusive Classroom Culture

Diverse Group Formation

Instead of allowing students to form groups without guidance, the teacher encourages students to form diverse groups that reflect the rich tapestry of identities within the classroom. This ensures that all students have the opportunity to collaborate with peers from different backgrounds.

In the Improved Scenario, the teacher actively observes the interactions among students during group formation and intervenes when necessary to ensure that every student feels welcomed and included. This proactive approach prevents instances of exclusion or discrimination.

In the Improved Scenario, the teacher proactively fosters a culture of inclusivity and respect by facilitating a class discussion on diversity, equity, and inclusion before assigning group projects. This sets the tone for valuing everyone's unique perspectives and contributions.

Here are five aspects that are different in the Improved Scenario in relation to social justice and respect:

You have gained an understanding of how these concepts contribute to more inclusive, equitable, and globally connected classrooms.

Conclusions

Summary of the unit content

This knowledge will support you in designing learning experiences that reflect the diverse realities of today’s higher education landscape and promote meaningful international and intercultural engagement for all students.

In the Unit 1.1, you have become familiar with essential concepts that underpin internationalised teaching, including global awareness, intercultural competence, and various forms of academic mobility.

UNIT 1.1

Introduction

In the Unit 1.2, you will learn about internationally recognised benchmarks, standards, and policy documents that guide the design of higher education courses and curricula, particularly in the context of internationalisation. You will explore the role of global and sectoral organisations and gain insight into key European Higher Education Area (EHEA) resources like the ESG 2015, the ECTS User’s Guide, and the European Principles for Learning and Teaching. This knowledge will help you align your teaching with global expectations and quality frameworks. At the end of the Unit 1.2, you will find two case studies, comparative exercise and multiple-choice test.

UNIT 1.2

Some of the key organizations include:

- WFME

- Professional Bodies

- ACCA

- AMBA

UNIT 1.2

- AACSB

- ABET

- QA Agencies

- Tuning Project

Several organizations provide subject or sectoral benchmarks for higher education. These organizations often set standards to ensure quality and consistency in education across various fields.

International Sectoral / Subject Benchmarks

European Principles for the Enhancement of Learning and Teaching

European Approach for Quality Assurance of Joint Programmes (EA)

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015)

Writing and Using Learning Outcomes: a Practical Guide

ECTS User’s Guide

UNIT 1.2

While designing the student-centred course/curriculum aiming at internationalization of learning and teaching it is important to follow the HE policy trends and developments internationally. If you teach in the country – Member of Bologna Process/EHEA, you should consider the guidelines and recommendations developed in the framework of Bologna Process/EHEA, otherwise you consult other internationally recognised policy documents relevant to your country/region.

Internationally recognised principles and guidelines of course/curriculum development

If you design the course/curriculum for EHEA’s context, it is recommended to consider the following documents:

SR Law on Higher Education

Bologna Process principles

Similarities & Differences

Similarities & Differences

International & National

CHECK

COMPARE

READ

Differences?

Differences

Similarities

Similarities?

UNIT 1.2

Let’s compare a national document to the international benchmarks:

Case Study 1

UNIT 1.2

Task

check

This case study compares the grading scales of the University of Belgrade, Serbia, and the University of Katowice, Poland. By analyzing these differences, it provides insights into students' diverse learning experiences, enhances educators' awareness of various grading systems, and fosters academic recognition between institutions — an essential pillar of internationalization.

Case Study 2

UNIT 1.2

For the list of the benchmarks see this slide.

Comparative Exercise

Answer the following multiple-choice questions related to learner-centered approach as one of the primary cornerstones of the EHEA guidelines for course/curriculum development. Before answering the questions you may consult European Principles for the Enhancement of Learning and Teaching.

1.

2.

4.

5.

3.

UNIT 1.2

Exercises

This understanding supports your ability to design courses that are not only locally relevant but also internationally credible and transparent.

Conclusions

Summary of the unit content

You have learned how different organisations, different documents and guidelines provide a foundation for student-centred, internationally aligned teaching.

In the Unit 1.2, you have become familiar with important international and sectoral benchmarks that shape quality assurance and curriculum development in higher education.

UNIT 1.2

Introduction

In the Unit 1.3, you will explore the complexities and opportunities involved in designing and delivering higher education curricula in international and multilingual contexts. You will learn how different academic cultures shape teaching, learning, and student engagement, and how this awareness can be leveraged to create inclusive, effective educational experiences. The unit will also guide you through essential aspects of course development in English or other foreign languages, highlighting the importance of language support, cultural sensitivity, and collaborative teaching practices. Finally, you will gain insight into the global role of English in academia, including the implementation of English as a Medium of Instruction (EMI) and the impact of English as a lingua franca in higher education. At the end of the Unit 1.3, you will find cloze exercise and case study.

UNIT 1.3

By being aware of these aspects of different academic cultures, educators, students, and academic institutions can create more inclusive and effective learning environments that respect and accommodate diverse perspectives and practices. This awareness also enhances the ability to work collaboratively and effectively in international and multicultural academic settings.

Student Engagement

Assessment Methods

Communication Styles

Expectations and Norms

Hierarchy

Teaching and Learning Styles

Grading Systems

UNIT 1.3

While designing the course/curriculum for international learning and teaching environment, it is important to be aware of different academic cultures, which means understanding and appreciating the various ways that educational systems, institutions, and students operate across the globe. This awareness is crucial for fostering effective communication, collaboration, and mutual respect in international or diverse academic settings.

Different Academic Cultures

More

UNIT 1.3

Instructional Design and Pedagogy

Target Audience and Cultural Sensitivity

Content Development

Course Objectives and Learning Outcomes

When developing courses and curricula in English, several key considerations are crucial to ensure the material is effective, accessible, and engaging for an international audience. Here’s a list of what to consider:

Course Development in English/Other Foreign Languages

By considering these factors, you can develop courses and curricula in English that are well-designed, inclusive, and effective for a diverse international student body.

Flexibility and Accessibility

Collaboration and Feedback

Student Engagement and Retention

Accreditation and Quality Assurance

UNIT 1.3

Language Support

Professional Development

Global Relevance

Assessment and Evaluation

Seek out assistance/support for creating and checking the language of your teaching materials in English (e.g., course descriptions, slides, written feedback).

Consider how the material will be used in class and how to make difficult material accessible to students,

Work in teams to develop course material or teach courses (team teaching),

Request release time or additional funding to develop and plan your teaching,

Address new or additional disciplinary content learning outcomes for your course and select appropriate English language material that will support the learning goals,

Course design in your mother tongue is a time-consuming process. Preparing for teaching, designing your syllabus and creating course materials in a foreign language takes even more time. Here is a list of recommendations that can help you:

TAEC Erasmus+ project (2017-2020)

UNIT 1.3

Beyond the disciplinary content, the local political and academic agenda at your institution may play a role in how you approach your teaching. In some cases, pre-existing courses and programmes are chosen for EMI with little change in regard to the learning outcomes. It is not uncommon for institutions to implement EMI to address their political agenda regarding internationalization. These learning outcomes may fall under developing competencies for global citizenship, implementing an international curriculum, or achieving internationalisation at home. In this situation, you will need to enhance the focus of your teaching. Some of the things that can help you are listed below:

UNIT 1.3

Pair international and local students to work collaboratively on group activities and to share ideas and different points of view.

Include both national/domestic and international cases and examples to support global understanding,

Provide comparative examples stemming from different contexts,

Explain local references that non-local students may not understand,

UNIT 1.3

English as a Global Language

EXCELLENT

integration

professional

proficiency

Verification

Solutions

interactive

UNIT 1.3

primary

The principles of English as a Medium of Instruction (EMI) encompass guiding beliefs and practices aimed at facilitating effective teaching and learning in educational contexts where English is used as the __________________ language of instruction. These principles emphasize the importance of language __________________ among both students and instructors, clarity and comprehensibility in communication, __________________ of language learning with content learning, cultural sensitivity, __________________ learning environments promoting active participation, appropriate assessment methods aligned with language and academic goals, and continuous __________________ development for educators. By adhering to these principles, EMI programs aim to foster meaningful communication, comprehension, and academic achievement while supporting the linguistic and cultural diversity of learners.

Fill in the gaps of the text that defines the principles of English as a Medium of Instruction. Use the following concepts:

CLIL

EMI

UNIT 1.3

comparison

English as a Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL) are both approaches used in educational settings where English is not the native language. While they share some common principles, they also have distinct characteristics. Here's a comparison of the principles of learning and teaching in EMI and CLIL:

Case Study 3

Good practices of the courses on Internationalisation

to collaborate with other educators from abroad to develop courses or curricula at the bachelor's, master's, or doctoral levels.

to consider recent advancements in the field, including widely adopted and internationally recognized teaching, learning, and assessment methodologies;

to stay informed about contemporary developments in curriculum design and instruction at foreign universities and consult with international peers;

For internationalisation of your course/curriculum, it is important:

Good International Practices

UNIT 1.3

Equipped with this knowledge, you are better prepared to contribute to inclusive, high-quality, and globally relevant teaching and learning environments.

Additionally, you have explored the growing significance of English in academia – both as a medium of instruction and as a global language – and considered its implications for multilingualism, equity, and access in higher education.

Conclusions

Summary of the unit content

You have learned how to design curricula in English (or other foreign languages) that address linguistic diversity, promote student engagement, and align with institutional goals for internationalization.

By completing the Unit 1.3, you have gained an understanding of the diverse academic cultures that influence global education, and how recognizing these differences can enhance communication, collaboration, and mutual respect in international classrooms.

UNIT 1.3

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Cultural Diversity

Language Diversity

Global Awareness

GLOSSARY

Understanding the interconnectedness of local and global issues, cultures, and systems. It involves recognizing how decisions and actions affect people worldwide and fostering a sense of global citizenship.

The use and acknowledgment of multiple languages within education, promoting inclusion, communication, and cultural understanding.

The existence and appreciation of different cultures within educational environments, expressed through languages, traditions, values, and creative practices.

International Collaboration

Intercultural Communication

Cross-cultural and Multicultural Competences

The ability to interact effectively and respectfully with people from different cultural backgrounds, recognizing diverse perspectives and norms.

The exchange of information between individuals from different cultural and linguistic backgrounds, involving awareness of cultural differences in communication styles.

Partnerships and cooperative efforts between institutions, educators, and students across countries, often through joint projects, research, or programs.

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GLOSSARY

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Global Citizenship

Internationalisation at Home

Intercultural Mindset

GLOSSARY

A set of attitudes and abilities that enable individuals to navigate and adapt to diverse cultural contexts with respect and openness.

The purposeful integration of international and intercultural dimensions into the learning experience of all students within domestic settings.

A mindset and practice of engaging responsibly in global issues, advocating for equity, sustainability, and mutual respect across societies.

Joint Study Programmes

Subject/Sectoral Benchmarks

Blended Mobility

A learning format that combines physical mobility (e.g., short-term international study) with virtual learning and collaboration across borders.

Reference points or standards set by academic or professional bodies to guide curriculum development and ensure alignment with industry and academic expectations.

Academic programs jointly developed and delivered by two or more institutions, often across countries, leading to jointly recognized qualifications.

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GLOSSARY

(European Credit Transfer and Accumulation System)

ECTS

European Principles for the Enhancement of Learning and Teaching

ESG 2015

Standards and Guidelines for Quality Assurance in the European Higher Education Area – a framework for quality assurance in EHEA institutions.

A set of values promoting effective, inclusive, and student-centred education in a changing global academic environment.

A standard system for comparing the volume of learning based on defined learning outcomes and student workload across EHEA countries.

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GLOSSARY

Academic Culture

English as a Medium of Instruction (EMI)

European Approach (EA) for Quality Assurance of Joint Programmes

A unified quality assurance method for joint programs, removing the need for multiple national accreditations in the EHEA.

The practice of teaching academic subjects in English in non-English-speaking countries to enhance internationalisation and accessibility.

The values, norms, communication styles, and teaching-learning practices that shape behavior and expectations in higher education environments.

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GLOSSARY

English as a Lingua Franca (ELF)

English for Academic Purposes (EAP)

Specialised language programs designed to support students and staff in academic reading, writing, and discourse in English.

English used as a common language of communication between speakers of different native languages, particularly in academia and international collaboration.

GLOSSARY

Joint study programmes – Erasmus+: https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-higher-education

Blended mobility – Erasmus+: https://erasmus-plus.ec.europa.eu/programme-guide/part-b/key-action-1/mobility-projects-for-higher-education-students-and-staff

Internationalisation at Home – Springer: https://link.springer.com/chapter/10.1007/978-3-319-20877-0_5

Internationalisation at Home – EAIE: https://www.eaie.org/community/expert-communities/internationalisation-home.html

Global citizenship – UN Academic Impact: https://www.un.org/en/academic-impact/global-citizenship

Language diversity – European Commission: https://education.ec.europa.eu/focus-topics/improving-quality/multilingualism/linguistic-diversity

Cultural diversity – UNESCO Convention: https://en.unesco.org/creativity/cultural-diversity-0

Global awareness in teaching: https://ce.fresno.edu/news/what-is-global-awareness-and-why-does-it-matter/

Global awareness: https://library.fiu.edu/c.php?g=169497&p=1380382

Unit 1.1

Resources

Learning Outcomes Practical Guide: https://shorturl.at/ggBuP

EHEA official site: https://ehea.info/

IEEE: https://www.ieee.org/

AMBA: https://www.associationofmbas.com/

AACSB: https://www.aacsb.edu/

ECTS User’s Guide: https://education.ec.europa.eu/education-levels/higher-education/inclusive-and-connected-higher-education/european-credit-transfer-and-accumulation-system

AMA: https://www.ama.org/

ABET: https://www.abet.org/

WFME: https://www.wma.net/what-we-do/education/the-world-federation-for-medical-education/

ACCA (University accreditation): https://www.accaglobal.com/gb/en/learning-provider/why-partner-with-acca/university-accreditation.html

QAA Subject Benchmark Statements: http://www.qaa.ac.uk/quality-code/subject-benchmark-statements

Tuning Project: http://www.unideusto.org/tuningeu/

Unit 1.2

Resources

Unit 1.3

EMI Research at University of Oxford: https://www.education.ox.ac.uk/research/research-groups/language-cognition-development/emi/

European Approach for QA of Joint Programmes (EQAR): https://www.eqar.eu/kb/joint-programmes/

EMI at University of Victoria: https://continuingstudies.uvic.ca/elc/programs/english-as-a-medium-of-instruction

ESG 2015 (ENQA): https://www.enqa.eu/esg-standards-and-guidelines-for-quality-assurance-in-the-european-higher-education-area/

European Principles for Teaching & Learning (EFFECT): https://esu-online.org/effect-european-principles-enhancement-teaching-learning/

Resources

Final Quiz of the module

10

Course completed!

Acknowledgements

In this sourse you will get an overview how to....SHORT description of TA

Ten European Principles for the Enhancement of Learning and Teaching were released during the 1st Teaching and Learning Forum held in Paris on 28-29 of September 2017. These principles, were elaborated through a dialogue between higher education institutions and representatives involved in the Erasmus+ co-funded project – EFFECT (European Forum for Enhanced Collaboration in Teaching). The aim of these principles is to provide a proactive attitude towards a rapidly changing environment of higher education.

European Principles for the Enhancement of Learning and Teaching

Hierarchy

The relationship between students and faculty can differ. Some academic cultures maintain a strict hierarchical structure where the professor's authority is rarely questioned, while others promote a more egalitarian approach, encouraging open dialogue and collaboration between students and faculty.

Communication Styles

Academic communication, both written and oral, can differ. Some cultures value direct, concise communication, while others might prefer more elaborate, context-rich, and indirect ways of conveying information.

Internationalisation in Learning and Teaching

it involves participation in research, innovation, professional development and other international activities, while adjusting to international standards and quality criteria in various organisational and administrative tasks. Internationalisation finally aims at preparing students and teachers for an interconnected world through supporting diversity and cross-cultural understanding, thus, enhancing the quality of education.

Internationalisation in Higher Education refers to integrating a global dimension in learning and teaching, along with creating an international environment for the purposes of instruction and assessment in a physical, online and/or blended format. It implies the integration of international content, perspectives, and experiences into the curriculum, as well as the facilitation of cross-border collaborations, mobility, and intercultural competences development. In addition,

Interaction, exchanging information between people from different cultural (often different language) backgrounds, having distinct cultural norms, values, beliefs, and communication styles intended to lead to shared understandings and navigate the challenges that can arise due to cultural differences.

Intercultural communication

International Perspectives: Include global case studies and perspectives to make the course relevant to an international audience.

Global Relevance

a. Quality Assurance: Both documents emphasize the importance of quality assurance mechanisms in higher education to ensure the credibility and standards of academic programs and qualifications. b. Mobility: They both aim to facilitate student and staff mobility by promoting the recognition of academic qualifications and credits across different countries and educational institutions. c. Learning Outcomes: Both documents focus on defining learning outcomes as a way to ensure transparency and comparability of qualifications, thus enhancing the international recognition of degrees.

Similarities:

Active Learning: Incorporate interactive and participatory teaching methods such as discussions, group work, and projects. Variety of Resources: Use diverse teaching materials, including textbooks, online resources, videos, and real-world case studies. Peer Support: Encourage peer learning and study groups where students can support each other. Technology Integration: Leverage educational technology for online learning platforms, multimedia content, and virtual collaboration tools.

Instructional Design and Pedagogy

Acknowledging and incorporating multiple languages in the learning and teaching environment. Languages define personal identities, but they are also part of a shared inheritance. They can serve as a bridge to other peoples and cultures by promoting mutual understanding and a shared sense of European identity. Effective multilingualism policies and initiatives can strengthen the opportunities of citizens. Language skills may also increase individuals’ employability, facilitate access to services and rights, and contribute to solidarity through enhanced intercultural dialogue and social cohesion.

Language Diversity

Recognizing and appreciating the variety of cultures within educational settings. It refers to the manifold ways in which the cultures of groups and societies find expression. These expressions are passed on within and among groups and societies. Cultural diversity is made manifest not only through the varied ways in which the cultural heritage of humanity is expressed, augmented and transmitted through the variety of cultural expressions, but also through diverse modes of artistic creation, production, dissemination, distribution and enjoyment, whatever the means and technologies used. Source: Article 4.1 of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions.

Cultural diversity

Student Backgrounds: Understand the diverse cultural and educational backgrounds of your students. Cultural Sensitivity: Ensure content is culturally inclusive and does not inadvertently offend any group. Language Proficiency: Consider varying levels of English proficiency and provide support for non-native speakers.

Target Audience and Cultural Sensitivity

QA Agencies (e.g., QAA in the UK, TEQSA in Australia)

National quality assurance agencies often provide subject benchmarks specific to their country.

Relevance: Include up-to-date and relevant content that reflects current trends and knowledge in the field. Clarity and Simplicity: Use straightforward and concise language to make the content accessible to all students. Supplementary Materials: Provide glossaries, translations, or additional resources for complex terms and concepts.

Content Development

Language Assistance: Offer language support services, such as tutoring or language labs, to help non-native speakers. Simplified Instructions: Provide simplified and clear instructions for assignments and assessments.

Language Support

EMI, English as a medium of instruction

• English-medium instruction (EMI) is a term widely used to describe the practice in higher education (HE) of offering academic subjects such as Chemistry, Engineering, Geography and Business Studies through the medium of English in countries where the majority of the population’s first language is not English (Macaro, 2018).

• it is a policy decision taken at some level (institutional or national) to offer academic subjects through English, instead of ‘home languages’ that are typically used as the medium of education. (2021:10)

Global citizenship is the umbrella term for social, political, environmental, and economic actions of globally minded individuals and communities on a worldwide scale. The term can refer to the belief that individuals are members of multiple, diverse, local and non-local networks rather than single actors affecting isolated societies. Promoting global citizenship in sustainable development will allow individuals to embrace their social responsibility to act for the benefit of all societies, not just their own.

Global citizenship

WFME (World Federation for Medical Education)

Sets global standards for medical education.

ACCA (Association of Chartered Certified Accountants)

Sets global standards for accounting and finance programs.

Compliance: Ensure the course meets national and international accreditation standards. Quality Checks: Follow the internal quality assurance processes implemented in your Institution to maintain high standards.

Accreditation and Quality Assurance

The European Credit Transfer and Accumulation System (ECTS) is a tool of the European Higher Education Area (EHEA) for making studies and courses more transparent and thus helping to enhance the quality of higher education. The ECTS Users’ Guide offers guidelines for implementing ECTS and links to useful supporting documents. The Guide is offered to students and other learners, academic and administrative staff in higher education institutions as well as to employers, education providers and all other interested stakeholders.

ECTS User’s Guide

Educators may receive training in EMI methodologies and language teaching strategies to enhance their effectiveness in delivering content in English.

EMI aims to foster language acquisition through exposure to academic content in English, promoting language use in authentic contexts.

Teachers deliver subject content in English, emphasizing clarity and comprehensibility to ensure students' understanding.

EMI programs may provide language support or language enhancement activities to help students understand academic content and navigate language challenges.

The primary focus is on teaching subject content, with English serving as the medium of instruction. Language instruction is often implicit, and language skills are developed alongside subject learning.

EMI focuses on developing students' language proficiency in English to facilitate learning across various subject areas.

EMI

English as a Medium of Instruction

Subject-Centered

Language Acquisition

Professional Development

Content Delivery

Language Support

Language Proficiency

Common Grade Conversion

• In both grading systems, there is a comparable excellent grade of A at the top, though the scales differ slightly in their number ranges.

Excellent Grade

• The highest possible grade at the University of Belgrade is 10 (Izvanredno/Excellent), awarded for outstanding performance with minimal or no errors.
• The top grade at the University of Silesia is 5.0 (Bardzo Dobry/Excellent), which similarly represents exceptional academic achievement.

Minimum Pass Grade

• At the University of Belgrade, students need at least a 6 (Dovoljno/Sufficient) to pass a course.
• At the University of Silesia, students must achieve a 3.0 (Dostateczny/Satisfactory) or higher to pass.

Analysis of Key Points of Comparison

Grading Scale

• The University of Belgrade uses a 6-point grading system that provides more granularity, especially in higher and lower grade bands.
• The University of Silesia in Katowice employs a 5-point grading system with 0.5 increments, which is more condensed but still allows a differentiation between levels of student performance.

Grading System

Different countries and institutions use various grading scales and assessment methods. For example, the US often uses letter grades (A, B, C, etc.), while many European countries use numerical scales (e.g., 1-10, or percentage scores). Understanding these differences helps in accurately interpreting students' academic achievements and performance.

Building partnerships and collaborative initiatives with institutions and educators globally.

International collaboration

Choose the correct answer in the following statements:

Choose the correct answer in the following statements:

Professional Bodies (e.g., IEEE for electrical engineering, AMA for marketing)

Many professional bodies set benchmarks for specific fields to ensure educational programs meet industry standards.

AACSB (Association to Advance Collegiate Schools of Business)

Provides accreditation standards for business and accounting programs.

A set of opinions, attitudes, approaches, and beliefs that enable individuals to effectively communicate, interact sand collaborate with people from diverse cultural backgrounds. It involves an awareness and appreciation of cultural differences, as well as the ability to navigate and adapt to various cultural contexts. Individuals with an intercultural mindset are expected to be inclusive, respectful, and responsive to the challenges and opportunities that arise in cross-cultural interactions.

Intercultural mindset

Hint: You use globally relevant international examples and case studies (incl. global challenges, different school thoughts and methods), you foresee internationally relevant learning outcomes (e.g. intercultural competences, international mindset, global citizenship), you consider any potential intercultural differences and the sensitive topics from a national, ethnic, religious and other perspectives. You adjust the course/curriculum to the needs and capabilities of international students.

Online and Offline Options: Offer courses in various formats, including online, blended, and in-person, if supported by your Institution. Accessibility: Ensure that course materials are accessible to students with disabilities by providing alternative formats and necessary accommodations, if supported by your Institution.

Flexibility and Accessibility

Student Engagement

The level and style of student participation can vary significantly. In some cultures, active participation, questioning, and discussion are encouraged and expected, while in others, students might be more reserved and respectful of authority figures, participating less openly in class discussions.

Special English language programmes focused on academic discourse (both written and spoken) and targeted at non-native students and staff members as the main users of EAP (English for Academic Purposes) in international communication and collaboration

• EAP and its main characteristics
• giving support in an organised and systematic way to international students, teachers and researchers lacking good English skills
• e.g. EMI at University of Victoria, at Department of Education in Oxford, etc.

Hint: You follow the international HE policy trends in the course/curriculum development and consider the guidelines and recommendations within the EHEA and/or other internationally recognized policy documents relevant to your country/region. You are, in addition, aware of different academic cultures (e.g. grading systems, student engagement, hierarchy).

English in academia

• used by students and teaching/research staff members, also by non-teaching staff members (e.g. Erasmus+ initiatives)
• for the teaching and researching purposes, as well as for establishing and maintaining international communication and collaboration (research, projects, promotional events, conferences, symposia & workshops, etc.)
• dissemination of research results in publications mostly required in English
• an essential requirement for different application procedures, including a range of grants and scholarships for both teachers and scholars

The ability to communicate appropriately and effectively with individuals who have a different cultural (and often language) background.

Cross-cultural and multicultural competences

Definition of Internationalisation in Course / Curriculum Design

The process of integrating an international, intercultural, or global dimension into the content, learning and teaching methods, and assessment of a higher education course or curriculum. This approach aims to enhance students' global awareness, cross-cultural competencies, and preparedness to operate effectively in an increasingly globalized society and interconnected world.

Internationalisation at home touches upon everything – from the academic curriculum, to the interactions between local students and international students and faculty, to the cultivation of internationally-focused research topics, to innovative uses for digital technology. Most importantly, it focuses on all students reaping the benefits of international higher education, not just those who are mobile. Internationalisation at Home is the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments.

Internationalisation at home

a combination of physical mobility with a virtual component facilitating a collaborative online learning exchange and teamwork. For example, the virtual component can bring learners together online from different countries and study fields to follow online courses or work collectively and simultaneously on assignments that are recognised as part of their studies

Blended mobility

English versus other languages in higher education

• real and potential disadvantages of using only English in Internationalisation of Higher Education/IHE
• the ratio between English use and use of other languages in international higher education
• different ways of promoting and introducing other languages in IHE (realistic or not so much?)
• the idea of imposed multilingualism (see Daniel Dor in Public Culture 16(1): 97-118, publicly available online)

Select the correct answer in the following True/False exercises

Assessment Methods

The types of assessments used to evaluate students can vary. For instance, some systems may rely heavily on standardized tests and exams, while others might use continuous assessment methods such as projects, presentations, and class participation.

Formative Assessments: Use regular quizzes, assignments, and feedback sessions to track student progress. Summative Assessments: Design comprehensive final assessments such as exams, projects, or presentations. Clear Criteria: Provide clear rubrics and criteria for grading to ensure transparency and fairness.

Assessment and Evaluation

Stakeholder Involvement: Involve faculty, industry experts, and students in the course development process. Pilot Testing: Run pilot course to identify potential issues and gather feedback. Continuous Feedback: Implement mechanisms for continuous feedback from students and peers (if supported by the internal quality assurance system).

Collaboration and Feedback

CLIL should involve collaboration between subject teachers and language specialists to design and deliver integrated lessons that meet both language and content learning objectives.

CLIL often employs task-based learning approaches, where students engage in meaningful, real-world tasks that require the use of language to accomplish subject-related objectives.

CLIL fosters cultural awareness and understanding by exploring content from diverse perspectives and cultural contexts.

CLIL encourages interdisciplinary learning, with language and content from different subject areas integrated into lessons and activities.

CLIL promotes language awareness by explicitly teaching language skills within the context of subject learning. Language is taught as a tool for communication and understanding.

CLIL integrates language learning with subject content, with the dual goals of developing both language proficiency and subject knowledge.

CLIL

Content and Language Integrated Learning

Language Awareness

Task-Based Learning

Teacher Collaboration

Cultural Awareness

Interdisciplinary Approach

Language and Content Integration

Student Engagement:Use engaging content that keeps students interested and motivated. Support Services: Ask your Institution to provide academic and personal support services to help students succeed. Community Building: Foster a sense of community through group activities, forums, and social events.

Student Engagement and Retention

Select the correct answer in the following True/False exercises

Clear Objectives: Define clear and measurable learning objectives. Alignment: Ensure that the learning outcomes align with the overall goals of the program or institution.

Course Objectives and Learning Outcomes

Higher education (study or research) programmes jointly designed, delivered and fully recognised by two or more higher education institutions. Joint programmes can be implemented at any higher education cycle, i.e. bachelor, master or doctorate or even short cycle. Joint programmes can be national (i.e. when all universities involved are from the same country) or transnational/international (i.e. when at least two different countries are represented among the higher education institutions involved).

Joint study programme

Internationalisation is a process of bringing actors from different cultural, cross boarder experience together to act in all three missions of HE as well as management and influencing HE environment by global educational trends/ideas/policies. It can happened at home as well as abroad.

"Comprehensive internationalisation - a strategic, coordinated process that seeks to align and integrate policies, programs, and initiatives to position colleges and universities as more globally oriented and internationally connected."

Definition of Internationalisation of HE

"Internationalisation of Higher Education - the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society."

Hint: You follow the contemporary developments in curriculum design and instruction at foreign universities and/or consult international peers. You consider recent developments in the field, as well as learning and teaching, assessment methodologies widely spread and seen as relevant and up-to-date internationally. You may collaborate to develop course/curriculum at bachelor, master or doctoral level with other teachers from abroad. You design the course/curriculum in English and/or other foreign languages to attract international student body and/or develop their foreign language competences.

The Tuning Project

is an initiative aimed at aligning higher education programs to ensure comparability and compatibility across different countries and institutions. Originally developed in Europe as part of the Bologna Process, the Tuning methodology involves collaboration among universities, academic staff, and stakeholders to define subject-specific reference points for curriculum design, learning outcomes, and competencies.

English as a lingua franca (ELF)

• the most widely spread language in the world
• used by non-native rather than native speakers
• dominant and/or official language in many fields, including (international) higher education

Instructor Training: Seek for training on how to teach effectively in an international context Cultural Competence: Seek trainingon how to to handle cultural diversity and language differences.

Professional Development

a. Scope: The Bologna Process is an intergovernmental initiative involving multiple European countries, while the Law on Higher Education of Serbia specifically pertains to regulations within the national context of Serbia. b. Legal Framework: The Bologna Process operates as a voluntary framework among participating countries, whereas the Law on Higher Education of Serbia is a legally binding document that governs higher education within the country. c. Specific Provisions: The Serbian Law on Higher Education may include provisions tailored to address specific challenges or priorities within the national higher education system, which may differ from those addressed by the broader objectives of the Bologna Process.

Differences:

Given that one of the main features of the Bologna process is the need to improve the traditional ways of describing qualifications and qualification structures, all modules and programmes in tertiary institutions throughout the European Higher Education Area should be (re)written in terms of learning outcomes. Learning outcomes are used to express what learners are expected to achieve and how they are expected to demonstrate that achievement.

Writing and Using Learning Outcomes: a Practical Guide

The Standards and guidelines for quality assurance in the European Higher Education Area (ESG) provide the framework for internal and external quality assurance. They were adopted at the EHEA Ministerial Conference in 2015. ENQA worked in partnership with the rest of the E4 Group (EUA, EURASHE and ESU) as well as other stakeholder organisations (Education International, Business Europe), and with EQAR to draft the ESG 2015. The E4 Group was also the authors of the original version of the ESG in 2005. The ESG 2015 is currently undergoing an update, which is expected to be adopted at the upcoming Bologna Process Ministerial Meeting. Implementing quality assurance in line with the ESG is one of the key commitments of the Bologna Process. As such, the ESG provide the basis for enhancing trust, mobility and recognition between higher education systems.

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015)

ABET (Accreditation Board for Engineering and Technology)

Sets standards for programs in applied and natural science, computing, engineering, and engineering technology.

Educators in both EMI and CLIL contexts may receive

professional development to enhance their teaching effectiveness, with EMI focusing on language teaching strategies and CLIL emphasizing interdisciplinary collaboration.

EMI may provide language support for students, while CLIL

promotes language acquisition through meaningful tasks and interdisciplinary learning experiences.

EMI primarily focuses on

subject-centered instruction with English as the medium of delivery, while CLIL emphasizes the integration of language and content learning through explicit language instruction within subject contexts.

Both EMI and CLIL aim to develop

students' language proficiency and subject knowledge simultaneously, but they differ in their approach to language instruction and integration.

Comparison

is knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Global awareness in the classroom involves teaching students about different nations and cultures, as well as their civic duties and rights both locally and globally. An ability to understand, respect and work with people from diverse cultures is increasingly important for social and academic success in interconnected world. The Idea behind global awareness is to create global citizens who are open to those raised in different countries, cultures and religious settings. For teachers, it’s an opportunity to open students’ eyes to show how everyday decisions in their own lives can impact the lives of people around the globe.

Global awarness

Expectations and Norms

Understanding the expectations regarding academic integrity, plagiarism, punctuality, and student behavior is important. Different cultures have varying norms and rules about these aspects, and being aware of them helps in avoiding misunderstandings and conflicts.

Hint: You follow the activities of international professional/sectoral bodies (associations, networks, etc.) and while designing the course/curriculum you consult and consider the sectoral/subject benchmarks, guidelines, recommendations developed by them.

The document has been adopted by European Ministers responsible for higher education, has been developed to ease external quality assurance of these programmes: it defines standards that are based on the agreed tools of the EHEA, without applying additional national criteria. This is expected to facilitate integrated approaches to quality assurance of joint programmes, which genuinely reflect and mirror their joint character.

European Approach for Quality Assurance of Joint Programmes (EA)

Teaching and Learning Styles

Different cultures emphasize different approaches to education. Some might focus on rote learning and memorization, while others prioritize critical thinking, problem-solving, and independent research. Being aware of these differences can help educators adapt their teaching methods to better meet the needs of diverse student populations.

Professional coordinators, advisers Vilmos Vass Szilvia Besze Adviser Daliborka Luketic Designer Szabina Gyurisán Horváthné

Authors Irine Darchia Branka Milenkovic Renata Samo Reviewers Veronika Kupriyanova Angeliki Psychogyiou Anca Greere

Acknowledgements

AMBA (Association of MBAs):

Offers benchmarks for MBA, DBA, and master's programs in business administration.