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TRIP Professional Development Programme

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The TRIP Professional Development Programme for Teaching and Professional Support Staff

How to navigate the TRIP Professional Development Programme

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Animation There are icons and animated shapes whose function is to indicate an action. You will see them throughout the modules; some of them will have words like or , others will only be a symbol like or . To reveal all the interactive buttons in a page, click on the interactivity button on the top right-hand corner of the screen . All clickable buttons will float or expand when you hover over them.

Home button: Clicking on the Home button takes you back to the Home screen, where you can select modules.
Navigation: Use the button to go back and to move forward.

Learning Content

Interactive content: There will often be interactive text / question boxes within the learning content area on each screen. Interactive text is displayed in pink. Click on this to open a pop-up window or move through a series of slides. These will also be revealed when clicking the interactivity button on the top right-hand corner of the screen.

All clickable content will float or change colour when you hover over it.

Hyperlinks: At some points in the course there may be hyperlinks to external resources. Clicking on the button / text box opens a new window in your browser.

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main menu

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Click on each module to access the content.

Module 1 (All Staff)Introduction to Inclusive Internationalisation at Home

Module 3 (All Staff)Effective Intercultural Communication Skills for HE

This Professional Development programme contains three modules that will provide insight into different aspects of Internationalisation at Home in Higher Education.

Main Menu

Module 2 (Teaching Staff)Inclusive Approaches to Internationalising the Curriculum

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Module 1. Introduction to Inclusive Internationalisation at Home

Introduction to Inclusive Internationalisation at Home

Module 1

IIaH

ICC

UN SDGs

CRT

UDL

EDI

Module 1. Introduction to Inclusive Internationalisation at Home

Introduction to Inclusive Internationalisation at Home

Welcome to Module 1 of the TRIP training programme. This module introduces the concept of Internationalisation at Home in Higher Education and explains how it intersects with other concepts you may already be familiar with, such as the UN Sustainable Development Goals (SDGs), Equality/Equity, Diversity and Inclusion (EDI), Universal Design for Learning (UDL), Culturally Responsive Teaching (CRT), and Intercultural Communication Competence (ICC), which all form part of the TRIP integrated approach to Inclusive Internationalisation at Home(IIaH).

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Dr Angela Farrell Assistant Dean International Faculty of Arts, Humanities, and Social Sciences, University of Limerick.

Module 1. Introduction to Inclusive Internationalisation at Home

Section Three:Challenges and opportunities relating to Inclusive Internationalisation at Home

Section One:Key concepts relating to Internationalisation at Home

This module takes approximately one hour to complete. It is divided into 3 sections and is intended for both teaching and support staff. Click on each section to learn more.

Section Two:Developing an Inclusive approach to Internationalisation at Home

Module 1 Overview

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Module 1. Introduction to Inclusive Internationalisation at Home

Module 1 Learning Outcomes

By the end of this module, it is expected that you will have expanded your knowledge in relation to the following five areas:

The concept of Internationalisation at Home (IaH)

The importance of Inclusive Internationalisation at Home (IIaH)

The ways IIaH supports EDI and the UN SDGs

The new needs and challenges that IIaH can address

The reasons why we should all engage with IIaH

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Module 1. Introduction to Inclusive Internationalisation at Home

What is Internationalisation at Home in the HE context?

Let's begin with some key related concepts and questions.

Section One: Key Concepts Relating to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

How does Internationalisation at Home relate to the global phenomenon of universities becoming more international?

What is Internationalisation at Home in the HE context?

Let's begin with some key related concepts and questions.

Section One: Key Concepts Relating to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

How does Internationalisation at Home relate to global phenomenon of universities becoming more international?

Why has Internationalisation at Home in HE become a priority for universities in the EU?

What is Internationalisation at Home in the HE context?

Let's begin with some key related concepts and questions.

Section One: Key Concepts Relating to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

How does Internationalisation at Home relate to the global phenomenonof universities becoming more international?

How can HEIs develop and implement Internationalisation at Home in ways that support the core EU educational and societal goal of inclusion?

Why has Internationalisation at Home in HE become a priority for universities in the EU?

What is Internationalisation at Home in the HE context?

Let's begin with some key related concepts and questions.

Section One: Key Concepts Relating to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

How does Internationalisation at Home relate to the global phenomenonof universities becoming more international?

In what ways can the TRIP approach to inclusive Internationalisation at Home be of relevance to all HEIs and have an enduring positive impact?

Why has Internationalisation at Home in HE become a priority for universities in the EU?

How can HEIs develop and implement Internationalisation at Home in ways that support the core EU educational and societal goal of inclusion?

What is Internationalisation at Home in the HE context?

Let's begin with some key related concepts and questions.

Section One: Key Concepts Relating to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

Why has Internationalisation at Home in HE become a priority for universitiesin the EU?

In what ways can the TRIP approach to inclusive Internationalisation at Home be of relevance to all HEIs and have an enduring positive impact?

What is Internationalisation at Home in the HE context?

How can HEIs develop and implement Internationalisation at Home in ways that support the core EU educational and societal goal of inclusion?

How does Internationalisation at Home relate to the global phenomenon of universities becoming more international?

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Let's begin with some key related concepts and questions.

Let's hear about how the international profile of some EU universities is changing and the benefits this is bringing

University campuses all over the world are becoming more culturally diverse. This can be attributed to two key trends. The first relates to upward trends in internationalisation in HE globally which has increased the numbers of students and staff opting to study and work in overseas universities. The second trend relates to the changing demographic profiles in many countries, due to global migratory trends as well as the increasing number of displaced persons in many countries as a result of global conflict.

Increasing cultural diversity in higher education

Module 1. Introduction to Inclusive Internationalisation at Home

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Dr. Christine Evain Rennes 2 University

Dr. Julia Ori Complutense University of Madrid

Dr. Catherine Martin University of Limerick

Carlotta Kuehnemund Administrator, Europa University of Flensburg

Kamilia Mebarki International PhD student

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Module 1. Introduction to Inclusive Internationalisation at Home

What changes and benefits is internationalisation bringing to your university?

Module 1. Introduction to Inclusive Internationalisation at Home

For each item, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section 1 Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

While increasing partnerships between Global North/Global South universities is a goal of many institutions, increasing the financial prosperity and global standing of the country are the main drivers of internationalisation in HE.

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For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Offering more programmes in English can be useful in facilitating Internationalisation at Home given global trends around the use of English, but is not a core part of the concept itself.

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For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Many institutions are becoming more diverse in the profiles of their teaching staff, but while this is encouraged, it is not part of EU educational policy.

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For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

While we do need better representation of cultural diversity in teaching staff, this would be impractical and would place constraints on universities.

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For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section One Assessment

100%

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In this section, we have explored the interrelated concepts of internationalisation and Internationalisation at Home in relation to the higher education (HE) context. We have also highlighted the ways in which these concepts have become key strategic goals of universities around the world today. Staff and students from different HE institutions have also shared their experiences of internationalisation from the perspective of their own campuses. This has highlighted how HE institutions are becoming more culturally diverse, underscoring the need for universities to develop and implement Internationalisation at Home initiatives in ways that are inclusive for all members of our campus communities and society more widely. In Section Two, we explore how inclusive Internationalisation at Home can strengthen our institutional commitments to the UN SDGs, Equity/Equality, Diversity and Inclusion (EDI), and inclusive teaching and learning approaches such as Universal Design for Learning (UDL) and Culturally Responsive Teaching (CRT).

End of Section One

Module 1. Introduction to Inclusive Internationalisation at Home

IIaH

ICC

UN SDGs

CRT

UDL

EDI

In this section, we explain how an inclusive approach to Internationalisation at Home can strengthen our institutional commitments to the UN Sustainable Development Goals, Equity, Diversity and Inclusion, Universal Design for Learning and Culturally Responsive Teaching and we highlight what further changes are needed to make our teaching and communication practices more culturally responsive and inclusive.

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Section two: Developing an inclusive approach to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

Back to Section One

Internationalisation at Home

In Section One, we explored Internationalisation at Home as a concept. Click here to review the definition of Internationalisation at Home: Click here to review all of Section One:

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Review: Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

UN SDGs link

The SDGs are being prioritised for those countries who are developing, referred to collectively as the Global South, through active partnerships with developed countries, collectively referred to as the Global North.

There are 17 SDGs which are integrated, recognising that ''action in one area will affect outcomes in others, and that development must balance social, economic and environmental sustainability.''

The TRIP approach to inclusive Internationalisation at Home speaks to UN SDG 4: "Quality Education", which we will explore further. Click on SDG 4 icon for more information.

The Sustainable Development Goals (SDGs) were adopted by the United Nations in 2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity.

How do the UN SDGs relate to IaH?

Click here

Module 1. Introduction to Inclusive Internationalisation at Home

The TRIP training programme has been designed for teaching and support staff in HE to provide the knowledge and skills needed to align our policy and practices in the area of Internationalisation at Home to SDG 4.

trip project

How can IIaH support UN SDG 4?

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Module 1. Introduction to Inclusive Internationalisation at Home

IIaH

ICC

UN SDGs

CRT

UDL

EDI

How can IIaH support equity, diversity & inclusion in HE?

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Module 1. Introduction to Inclusive Internationalisation at Home

Inclusion

Diversity

Equity

Equity, Diversity and Inclusion (EDI) are core principles that are being actively promoted by the EU Commission and the UN to ensure fair treatment and opportunity for everyone in public and professional domains as a way of addressing the “problematic social situations of marginalised groups” (Wolbring and Nguyen, 2023 p.168). Click on each of the following to learn more about these concepts and how they can be embedded in our Internationalisation at Home policies and practices. After exploring each item, use the back button to return to this page.

What is the relationship between EDI and IaH?

Module 1. Introduction to Inclusive Internationalisation at Home

Let’s look at a visual representation of these concepts and explore how they can be embedded in our institutional Internationalisation at Home policy and practices in HE.

Equity

Back

Equality means offering the same rights and opportunities to all individuals. Fairness is also an important element of equality: regardless of age, gender, nationality, race, (dis)ability, religion/belief, (dis)advantages, or economic status, all individuals are guaranteed access to the same tools that they need to access the same, fair opportunities as their peers. Equity is a concept that goes hand-in-hand with equality. Equity means offering rights and opportunities fairly, catering to people’s differences so they are given fair access to opportunities. It means providing various levels of support depending on specific needs or abilities.

Equality/Equity

Equality vs Equity

Module 1. Introduction to Inclusive Internationalisation at Home

Reflection Task: 1. In the first picture, the three characters are treated equally, but two remain disadvantaged and one is completely excluded. How is this addressed in the second picture? 2. In what ways can equity be embedded in our Internationalisation at Home policy and practices?

Equality vs Equity

Module 1. Introduction to Inclusive Internationalisation at Home

Diversity

Back

The term diversity accounts for all of the ways in which individuals differ from one another, e.g., by age, ethnic origin and nationality, gender, physical and mental ability, religion and worldview, sexual orientation, and social, language, and cultural background. How we view and understand diversity is shaped by our lived experiences. Growing cultural diversity on our campuses requires us to change the way we think about diversity, from seeing it as a problem or disadvantage to recognising the opportunities it creates for learning and professional development. In Section Three of this module, we will present examples of how increasing cultural diversity on the campus can be recognised, celebrated and harnassed for intercultural learning.

Diversity

Inclusion

some groups

Module 1. Introduction to Inclusive Internationalisation at Home

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Inclusion is inseparable from equality and diversity. It means that without exception, all individuals have the right to be included, respected, and appreciated as valuable members of the community. It is still the case that including migrants, refugees, and people from socially and economically deprived backgrounds, remain marginalised with less access to basic services such as health care or education. The European Commission has adopted several policies to strengthen Europe’s commitment to ensuring the inclusion of marginalised groups in the workplace and in educational contexts, including HE.

Inclusion

While higher education institutions have become more welcoming places for students and staff from some marginalised groups in recent years, especially with regard to addressing the needs of people with physical disabilities and from socially and economically disadvantaged backgrounds, more progress is needed to include those who may find themselves disadvantaged as a result of the fact that they come from non-majority cultural backgrounds, as is the case for many international students and staff, including those from displaced backgrounds. This can only be achieved by addressing in our systems and in our ways of thinking, which is therefore a key prerequisite for the development of inclusive Internationalisation at Home in HE.

Module 1. Introduction to Inclusive Internationalisation at Home

unconscious bias

Inclusion

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Module 1. Introduction to Inclusive Internationalisation at Home

Listen to Dr. Niloufar Omidi, EDI Policy Officer at the University of Limerick, talking about how unconscious bias can impact negatively.

Why is addressing unconscious bias all the more important as universities become more culturally diverse?

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Module 1. Introduction to Inclusive Internationalisation at Home

IIaH

ICC

UN SDGs

CRT

UDL

EDI

What pedagogical approaches can support IIaH?

Continue

Module 1. Introduction to Inclusive Internationalisation at Home

UDL

Universal Design for Learning (UDL)

Center for Applied Special Technology (CAST)

was developed by the .It is an example of a framework for inclusive pedagogies that can be applied to different educational contexts and used by key stakeholders, such as educators, curriculum developers, researchers, parents, and peers to improve and optimise teaching and learning across all disciplines and ensure that all learners can access and participate in meaningful and challenging learning opportunities.However, UDL has not to date given sufficient attention to accommodating the needs of learners of different cultural backgrounds who often bring with them different expectations, beliefs, and practices in relation to teaching and learning. They may also come with varying language abilities in the language of instruction being used in HE and distinct communication styles.

The relevance of universal design learning (UDL) for IIaH

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Module 1. Introduction to Inclusive Internationalisation at Home

CRT

Culturally Responsive Teaching (CRT)

is an educational approach that is based on the premise that culture is central to student learning. Therefore the cultural identities and diverse backgrounds of our students should be recognised, respected, and used as meaningful sources for creating optimal learning environments (Hawkins & Norton, 2009; Lucas & Villegas, 2013; Nieto, 2000). This approach was conceived originally in the context of the integration of indigenous and marginalised ethnic groups (e.g. in North America, and New Zealand) with the majority of this practice undertaken in primary and secondary schools.Internationalisation in HE has led to an increasing focus on the need for culturally responsive teaching to be implemented within higher education environments in addition to UDL which we will now explore further (Fitzpatrick 2023).

The relevance of CRT for IIaH

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Module 1. Introduction to Inclusive Internationalisation at Home

Inclusive and culturally responsive curriculum

CRT

UDL

Inclusive Internationalisation at Home requires us to bring together the principles and practices associated with UDL and CRT and use them in an integrated way to ensure that our academic curriculum and teaching and learning activities are both accessible and relevant to learners with different learning strengths and from different cultural backgrounds and traditions. Module 2 demonstrates how these two inclusive pedagogical approaches can be combined in a way that transforms our core curriculum and teaching and learning practices to support the implementation of Inclusive Internationalisation at Home.

Combining UDL and CRT to advance IIaH

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Module 1. Introduction to Inclusive Internationalisation at Home

Inclusive Internationalisation at Home in HE seeks to promote all of the UN SDGs.

True

False

Section Two Assessment

True or False? For each statement below, select whether it is true or false.

False

Module 1. Introduction to Inclusive Internationalisation at Home

Section Two Assessment

True or False?

Inclusive Internationalisation at Home specifically addresses UN SDG4 rather than all 17 SDGs. SDG4 aims to ensure “inclusive and equitable quality education and promoting life-long learning opportunities for all, eliminating all discrimination in education and providing education for sustainable development and global citizenship.”

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Module 1. Introduction to Inclusive Internationalisation at Home

Section Two Assessment

True or False? For each statement below, select whether it is true or false.

EDI policies always involve Internationalisation at Home considerations.

True

False

Module 1. Introduction to Inclusive Internationalisation at Home

Section Two Assessment

True or False?

Many universities have an EDI policy. However, not all have developed and implemented an Internationalisation at Home agenda as part of their commitment to EDI.

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Module 1. Introduction to Inclusive Internationalisation at Home

Section Two Assessment

True or False? For each statement below, select whether it is true or false.

Our unconscious biases around cultural norms, can sometimes directly oppose the beliefs we espouse, and unknowingly negatively influence our attitudes and behaviours.

True

False

True

Module 1. Introduction to Inclusive Internationalisation at Home

Section Two Assessment

True or False?

Often the beliefs we declare, even very strongly, can contradict unconscious biases we hold. Awareness of our unconscious biases helps us move toward a more inclusive and open perspective. This is of particular importance for professional support staff and teachers working in universities that are internationalising and becoming more culturally diverse so that our unconscious biases do not negatively impact on our professional encounters with students from diverse cultural backgrounds.

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Module 1. Introduction to Inclusive Internationalisation at Home

Section Two Assessment

True or False? For each statement below, select whether it is true or false.

Inclusive pedagogical approaches such as UDL were not designed to address individual differences in learning that may arise due to different cultural backgrounds.

True

False

Section Two Assessment

True or False? For each statement below, select whether it is true or false.

Inclusive pedagogical frameworks such as UDL were originally designed to address the diverse needs of individual learners, but without specific focus on the language or cultural dimensions of learner diversity which arise from growing internationalisation in education. However, UDL can be expanded and enhanced by combining it with CRT to take account of these additional dimensions in the HE context.

Continue

100%

Continue

In this section, we have highlighted how an inclusive approach to Internationalisation at Home can strengthen the commitment of HEIs to advancing the core principles espoused in the UN SDGs and EU educational policy in the areas of EDI. We have also explored why growing cultural diversity within our campus communities makes it imperative to combine inclusive pedagogical approaches, such as UDL, with CRT to take greater account of cultural dimensions. In Section Three, we explore the specific academic, social, and cultural challenges and opportunities that Internationalisation at Home brings, and how we can address these by making our services, supports, teaching, and communication practices more inclusive and culturally responsive.

End of Section Two

Module 1. Introduction to Inclusive Internationalisation at Home

IIaH

ICC

UN SDGs

CRT

UDL

EDI

In this section, we present the TRIP framework for inclusive Internationalisation at Home (IIaH) and we highlight how it can help to address the more complex needs and challenges that are arising for HE institutions as they internationalise and become more culturally diverse. We also provide examples of good practice in inclusive Internationalisation at Home which can serve as models to help us to transform and enhance our international educational offering and practices in our own institutions so that we can all benefit and thrive.

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Section Three: Inclusive Internationalisation at Home challenges and opportunities for HE

Dr. Katarína ChovancováProfessor of LinguisticsMatej Bel University, Slovakia

Developing a comprehensive IaH framework and skills

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As we have seen in our previous sections, universities now need to be able to recognise and respond to the more complex needs of our campus communities as we become more culturally diverse. This requires us to develop Internationalisation at Home policies and practices that can strengthen our institutional commitments to EDI and the UN SDGs and help us to better tailor our services and supports for the culturally diverse campus community. It also means that we need to offer an inclusive international learning experience to both domestic and international students that better prepares them for global citizenship. This calls for the development and implementation of an internationalised curriculum and culturally responsive teaching and learning across all subject disciplines. It also requires teaching and professional support staff alike to develop a high level of intercultural sensitivity and effective intercultural communication skills to better support the needs of the culturally diverse campus community. In the final section of this module, we propose a comprehensive and flexible model that universities can draw on as they internationalise and develop their own Internationalisation at Home agendas and we highlight the areas of knowledge and skills that now need to be developed through targeted training initiatives for both teaching and professional support staff.

Macro level of the institution

Module 1. Introduction to Inclusive Internationalisation at Home

At the macro institutional level, our approach can better enable universities to create and adapt their services and supports to ensure they are fully inclusive and responsive to the diverse needs of students and staff, domestic and international alike. We believe that a principled approach of this kind at the level of policy and systems is core to the mission of a socially responsible international university.

The TRIP tripartite framework operates at the macro institutional level, the meso level of the curriculum and the micro level of the individual student experience offering the potential for transformative change in our policies, services and supports, and teaching and learning approaches. It also embeds mechanisms to quality assure our Internationalisation at Home practices and provides training for professional support staff and teachers to ensure they have the knowledge and skills to help realise this ambition.

Introducing the TRIP tripartite IIaH framework

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Macro level of the institution

Meso level of the curriculum and teaching and learning

Module 1. Introduction to Inclusive Internationalisation at Home

Introducing the TRIP tripartite IIaH framework

At the meso level of teaching and learning, our approach can help universities to internationalise the academic curriculum and develop and implement culturally responsive pedagogies in order to transform and enhance our educational offering and practices so that we can ensure our classrooms are more inclusive and relevant.

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Macro level of the institution

Meso level of the curriculum and teaching and learning

Micro level of the individual student experience

Module 1. Introduction to Inclusive Internationalisation at Home

Introducing the TRIP tripartite IIaH framework

At the micro level, it is our ambition therefore to provide a high-quality and inclusive internationally-oriented educational experience for all students to better foster globally engaged graduates who are equipped with the key transversal skills to navigate the increasingly interconnected world of today.

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Macro level of the institution

Meso level of the curriculum and teaching and learning

Micro level of the individual student experience

Module 1. Introduction to Inclusive Internationalisation at Home

Introducing the TRIP tripartite IIaH framework

In the following part of this section, we will provide practical examples of how the TRIP framework can be operationalised at the various levels to address specific Internationalisation at Home challenges and needs, drawing on good practice in each area.

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Please click on each of the boxes to find out more

Health and wellbeing

Additional needs

Social

Module 1. Introduction to Inclusive Internationalisation at Home

Language

Academic

Developing culturally responsive services and supports

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Module 1. Introduction to Inclusive Internationalisation at Home

Developing an internationalised curriculum and teaching and learning approaches

Expanding UDL to Include Cultural Dimensions

Bringing International Perspectives into the Curriculum

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Module 1. Introduction to Inclusive Internationalisation at Home

Challenges for the academic curriculum and teaching and learning

How we can develop an international curriculum and embed culturally responsive teaching and learning is explored in practical ways in Module 2 of this training programme by means of a research-informed model that can guide teaching staff, with the needs of the culturally diverse university in mind.

Expanding UDL to Include Cultural Dimensions

Bringing International Perspectives into the Curriculum

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Module 1. Introduction to Inclusive Internationalisation at Home

By becoming culturally sensitive communicators

By recognising and accommodating different communication styles and norms

By ensuring communication is accessible for all

Developing effective intercultural skills across the campus

Module 1. Introduction to Inclusive Internationalisation at Home

How we can become more effective intercultural communicators to enhance our professional practices is explored in practical ways in Module 3 of this training programme, with the needs of all teaching and professional support staff in the culturally diverse university in mind.

By becoming culturally sensitive communicators

By recognising and accommodating different communication styles and norms

Developing effective intercultural skills across the campus

By ensuring communication is accessible for all

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Patricia BarbosaLanguage supports for international staff and students

Wafa RougabSupports for international students including students with additional needs

How are intercultural skills being developed for teaching and professional support staff?

To what extent is the curriculum and teaching at your university culturally responsive?

How well is your university addressing the particular needs of international students and staff in the services and supports provided?

Michelle DalyIntercultural advocacy to support the integration of international students

Dr. Katarina ChovancovaAlternatives to Erasmus mobilityfor international experiences

Module 1. Introduction to Inclusive Internationalisation at Home

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Now listen to and reflect on how Internationalisation at Home is being developed in different ways in HE

Module 1. Introduction to Inclusive Internationalisation at Home

For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section Three Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Creating opportunities to promote multilingualism is important, but is not a requirement for inclusive Internationalisation at Home.

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For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section Three Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section Three Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Not all teaching and support staff are required to be multilingual, but good intercultural communication skills and knowledge of diverse student backgrounds are vital for inclusive Internationalisation at Home.

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For each item, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section Three Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section Three Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Intercultural training for all teaching and professional support staff is highly desirable and should be encouraged, however, it should not be imposed as this may create resentment towards inclusive Internationalisation at Home

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For each question, two of the statements are correct and one is incorrect. Select the incorrect response for each.

Section Three Assessment

Please click on this link where you will find a template in which we ask you to identify one change you can make to enhance your own professional practices in support of inclusive Internationalisation at Home in your institutional context drawing on the new knowledge and skills you have developed through your engagement in this e-module. The change you make will also help to advance UN SDG4. By completing and submitting the Plus One Task template, you will qualify for a digital, professional development badge in Inclusive Internationalisation at Home.

Module 1. Effective Intercultural Communication Skills for HE

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Follow-up Plus One Task

In addition to the TRIP Professional Development Badge we have created for each E-module of this programme, we have also created an addtional digital award for those who complete the full online training programme, that is, all three modules. This will be awarded to you once you have submitted all three Plus One templates .

Module 1. Effective Intercultural Communication Skills for HE

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TRIP Professional Development Digital Award on completion of the full online training programme

100%

In this section, we have highlighted the complex range of challenges that Internationalisation at Home brings as well as the opportunities it offers us to transform and enhance our institutional infrastructure, services, supports and professional practices. We have also demonstrated how the TRIP framework can provide a practical and flexible roadmap for HE institutions to help them advance inclusive Internationalisation at Home according to their own particular needs and priorities. Finally, we have illustrated good practice in inclusive Internationalisation at Home from the perspectives of different members of the culturally diverse campus community and indicated where further training is provided for additional upskilling for teaching and support staff in Modules 2 and 3. We recommend that teaching staff continue on to Module 2 to learn more about internationalising the curriculum and teaching and learning and that both professional support staff and teaching staff engage with Module 3 to learn more about becoming effective intercultural communicators.

continue

End of Section Three

Module 1. Introduction to Inclusive Internationalisation at Home

We hope this e-module has been informative and useful. We would appreciate any feedback you would like to offer in order to enhance the content. Please use this link to complete the feedback form which you need to download via Adobe Acrobat Reader. For Modules 2 and/or 3, please continue and complete the feedback form at the end of each of these modules.

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Your feedback is welcome

Module 1. Introduction to Inclusive Internationalisation at Home

You have succesfully completed all three sections of Module 1

MODULE 2

Module 1 Complete

Begin

Inclusive Approaches to Internationalising the Curriculum

Module 2

IIaH

ICC

UN SDGs

CRT

UDL

EDI

Module 2. Inclusive Approaches to Internationalising the Curriculum

Inclusive approaches to Internationalising the curriculum

Welcome to Module 2 of the TRIP training programme which focuses on how an inclusive Internationalisation at Home approach (IIaH) can be implemented in the core curriculum. A curriculum framework will be developed that you can draw on in order to internationalise the curriculum in your subject area and to help you develop and embed inclusive pedagogical approaches such as Universal Design for Learning (UDL) and Culturally Responsive Teaching (CRT) principles in support of the UN Sustainable Development Goals (SDGs), and Equality/Equity, Diversity and Inclusion (EDI).

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Dr Catherine Martin Lecturer in EMI and TESOL University of Limerick

Module 2. Inclusive Approaches to Internationalising the Curriculum

more Info

Section One:Curriculum framework for inclusive Internationalisation at Home

This one-hour module will provide practical guidelines as to how the TRIP Inclusive Internationalisation at Home (IIaH) approach can be implemented at the level of curriculum and teaching and learning

Section Two:Examples of good practice

Section Three:Self-audit of your own curricula to inform implementation of inclusive IaH

Module 2 Overview

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Module 2. Inclusive Approaches to Internationalising the Curriculum

Implementing Inclusive Internationalisation at Home (IIaH) through a curriculum development framework

Adopting IIaH through Universal Design for Learning and Culturally Responsive Teaching

Module Learning Outcomes

By the end of this module, it is expected that you will have expanded your knowledge in relation to the following four areas:

Reflecting on Inclusive Internationalisation at Home: A Self-Audit Approach for Curriculum Implementation

Creating an action plan to enhance IIaH in the curricula

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This section will look at the following:

Module 2. Inclusive Approaches to Internationalising the Curriculum

How can teaching staff implement Inclusive Internationalisation at Home (IIaH) in the curriculum?

What does Inclusive Internationalisation at Home mean for curriculum design?

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Section One: Curriculum framework for Inclusive Internationalisation at Home

This module will present a curriculum framework developed by the TRIP project to guide the implementation of IIaH in curriculum design and the planning of learning, teaching and assessment activities.

Module 2. Inclusive Approaches to Internationalising the Curriculum

IIaH

ICC

UN SGDs

CRT

UDL

EDI

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Inclusive Internationalisation at Home (IIaH) is the integration of IaH, the UN SDGs, EDI, and UDL and CRT principles and strategies across all levels of activity within HE institutions.

A constructive alignment model of curriculum will be used to guide implementation of IIaH

Build on IoC framework to guide internationalisation of curricula

Adapt toolkit from IoC research to develop self-audit tool for faculty to audit all elements of curriculum design to assess the degree of implementation of inclusive IIaH

Culturally Responsive Teaching principles and strategies

Applying UDL principles and strategies to underpin teaching, learning and assessment to ensure IIaH for all students

Applying CRT principles and strategies to underpin teaching, learning and assessment to ensure inclusive IaH for all students

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Universal Design for Learning principles and strategies

Teaching & Learning scholarship relating to curriculum models

Internationalisation of the Curriculum (IoC) approaches

Module 2. Inclusive Approaches to Internationalising the Curriculum

Existing toolkits and research are used to guide curricular approaches to implementing IIaH

TRANSFORMATIVE INCLUSIVE INTERNATIONALISED EDUCATION FOR ALL

TEACHING, LEARNING & ASSESSMENT

CURRICULUM DESIGN & DELIVERY

INSTITUTION VALUES & MISSION

This framework represents the influence of Higher Education Institutions’ values, policies and mission on all aspects of curriculum design and delivery and teaching, learning and assessment activities with the goal of achieving a transformative educational experience for all students.

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Module 2. Inclusive Approaches to Internationalising the Curriculum

Adaptation of the ATIAH (2018) ‘Curriculum Development Framework for IaH’ to conceptualise the process of designing an IIaH curriculum.

Module 2. Inclusive Approaches to Internationalising the Curriculum

INSTITUTIONAL VALUES & MISSION

Mission/value statements, strategic plan
Graduate attributes
Monitoring systems

TRANSFORMATIVE INCLUSIVE INTERNATIONALISED EDUCATION FOR ALL

TEACHING, LEARNING & ASSESSMENT

CURRICULUM DESIGN & DELIVERY

INSTITUTION VALUES & MISSION

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TEACHING, LEARNING & ASSESSMENT

Internationalised & inclusive materials and resources
Inclusive pedagogies
Diverse assessment options
Technology enhanced
Internationalisation at Home activities
UDL approach
CRT approach

CURRICULUM DESIGN & DELIVERY

Inclusive internationalised curricula

Alignment with UN SDGs
Alignment with EDI principles
Technology enhanced
UDL approach
CRT approach

TRANSFORMATIVE EDUCATION FOR ALL Development of:

Intercultural competence
Global competence
Transversal skills
Employability skills

This curriculum development framework represents the interconnecting elements of the curriculum all of which are necessary for the purposeful implementation of IIaH

Module 2. Inclusive Approaches to Internationalising the Curriculum

How can we implement inclusive Internationalisation at Home in the curriculum?

Module 2. Inclusive Approaches to Internationalising the Curriculum

Key features of this curriculum model

A learner-centred and outcomes-based model
It is based on Constructivist learning theories
It supports active learner engagement
There is clear alignment of learning outcomes & assessment
Syllabus, materials & teaching and learning activities support achievement of learning outcomes
Aligns with concepts of IaH and IoC

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Assessment & FeedbackHow learning will be measured

Teaching and learning activities DeliveryHow students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

Constructive alignment model of curriculum design as a framework to implement IIaH

Module 2. Inclusive Approaches to Internationalising the Curriculum

Assessment & FeedbackHow learning will be measured

Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

A key step to the purposeful embedding of IaH, UN SDGs, EDI, UDL and CRT principles is ensuring they are explicitly presented in programme/course outlines and in the learning outcomes. All of the other components of our curricula should reflect these principles to help learners achieve intended inclusive IaH learning outcomes.

How can we use curriculum design to implement an inclusive IaH approach in our curriculum or modules?

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Using a Constructive Alignment model as a curriculum framework for creating an IIaH curriculum

Module 2. Inclusive Approaches to Internationalising the Curriculum

Do the learning outcomes take consideration of international, SDG and EDI perspectives and principles?

Are international perspectives, the SDGs and EDI principles reflected in content, materials and resources?

Do the teaching and learning approaches support development of international perspectives, SDG and EDI principles? Do the pedagogical approaches align with UDL and CRT principles?

Does the assessment align with the learning outcomes? Are a range of accessible options used? Do they incorporate student choice and provide opportunities to critically engage with international, SDG and EDI themes?

Assessment & FeedbackHow learning will be measured

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Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

Framework to check the constructive alignment of an IIaH curriculum

Module 2. Inclusive Approaches to Internationalising the Curriculum

Assessment & FeedbackHow learning will be measured

Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

CRT model

UDL framework

We propose that the Universal Design for Learning framework and Culturally Responsive Teaching are appropriate inclusive pedagogical approaches

Let's now think about the pedagogical approach we can use to implement an inclusive IaH curriculum that facilitates equitable access to teaching, learning and assessment activities for all learners.

Culturally Responsive Teaching (CRT) is an educational approach that is based on the premise that culture is central to student learning, therefore the cultural identities and diverse backgrounds of our students should be recognised, respected, and used as meaningful sources for creating optimal learning environments (Hawkins & Norton, 2009; Lucas & Villegas, 2013; Nieto, 2000). to take account of the cultural dimensions of teaching and learning.

Multicultural perspectives

Academic development for all students

Education for social justice

Cultural competence

Facilitate knowledge construction

Instructional strategies for culturally diverse learners

Inclusive, welcoming classrooms

Curriculum content multicultural experiences

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CRT

Module 2. Inclusive Approaches to Internationalising the Curriculum

Inclusive and culturally responsive curriculum

CRT

UDL

A model for Culturally Responsive Teaching (adapted from Hernandez et al., 2013)

Module 2. Inclusive Approaches to Internationalising the Curriculum

Universal Design for Learning (UDL) is an approach to guide educators in optimising learning, teaching and assessment activities for ALL learners. The approach draws on insights from neuroscience and educational psychology about how people learn.

Universal Design for Learning

WHAT Multiple means of representation

HOW Multiple means of action & expression

WHY Multiple means of engagement

These three principles have been established to make learning goals achievable by learners with diverse characteristics and varying abilities. They are built into the instructional design and delivery of educational programmes.

UDL is based on three fundamental principles: 1) multiple means of engagement, 2) multiple means of representation, and 3) multiple means of action and expression which relate to the WHY, the WHAT, and the HOW of learning.

What is Universal Design for Learning?

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Inclusive and culturally responsive curriculum

CRT

UDL

Module 2. Inclusive Approaches to Internationalising the Curriculum

Universal Design for Learning

WHAT Multiple means of representation

HOW Multiple means of action & expression

WHY Multiple means of engagement

UDL guidelines

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Let's further explore the three core principles of UDL and how they overlap with CRT

CRT strategies

Module 2. Inclusive Approaches to Internationalising the Curriculum

Recruiting interest

Sustaining effort & persistence

Self-regulation

Provide options for:

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Purposeful and Motivated learners

Provide options for: Recruiting interest Sustainable effort & persistence self-regulation

Multiple means of Engagement

Practical guidelines for applying UDL principle of Multiple means of Engagement and Culturally Responsive Teaching approaches

Practical guidelines for applying UDL principle of Multiple means of Representation and Culturally Responsive Teaching approaches

Module 2. Inclusive Approaches to Internationalising the Curriculum

Perception

Language, mathematical expression, symbols

Comprehension

Back

Provide options for:

Resourceful and Knowledgeable learners

Provide options for: Perception Language, mathematical expressions, symbols Comprehension

Multiple means of Representation

Practical guidelines for applying UDL principle of Multiple means of Action & Expresssion and Culturally Responsive Teaching approaches

Module 2. Inclusive Approaches to Internationalising the Curriculum

Physical action

Expression & communication

Executive functions

Provide options for:

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Strategic and Goal-oriented learners

Provide options for: Physical action Expression & Communication Executive functions

Multiple means of Action & Expression

Module 2. Inclusive Approaches to Internationalising the Curriculum

The Curriculum Development Framework introduced in Section One is helpful in visualising the interconnectivity of institutional values, curriculum design and delivery, learning, teaching and assessment in achieving a transformative learning experience for all students in order to help educators how to implement curricular changes in their own institutional contexts.

Agree

Disagree

Section One Assessment

Reflect on the following statements and indicate whether you agree or disagree with them.

Module 2. Inclusive Approaches to Internationalising the Curriculum

The framework conceptualises curriculum development within the macro context of institutions’ values, mission statements and stated graduate attributes which are then reflected in curriculum design and learning, teaching and assessment activities to create transformative educational experiences for all students. This interconnectivity will be important for the sustainable implementation of inclusive IaH.

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Section One Assessment

Module 2. Inclusive Approaches to Internationalising the Curriculum

The Constructive Alignment Model of curriculum design proposed in this module is a useful framework for educators to review the implementation of an inclusive IaH across the curriculum.

Agree

Disagree

Section One Assessment

Reflect on the following statements and indicate whether you agree or disagree with them.

Module 2. Inclusive Approaches to Internationalising the Curriculum

Section One Assessment

A Constructive Alignment model of curriculum design is a learner-centred, outcomes-based approach predicated on the premise that a good teaching system aligns teaching and learning activities, materials and assessment to the stated learning outcomes to support student learning. This integrated approach is a good model to look at implementation of inclusive IaH across the whole curriculum.

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Module 2. Inclusive Approaches to Internationalising the Curriculum

In order to meet the challenges of increasingly diverse campuses, it is necessary to overlap implementation of UDL principles with CRT to provide inclusive, transformative, internationalised education for all.

Agree

Disagree

Section One Assessment

Reflect on the following statements and indicate whether you agree or disagree with them.

Module 2. Inclusive Approaches to Internationalising the Curriculum

Section One Assessment

The UDL framework is an inclusive pedagogical framework to remove barriers to learning. CRT principles can be integrated into UDL guidelines to meet the needs of culturally and linguistically diverse learners.

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CAST.org

advance HE

UN SDG goals

ahead.ie

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Universal Design for Learning & UN Sustainable Development Goals

Useful resources

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In this section of Module 2, you have been introduced to a curriculum development framework that can guide you as you implement inclusive Internationalisation at Home in your subject discipline curriculum and classroom pedagogies. In developing the TRIP curriculum framework, we have drawn on Constructive Alignment theory of curriculum design, Internationalisation of the Curriculum research, UDL principles and Culturally Responsive Teaching as the underlying approach. This section has also presented practical guidelines to help teaching staff integrate Culturally Responsive Teaching strategies within the UDL framework, as the underlying approach that aligns with the TRIP inclusive Internationalisation at Home Framework.

End of Section One

Overview In Section Two, we will present examples of good practice in the implementation of an inclusive IaH approach that is under-pinned by UN SDGs, EDI, UDL and CRT principles.

Module 2. Inclusive Approaches to Internationalising the Curriculum

We will present these examples of good practice by reflecting on how this falls within the conceptual framework for the purposeful implementation of inclusive IaH in the curriculum.

We will also demonstrate how the implementation aligns with the Constructively Aligned Inclusive IaH framework introduced in Section One.

At the end of this section, you will be encouraged to reflect on what you have learned from this module and to create a personalised action plan to develop a more constructively aligned IIaH curriculum.

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Section Two: Examples of good practice

Module 2. Inclusive Approaches to Internationalising the Curriculum

TEACHING, LEARNING & ASSESSMENT

Internationalised & inclusive materials and resources
Inclusive pedagogies
Diverse assessment options
Technology enhanced
Internationalisation at Home activities
UDL approach
CRT approach

CURRICULUM DESIGN & DELIVERY

Inclusive internationalised curricula

Alignment with UN SDGs
Alignment with EDI principles
Technology enhanced
UDL approach
CRT approach

TRANSFORMATIVE EDUCATION FOR ALL Development of:

Intercultural competence
Global competence
Transversal skills
Employability skills

INSTITUTIONAL VALUES & MISSION

Mission/value statements, strategic plan
Graduate attributes
Monitoring systems

TRANSFORMATIVE INCLUSIVE INTERNATIONALISED EDUCATION FOR ALL

Curriculum development framework for purposeful implementation of inclusive Internationalisation at Home in the curriculum

TEACHING, LEARNING & ASSESSMENT

CURRICULUM DESIGN & DELIVERY

INSTITUTION VALUES & MISSION

In the case-study from the University of Limerick, we will apply this framework to the UL institutional context. We will demonstrate how inclusive IaH is embedded in the institutional values and mission and how it permeates the curriculum design, teaching, learning and assessment activities to create a transformative IIaH education for all students.

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Section Two: Examples of Good Practice

Module 2. Inclusive Approaches to Internationalising the Curriculum

Our curriculum learning outcomes and teaching and learning activities reflect the institutional graduate attributes.

The UL Graduate is an Active and Global Citizen

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Example 1: Reflecting the institutional context in implementing IIaH across the curriculum

Module: Global Citizenship and Intercultural Competence Using the curriculum framework to look at the alignment of this module with IIaH

IIaH

ICC

UN SDG s

CRT

UDL

EDI

Module 2. Inclusive Approaches to Internationalising the Curriculum

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Example 1: Reflecting the institutional context in implementing IIaH across the curriculum

Module 2. Inclusive Approaches to Internationalising the Curriculum

Assessment & FeedbackHow learning will be measured

Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

IIaH

ICC

UN SDGs

CRT

UDL

EDI

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Using the TRIP curriculum framework to show implementation of IIaH on a module in Global Citizenship and Intercultural Competence

Module: Spanish Language Culture and Society Materials and teaching and learning activities mapped to UN SDGs and Internationalisation

IIaH

ICC

UN SDG s

CRT

UDL

EDI

Module 2. Inclusive Approaches to Internationalising the Curriculum

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Example 2: Alignment of IaH and UN SDGs principles across the curriculum

IIaH

ICC

UN SDGs

CRT

UDL

EDI

Module 2. Inclusive Approaches to Internationalising the Curriculum

UN SDGs Mapping Tool

Assessment & FeedbackHow learning will be measured

Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

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Example 2: Alignment of IIaH and UN SDG principles across the curriculum in module Spanish Language, Culture and Society

IIaH

ICC

UN SDG s

CRT

UDL

EDI

Module 2. Inclusive Approaches to Internationalising the Curriculum

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Example 3: How to use virtual exchange as a teaching and learning tool to implement IIaH across the curriculum

evolve-erasmus.eu

Promotes reciprocity and allows for equity and inclusiveness.

Structured interactions are facilitated to ensure they are meaningful.

Use of media platforms to enable deep, interactive social learning.

Purposeful communication and collaboration between individuals or groups who are geographically separated and/or from different cultural backgrounds.

Technology-enabled, people-to-people interaction, sustained over a period of time.

Module 2. Inclusive Approaches to Internationalising the Curriculum

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What is Virtual Exchange?

Develops intercultural communication and competence, cross-cultural learning
Broadens perspectives
Develops global citizenship
Develops digital skills
Supports inclusive Internationalisation at Home

Why Virtual Exchange?

Global Classroom

COIL (Collaborative Online International Classroom)

Global Learning Experience

International Virtual Classroom

Telecollaboration

virtual exchange synonyms

Module 2. Inclusive Approaches to Internationalising the Curriculum

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Virtual Exchange terminology and benefits

frames-project.eu

VE preparation for study abroad

VE online project with short physical mobility

VE as a stand-alone activity

VE as a component of a course

Module 2. Inclusive Approaches to Internationalising the Curriculum

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Different scenarios for implementing Virtual Exchange

IIaH

ICC

UN SDGs

CRT

UDL

EDI

The TRIP project has developed its own version of a Virtual Exchange which can be embedded or act as a stand-alone learning activity. This VE scenario has been designed to give students an inclusive IaH learning experience. TRIP has created the Intercultural Virtual Societal Challenge (IVSC) as a virtual exchange scenario that can be used as a teaching and learning tool to provide students with an inclusive IaH experience. The IVSC is challenge- based and solution-focused where students work in intercultural groups to develop a response to challenges linked to the UN SDGs. It is underpinned by inclusive pedagogical approaches such as UDL and CRT.

Module 2. Inclusive Approaches to Internationalising the Curriculum

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Virtual Exchange and TRIP

Let's listen to university lecturer Dr Anita Barmetler talking about how she has implemented the TRIP IVSC in her teaching

IIaH

ICC

UN SDGs

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CRT

IUDL

EDI

Module: German Language, Culture and Society 2A This module is taught through the target language and the IVSC is part of their final grade (15%). The students attend the online workshop outside of the official class time, but they are given time to work on their project during class time.

Module 2. Inclusive Approaches to Internationalising the Curriculum

Example 4: How to use Virtual Exchange as a teaching and learning tool to implement IIaH across the curriculum

IIaH

ICC

UN SDGs

CRT

IUDL

EDI

Module 2. Inclusive Approaches to Internationalising the Curriculum

UN SDGs Mapping Tool

Assessment & FeedbackHow learning will be measured

Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

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Example 4: Using Virtual Exchange to implement IaH and UN SDG principles across the curriculum

Module 2. Inclusive Approaches to Internationalising the Curriculum

Is there scope to integrate Virtual Exchange as a teaching and learning tool on any of the modules that you teach?

How can you begin to implement UDL and CRT principles across your module or programme?

How can you use the Curriculum Development Framework and the Constructive Alignment Model of curriculum to map implementation of IaH, EDI, UN SDGs, UDL and CRT principles in a module or programme that you teach?

Having engaged with Section One and Section Two of this module, take time to reflect on your current learning and teaching practices to identify ways in which you might revise one of the curricula that you teach to achieve a more constructively aligned IIaH.

Reflective task

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In Section Two of Module 2, you have been provided with examples of good practice in the implementation of Inclusive Internationalisation at Home in the curriculum. The Curriculum Development Framework and Constructive Alignment Model have been used to map how IaH, UN SDGs, EDI, UDL and CRT principles have been integrated into the example modules presented, and how this approach is linked to institutional Graduate Attributes and transformative learning experience for students. The mapping exercise in this brief case study is designed to help you reflect on your curricula and modules and identify areas of current good practice and areas where further changes are required in order to implement inclusive IaH.

End of Section Two

Overview In this section of Module 2, you will now use the Constructively Aligned Inclusive Internationalisation at Home curriculum framework introduced in Section One, to analyse your own curricula.

Module 2. Inclusive Approaches to Internationalising the Curriculum

Section Three: Self-audit of your own curricula to inform implementation of IIaH

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An audit tool has been adapted from the Questionnaire on Internationalising the Curriculum (QIC) checklist developed by Leask (2011). This can be used to analyse each element of your curricula (learning outcomes; materials and resources; teaching, learning and assessment activities) to help you reflect on the extent to which you are implementing an IIaH approach.

In using the audit tool, you can reflect on the statements in each of the checklists from your own disciplinary perspectives, where they are of relevance to your own practices.

The audit tool will allow you to track your responses, providing you with data regarding implementation of IaH in your curricula.

This will provide you with a point of reflection where you can identify where you are already implementing IIaH, and to identify areas for future incremental development.

Module 2. Inclusive Approaches to Internationalising the Curriculum

Assessment & FeedbackHow learning will be measured

Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

Do the intended learning outcomes reflect IaH, UN SDGs, EDI, UDL and CRT principles?

Using the Erasmus+ TRIP project IIaH curriculum framework to audit activities across the curriculum

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Read the below statements to review your intended learning outcomes and reflect on them from the perspective of your disciplinary norms. On the modules that you teach, to what extent:

Do your learning outcomes seek to develop intercultural perspectives, develop intercultural skills?
Do your learning outcomes reflect global perspectives and understandings?
Do your learning outcomes reflect UN SDG perspectives as relevant to your discipline/module?
Do your learning outcomes reflect EDI principles and understandings?

(adapted from Questionnaire on Internationalising the Curriculum (QIC) (Leask, 2011))

Intended learning outcomes checklist

Module 2. Inclusive Approaches to Internationalising the Curriculum

Assessment & FeedbackHow learning will be measured

Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

Using the Erasmus+ TRIP project IIaH curriculum framework to audit activities across the curriculum

Do the materials and resources reflect international and intercultural perspectives? Do they reflect UN SDGs, EDI, UDL and CRT principles?

Continue

Read the below statements to review your materials and resources. Reflect on the statements from the perspective of your disciplinary norms. On the modules that you teach, to what extent:

Do the materials and resources reflect multicultural and/or global perspectives?
Do the syllabi, materials and resources meet EDI principles by drawing on and reflecting diverse perspectives?
Do the syllabi, materials and resources reflect UN SDG perspectives as appropriate to your discipline? For example, SDG 4 advocates for providing quality education to all.
Do the syllabi, materials and resources draw on research and practice from both the Global North and South?
Are the materials and resources presented in a variety of formats for improved accessibility and engagement?

Adapted from Questionnaire on Internationalising the Curriculum v2 (QIC) Leask 2011

Materials & resources checklist

Module 2. Inclusive Approaches to Internationalising the Curriculum

Assessment & FeedbackHow learning will be measured

Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

Using the Erasmus+ TRIP project IIaH curriculum framework to audit activities across the curriculum

Do the teaching and learning activities support development of IaH, UN SDGs and EDI perspectives? Do the pedagogical approaches align with UDL and CRT principles?

Read the below statements to review your teaching and learning activities and practices. Reflect on the statements from the perspective of your disciplinary norms. On the modules that you teach, to what extent:

are learning and teaching activities intentionally designed to encourage and develop students' cultural knowledge and intercultural communication skills?
are learning and teaching activities intentionally designed to develop students' global perspectives and understandings?
are students encouraged to work in groups, including culturally diverse groups (in the classroom and/or virtual exchange?
are UDL principles used to meet the needs of diverse learners?

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Adapted from Questionnaire on Internationalising the Curriculum v2 (QIC) Leask 2011

Teaching & Learning checklist

Module 2. Inclusive Approaches to Internationalising the Curriculum

Assessment & FeedbackHow learning will be measured

Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

Using the Erasmus+ TRIP project IIaH curriculum framework to audit activities across the curriculum

Are a range of accessible assessment and feedback options used? Do they incorporate student choice and provide opportunities to critically engage with international, EDI and SDG themes?

Continue

Read the below statements to review your assessment and feedback activities. Reflect on the statements from the perspective of your disciplinary norms. On the modules that you teach, to what extent:

Do you provide students with a variety of assessment options and flexibility around the formats/modalities to complete assessments?
Do you provide students with clear assessment criteria that are aligned with the module learning outcomes?
Do you provide students with formative and summative feedback using multiple modalities to meet the needs of diverse learners?
Do you design assessments that require integration of global, intercultural (and UN SDG where appropriate to your discipline) perspectives?
Do you design assessments that require integration of diverse perspectives in line with EDI principles?

Adapted from Questionnaire on Internationalising the curriculum v2 (QIC) Leask 2011

Assessment and Feedback activities checklist

Module 2. Inclusive Approaches to Internationalising the Curriculum

Assessment & FeedbackHow learning will be measured

Teaching and learning activitiesDelivery How students will learn

Syllabus materials and resources

Learning OutcomesWhat students should be able to do

Please click on the Dropbox link here and download the Self-Audit Tool file. This spreadsheet-type file contains the four checklists for self-reflection and evaluation. Once you download it and save a copy, you will be able to edit it and reuse if you need to. Navigate through the tabs at the bottom of the page you have downloaded. They have the same labels as the checklists previously presented:

Intended Learning Outcomes
Materials & Resources
Teaching & Learning
Assessment & Feedback Activities

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Using the self-audit toolkit

Module 2. Inclusive Approaches to Internationalising the Curriculum

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Interpreting your responses from the self-audit toolkit

Module 2. Inclusive Approaches to Internationalising the Curriculum

What is the 'Plus One' approach?

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Inclusive Classrooms

Remove barriers to learning

Value cultural diversity, include multicultural perspectives

Involve learners in T & L process

Flexible ways to show knowledge

Flexible ways to engage with learning

Flexible ways to present content

Getting started with UDL and CRT: the 'Plus One' approach

Module 2. Inclusive Approaches to Internationalising the Curriculum

How can I include more CRT strategies?

CRT strategies

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Inclusive Classrooms

Remove barriers to learning

Value cultural diversity, include multicultural perspectives

Involve learners in T & L process

Flexible ways to show knowledge

Flexible ways to engage with learning

Culturally diverse materials/resources/curriculum

Flexible ways to present content

Learning environment that promotes positive identity development

Direct instruction

A community of learners

Independent practice

Assessment

Getting started with UDL and CRT: the 'Plus One' approach

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Based on your responses to the self-audit of IaH, UN SDGs, EDI, UDL and CRT across your curricula/modules, can you reflect on the following?

Can you identify areas in your curricula where you are already implementing inclusive Internationalisation at Home supported by UDL and CRT pedagogical approaches?
Can you identify gaps in your current practice?
Have you identified changes that you can begin to implement?

Reflection

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This section of Module 2 has introduced a framework to enable teaching staff to conduct a self-audit of programmes or modules that they teach. This framework draws on the Constructive Alignment Model of curriculum design introduced in Section One, with a self-audit checklist tool from the Internationalisation of the Curriculum literature which has been adapted for the TRIP inclusive Internationalisation at Home approach. The self-audit checklist, used in conjunction with the Constructive Alignment Model of curriculum design, will provide a useful starting point to identify existing good practices and identify where further changes need to be introduced across the curriculum to embed different elements of the TRIP inclusive IaH approach. This checklist can be further adapted by teaching and programme teams to meet disciplinary and contextual needs. The UDL ‘Plus One’ approach has been introduced and adapted as an approach to guide the incremental implementation of curricular changes.

End of Section Three

Please click on this link where you will find a template in which we ask you to identify one change you can make to enhance your professional practices in support of UN SDG 4 on the basis of the new knoweldge you have gained in this module. By completing and submiting the Plus One Task template, you will qualify for a digital, professional development badge in Inclusive Internationalisation at Home.

Module 3. Effective Intercultural Communication Skills for HE

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Follow-up Plus One Task

In addition to the TRIP Professional Development Badge we have created for each E-module of this programme, we have also created an addtional digital award for those who complete the full online training programme, that is, all three modules. This will be awarded to you once you have submitted all three Plus One templates .

Module 2. Effective Intercultural Communication Skills for HE

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TRIP Professional Development Digital Award on completion of the full online training programme

Module 2. Inclusive Approaches to Internationalising the Curriculum

We hope this e-module has been informative and useful. We would appreciate any feedback you would like to offer in order to enhance the content. Please use this link to complete the feedback form which you need to download via Adobe Acrobat Reader. For Module 3, please continue and complete the feedback form at the end of the course.

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Your feedback is welcome

Module 2. Inclusive Approaches to Internationalising the Curriculum

You have succesfully completed all three sections of Module 2

MODULE 3

Module 2 Complete

Module 3. Effective Intercultural Communication Skills for HE

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Effective Intercultural Communication Skills for HE

Module 3

IIaH

ICC

UN SDGs

CRT

UDL

EDI

Effective Intercultural Communication Skills for HE

Welcome to Module 3 of the TRIP training programme. This module focuses on developing effective intercultural communication skills to help foster inclusion as we become an increasingly culturally diverse campus community. Effective intercultural communication in HE is essential to advance inclusive Internationalisation at Home as the overarching goal of the TRIP Project. It will also support the UN SDGs, EDI, UDL and CRT as key EU educational policy objectives.

Module 3. Effective Intercultural Communication Skills for HE

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Module 3. Effective Intercultural Communication Skills for HE

Section One:Introduction to Intercultural Communication

Teaching Staff

Section Two:Recognising Intercultural Communication Challenges and Developing Suitable Responses

Section Three:Becoming an Effective Intercultural Communicator

Researchers and Visiting Scholars

Technical Officers

Support Staff

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Module 3 Overview

This module takes approximately one hour to complete. It is divided into 3 sections and is intended for both teaching and support staff. Click on each section to learn more.

Dr Angela Farrell Assistant Dean International Faculty of Arts, Humanities, and Social Sciences, University of Limerick.

Module 3. Effective Intercultural Communication Skills for HE

Module 3 Learning Outcomes

By the end of this module, it is expected that you will have developed an understanding in relation to the following areas:

Intercultural communication as a concept

The importance of effective intercultural communication

Intercultural communication challenges and solutions

Effective communication styles

Culturally sensitive communication

Enhancing our own communication practices

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Module 3. Effective Intercultural Communication Skills for HE

What is intercultural communication competence?

Section One: Introduction to Intercultural Communication

Let's begin with some key related concepts and questions.

Module 3. Effective Intercultural Communication Skills for HE

How is intercultural communication competence (ICC) related to intercultural competence (IC)?

Introduction to Intercultural Communication

Let's begin with some key related concepts and questions.

What is intercultural communication competence?

Module 3. Effective Intercultural Communication Skills for HE

Is intercultural communication the same as cross-cultural communication?

Introduction to Intercultural Communication

Let's begin with some key related concepts and questions.

How is intercultural communication competence (ICC) related to intercultural competence (IC)?

What is intercultural communication competence?

Module 3. Effective Intercultural Communication Skills for HE

How can culture influence communication styles and practices?

Introduction to Intercultural Communication

Let's begin with some key related concepts and questions.

Is intercultural communication the same as cross-cultural communication?

How is intercultural communication competence (ICC) related to intercultural competence (IC)?

What is intercultural communication competence?

Module 3. Effective Intercultural Communication Skills for HE

What is meant by effective intercultural communication?

Introduction to Intercultural Communication

Let's begin with some key related concepts and questions.

How can culture influence communication style and practices?

Is intercultural communication the same as cross-cultural communication?

How is intercultural communication competence (ICC) related to intercultural competence (IC)?

What is intercultural communication competence?

Module 3. Effective Intercultural Communication Skills for HE

How can developing effective intercultural communication benefit us all?

What is intercultural communication competence?

Introduction to Intercultural Communication

Let's begin with some key related concepts and questions.

What is meant by effective intercultural communication?

How can culture influence communication style and practices?

Is intercultural communication the same as cross-cultural communication?

How is intercultural communication competence (ICC) related to intercultural competence (IC)?

Module 3. Effective Intercultural Communication Skills for HE

How can effective intercultural communication practices be developed?

Introduction to Intercultural Communication

Let's begin with some key related concepts and questions.

How can developing effective intercultural communication benefit us all?

What is meant by effective intercultural communication?

How can culture influence communication style and practices?

Is intercultural communication the same as cross-cultural communication?

How is intercultural communication competence (ICC) related to intercultural competence (IC)?

What is intercultural communication competence?

Module 3. Effective Intercultural Communication Skills for HE

Introduction to Intercultural Communication

Let's begin with some key related concepts and questions.

How can good intercultural communication practices be developed?

How can developing effective intercultural communication benefit us all?

What is meant by effective intercultural communication?

How can culture influence communication styles and practices?

Is intercultural communication the same as cross-cultural communication?

How is intercultural communication competence (ICC) related to intercultural competence (IC)?

What is intercultural communication competence?

Continue

Politeness

Negotiation styles

Punctuality

Forms and address

Silence

Interruptions

Giving feedback

Body language

Click on each box in turn to find out more

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Module 3. Effective Intercultural Communication Skills for HE

How do our cultural perspectives influence how we interpret communication?

Body language

Being attuned to nonverbal cues and gestures specific to a culture, such as shaking your head, clicking your fingers and beckoning someone with your finger enhances our ability to understand and respond appropriately to our communication partners. This is considered an ethnorelativistic approach which is fundamental for good intercultural communication practices.

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Module 3. Effective Intercultural Communication Skills for HE

How do our cultural perspectives influence how we interpret communication?

In some cultures, direct criticism may be considered rude or offensive. To convey criticism in a more tactful and culturally sensitive way, it may be more appropriate to use indirect language, positive framing, and illustrative examples that are general rather than personally directed to convey criticism. This is an alternative approach to the view expressed and it reflects a more culturally informed and culturally sensitive ethnorelativistic approach.

Giving feedback

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Module 3. Effective Intercultural Communication Skills for HE

How do our cultural perspectives influence how we interpret communication?

In some cultures, active participation in conversations involves interrupting to show engagement and interest, rather than being seen as disrespectful. It is important that we keep such cultural perspectives in mind before making personal judgments about people based on their communication style. This means moving away from an ethnocentric viewpoint such as that expressed to an ethnorelativistic one, which is more understanding and less judgmental.

Interruptions

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Module 3. Effective Intercultural Communication Skills for HE

How do our cultural perspectives influence how we interpret communication?

Respecting silence allows you to give the person you are interacting with space to process their thoughts and communicate in a manner that feels natural to them. This is of particular importance when engaging with speakers from a non-majority language background who may need additional time to process what they are hearing and to formulate a response. In some cultures, a lack of response can also be a sign of respect towards someone in a position of authority, such as a lecturer. By understanding these nuances and developing suitable responses, we are actively promoting an ethnorelativistic approach.

Silence

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Module 3. Effective Intercultural Communication Skills for HE

How do our cultural perspectives influence how we interpret communication?

In some cultures, using titles and last names is a sign of respect and addressing someone by their first name might be seen as overly familiar, especially in formal contexts and in written communication. Therefore, while this may be the norm in our own culture, we should not assume it is common practice in others, as the previously expressed ethnocentric assumption would seem to suggest.

Forms and address

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Module 3. Effective Intercultural Communication Skills for HE

How do our cultural perspectives influence how we interpret communication?

By being adaptable to different cultural approaches to time while people adapt to a new culture, we show understanding and respect. It is useful and relevant that we all develop an awareness of differences in cultural norms around punctuality and an understanding of contexts where there may be less or more flexibility around punctuality. This would be considered an ethnorelativistic approach.

Punctuality

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Module 3. Effective Intercultural Communication Skills for HE

How do our cultural perspectives influence how we interpret communication?

In some cultures, negotiation is a collaborative process that emphasizes building relationships and finding common ground while in others being competitive and asserting dominance is more commonplace. It is good to keep these cultural differences in mind, especially in contexts where negotiation is central to the communicative situation. This means adopting an ethnorelativistic approach.

Negotiation styles

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Module 3. Effective Intercultural Communication Skills for HE

How do our cultural perspectives influence how we interpret communication?

By understanding that different cultures have different politeness norms in areas such as apologies, requests, instructions, and expressing gratitude, we can avoid misunderstandings and build positive relationships. This is considered an ethnorelativistic viewpoint.

Politeness

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Module 3. Effective Intercultural Communication Skills for HE

How do our cultural perspectives influence how we interpret communication?

Module 3. Effective Intercultural Communication Skills for HE

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Islam Ben AdelInternational PhD Student

In the following video, a university student talks about the benefits of having a culturally sensitive mindset and communication style.

Module 3. Effective Intercultural Communication Skills for HE

Reflect on and monitor our thoughts, emotions, and behaviours, question stereotypes, and acknowledge the complexities involved in communicating across cultures

In order to be more culturally sensitive communicators, we need to:

Shift our focus away from an external evaluation of people from other cultures to an inward contemplation of our own competence

Seek out and engage in intercultural encounters and build relationships with people from other cultures

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Section One: Assessment

Module 3. Effective Intercultural Communication Skills for HE

Believing that one's own cultural beliefs, values, and practices are superior to those of other cultures, leading to the dismissal or devaluation of other cultural perspectives.

Agree

Disagree

Which of the following ways of thinking can support the development of intercultural understanding?

Module 3. Effective Intercultural Communication Skills for HE

Adapting communication and behaviour to accommodate the cultural preferences and expectations of others.

Agree

Which of the following ways of thinking can support the development of intercultural understanding?

Disagree

Module 3. Effective Intercultural Communication Skills for HE

Putting oneself in the shoes of others, to see the world from different perspectives, and to appreciate the complexity of cultural diversity.

Agree

Disagree

Which of the following ways of thinking can support the development of intercultural understanding?

Module 3. Effective Intercultural Communication Skills for HE

Applying generalized and oversimplified assumptions about other cultures based on limited interactions or information.

Agree

Disagree

Which of the following ways of thinking can support the development of intercultural understanding?

Module 3. Effective Intercultural Communication Skills for HE

Recognising that there are multiple ways of viewing the world and that cultural diversity contributes to the richness of human experiences.

Agree

Disagree

Which of the following ways of thinking can support the development of intercultural understanding?

Module 3. Effective Intercultural Communication Skills for HE

Interpreting and understanding other cultures solely through the lens of one's own cultural norms and beliefs.

Agree

Disagree

Which of the following ways of thinking can support the development of intercultural understanding?

Module 3. Effective Intercultural Communication Skills for HE

Resisting or being unwilling to explore new ideas or practices from other cultures due to a belief that one's own culture is superior and should not be influenced by others.

Agree

Disagree

Which of the following ways of thinking can support the development of intercultural understanding?

Module 3. Effective Intercultural Communication Skills for HE

Seeking to resolve conflicts and misunderstandings that arise from cultural differences, while emphasising understanding and empathy.

Agree

Disagree

Which of the following ways of thinking can support the development of intercultural understanding?

Module 3. Effective Intercultural Communication Skills for HE

Agree

Disagree

Holding negative attitudes or behaving unfairly towards individuals from other cultures due to perceived cultural differences.

Which of the following ways of thinking can support the development of intercultural understanding?

Module 3. Effective Intercultural Communication Skills for HE

Actively seeking to learn about other cultures and being open to expanding one's own cultural knowledge and understanding.

Agree

Disagree

Which of the following ways of thinking can support the development of intercultural understanding?

Module 3. Effective Intercultural Communication Skills for HE

TRY AGAIN

That is not correct.This approach reflects a more ethnocentric point of view that may actively hinder the development of intercultural understanding.

Which of the following ways of thinking can support the development of intercultural understanding?

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Section One has explored common cultural assumptions and their impact, highlighting those viewpoints that can support the development of intercultural understanding and those that we need to avoid as they are likely to hinder good intercultural communication practices. In Section Two which follows, we focus in greater depth on different communication styles across cultures and the types of challenges that can typically arise in intercultural encounters using a case study approach. From this, we explore culturally sensitive responses.

End of Section One

Module 3. Effective Intercultural Communication Skills for HE

IIaH

ICC

UN SDGs

CRT

UDL

EDI

In this section, we discuss some ways in which communication practices can differ from one cultural context to another and the impact this can have on our interactions across cultures. From this, we explore case studies of challenges in intercultural communication that can arise in HE settings, as well as suitable responses to these challenges. Finally, we present a series of strategies you can use to ensure that your own communication practices are culturally sensitive.

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Section Two: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Appropriacy

Module 3. Effective Intercultural Communication Skills for HE

Formality

Directness

Section Two: Exploring challenges in intercultural communication and suitable responses

Interactions

Politeness

Language use

Non-verbal communication

Appropriacy

Module 3. Effective Intercultural Communication Skills for HE

Formality

Section Two: Exploring challenges in intercultural communication and suitable responses

Directness

In order to recognise and respect these cultural differences in communication and to address challenges that arise from these differences we need to develop a culturally-sensitive communication style.

Interactions

Politeness

Language use

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Non-verbal communication

Module 3. Effective Intercultural Communication Skills for HE

What kind of language should we avoid?

The choices we make in our professional language use also impact on our effectiveness as intercultural communicators, and this includes in the HE context.

Addressing language-specific challenges

Module 3. Effective Intercultural Communication Skills for HE

Why should we avoid this type of language?

What kind of language should we avoid?

The choices we make in our professional language use also impact on our effectiveness as intercultural communicators, and this includes in the HE context.

Addressing language-specific challenges

Module 3. Effective Intercultural Communication Skills for HE

Who does this type of language most impact and in what ways?

Why should we avoid this type of language?

What kind of language should we avoid?

The choices we make in our professional language use also impact on our effectiveness as intercultural communicators, and this includes in the HE context.

Addressing language-specific challenges

Module 3. Effective Intercultural Communication Skills for HE

How can we make our professional language use more accessible and inclusive in HE?

Who does this type of language most affect and in what ways?

Why should we avoid this type of language?

What kind of language should we avoid?

The choices we make in our professional language use also impact on our effectiveness as intercultural communicators, and this includes in the HE context.

Addressing language-specific challenges

Module 3. Effective Intercultural Communication Skills for HE

How can we make our professional language use more accessible and inclusive in HE?

Who does this type of language most impact and in what ways?

Why should we avoid this type of language?

Continue

What kind of language should we avoid?

The choices we make in our professional language use also impact on our effectiveness as intercultural communicators, and this includes in the HE context.

Addressing language-specific challenges

Module 3. Effective Intercultural Communication Skills for HE

Learn more about intercultural communication challenges, their impact, and how we can develop suitable responses to address these by exploring the critical incidents illustrated in the next part of this section.

How can we make our professional language use more accessible and inclusive in HE?

Who does this type of language most affect and in what ways?

Why should we avoid this type of language?

What kind of language should we avoid?

Continue

The choices we make in our professional language use also impact on our effectiveness as intercultural communicators, and this includes in the HE context.

Addressing language-specific challenges

Module 3. Effective Intercultural Communication Skills for HE

Click on each box below to explore a critical intercultural incident in a higher education context and decide what is a suitable solution from the two options given.

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Option Two

Option One

Instead of forcing newcomers to engage by asking them direct questions in front of the whole class, put students in smaller groups, ideally with mixtures of cultural backgrounds, to allow newcomers to try expressing their ideas to a smaller audience before speaking in front of the whole class.

It’s okay to ignore the lack of engagement with international students as they may be unfamiliar with how the class is run. They’ll catch on sooner or later.

Critical Incident One:

"I find it really embarrassing when the lecturer speaks to me or asks me a question in front of the class as I’m not used to this. In my country being a good student means listening and not asking questions. And sometimes the teachers speak really fast and use expressions that are very strange to me which makes it difficult for me to follow what is being said. It’s very stressful because I want to understand everything they say so I can do well. " International student: Classroom

Option Two

Option One

It’s vital to make sure all students understand what you’re saying, so if it seems as if some students might not understand or aren’t engaging, simply ask “do you understand?” to immediately check comprehension.

Plan for your own language use in your lessons, framing your language for accessibility for students who may not be fluent in the language of instruction and embedding opportunities for comprehension checks throughout your lessons in a discrete way without threatening students’ face.

Critical Incident Two:

"I would have a lot of international students in my module whose first language is not English and I sometimes feel that what I’m saying is going over their heads and I don’t know what to do about it. It’s a problem because I want them to engage but I feel like there’s this wall of silence when I try to interact with them in my lectures." Lecturer: Classroom

Option Two

Option One

Wait until people come back to you. If they haven’t understood what you communicated previously, they will ask for clarification.

Written information/directives need to be precise and transparent because body language and other interactions aren’t possible in this format.

Critical Incident Three:

"I get nervous when I have to ask for information because the service desk staff use jargon I am not familiar with and I also find it difficult to understand some of the replies I get from them online because they do not say precisely what I need to do to solve the problem. This makes me feel lost and I don’t feel I can go back and ask for help again." Support officer: Service desk encounter

Option Two

Option One

Don’t assume that international students will understand that different protocols may exist around email communication in the new culture. Domestic students may also not be familiar with the more formal requirements for communication in HE. Calmly take the student to one side and explain this. You can advise students to be careful of tone and content and advise as to what would be more appropriate while still giving them a useful response to their query.

Delay responding and when communicating, make it clear how annoyed you feel when responding by specifying the response was delayed because of the rude initial email.

Critical Incident Four:

"It really annoys me when students write demanding emails or mark them as urgent when they clearly are not. I find it very disrespectful and inappropriate." Support officer: Service desk encounter

Option Two

Option One

It is vital to make all students feel included by utilising examples relevant to their diverse backgrounds and experiences, and we should also see this as an opportunity for students from the majority cultural background to develop insight about other cultures. We should seek out opportunities to involve students in critical cross-cultural discussions. Module 2 of this programme offers further insight and strategies into how to make teaching in HE culturally responsive.

International students come here to learn about our culture, and we shouldn’t ask them to talk about their own cultures unless they volunteer this themselves.

Critical Incident Five:

"I came to study in Europe because I was so excited to experience a new culture and share my culture with new people. But, in my lectures, all of the examples were confusing things from the local culture that I couldn’t really understand, and nobody explained them to me. I never had a chance to talk about my culture at all." International student: Classroom

Option Two

Option One

If students can’t process all of the text on the slides, they can always download the presentations from the class page on our learning platform and read it later.

Avoid using overloading slides with text to make sure the content is accessible not only for students with impaired vision but also for students who are still learning the language of instruction and may need extra time to process the language used. Use careful, targeted repetition to highlight the importance of key terms and concepts.

Critical Incident Six:

"Sometimes in my lectures, the PowerPoints would have so much text on the screen, and I get lost trying to read it while the lecturer was talking about other things. Then he would change the slides before I even had a chance to understand what it was saying in the PowerPoint. I always get lost trying to understand, and I feel afraid to ask the lecturer to repeat something because then everyone will know I didn’t understand it." International student: Classroom

Option Two

Option One

It’s the student’s responsibility to inform us if they are experiencing difficulties, especially if this is affecting academic performance, and to seek out the necessary supports that are available.

It’s important that we know the backgrounds of our students and are aware in particular of students from a displaced person background who may be experiencing trauma and may not have the language ability to be able to explain what they are feeling. We should all be familiar with the support services that the institution offers so that we can direct students to help if they’re experiencing distress.

Critical Incident Seven:

"I’m really frustrated with the poor attendance and lack of communication from a student I have in one of my classes. He hasn’t been turning up to my lectures, doesn’t email to tell me he’ll be missing a class, and often doesn’t even reply to my emails. I’m trying my best to provide him with a good education but it’s nearly impossible when he just doesn’t engage with the class. I’ve heard he might be from a displaced person background, but I’m not sure." Lecturer: Classroom

Module 3. Effective Intercultural Communication Skills for HE

Here is a useful framework that can guide us when culturally sensitive topics are being discussed and incidents arise.

1.Acknowledgethe Issue

6.Address any Misunderstanding

Communicating about culturally sensitive topics

2.Actively Listen

7.Facilitate Open Dialogue

3.Validate Feelings

4.Explain the Context

5.Reiterate Inclusivity

8.Look for LearningOpportunity

9. Point to Resources

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Communicating about culturally sensitive topics

Here is a useful framework that can guide us when culturally sensitive topics are being discussed and incidents arise.

Module 3. Effective Intercultural Communication Skills for HE

The key is to create an environment where diverse perspectives are respected and valued. Clear communication can help mitigate misunderstanding and offence being taken to foster a more inclusive learning environment.

1. Acknowledgethe Issue

6. Address any Misunderstanding

2. Actively Listen

7. Facilitate Open Dialogue

3. Validate Feelings

4. Explain the Context

5. Reiterate Inclusivity

8. Look for LearningOpportunity

9. Point to Resources

Continue

Module 3. Effective Intercultural Communication Skills for HE

Use accessible language

Strategies to enhance our intercultural communication practices

Module 3. Effective Intercultural Communication Skills for HE

Adapt pace to proficiency

Use accessible language

Strategies to enhance our intercultural communication practices in HE

Module 3. Effective Intercultural Communication Skills for HE

Use targeted repetition

Adapt pace to profeciency

Strategies to enhance our intercultural communication practices in HE

Use accessible language

Module 3. Effective Intercultural Communication Skills for HE

Give relevant examples

Use targeted repetition

Adapt pace to profeciency

Strategies to enhance our intercultural communication practices

Use accessible language

Module 3. Effective Intercultural Communication Skills for HE

Use comprehension checks

Use targeted repetition

Adapt pace to profeciency

Strategies to enhance our intercultural communication practices

Use accessible language

Give relevant examples

Module 3. Effective Intercultural Communication Skills for HE

Use visuals

Use targeted repetition

Adapt pace to profeciency

Strategies to enhance our intercultural communication practices

Use accessible language

Give relevant examples

Use comprehension checks

Module 3. Effective Intercultural Communication Skills for HE

Use body language

Use targeted repetition

Adapt pace profeciency

Strategies to enhance our intercultural communication practices

Use accessible language

Give relevant examples

Use comprehension checks

Use visuals

Module 3. Effective Intercultural Communication Skills for HE

Strategies to enhance our intercultural communication practices

Use accessible language

Adapt pace to profeciency

Use targeted repetition

Give relevant examples

Use comprehension checks

Use visuals

Use body language

Continue

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In this section, we have explored how culture can influence communication styles and the types of challenges that can arise in intercultural encounters as a result. From this, we looked at ways in which we can communicate with greater cultural and language sensitivity. In Section Three of this module, we will explore examples of good practice in effective intercultural communication and demonstrate how by communicating in a more culturally sensitive way, we can contribute to Inclusive Internationalisation at Home in the HE context.

End of Section Two

Module 3. Effective Intercultural Communication Skills for HE

IIaH

ICC

UN SDGs

CRT

UDL

EDI

In this final section of Module 3, we highlight examples of good practice in intercultural communication in different contexts across the culturally diverse HE campus, illustrated by case studies. We then present a framework for effective intercultural communication that you can use to enhance the outcomes of interactions in your own professional practices. Finally, we evaluate different communication practices from an intercultural perspective before moving on to the summary assessment for Module 3.

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Section Three: Becoming Effective Intercultural Communicators in HE Contexts

Module 3. Effective Intercultural Communication Skills for HE

Highlighting good practice in intercultural communication in HE

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Module 3. Effective Intercultural Communication Skills for HE

Share good practices with colleagues

Foster good practices among students and peers

Monitor yourself and the impact of the changes

Identify changes needed

Know your professional context

Know the cultural norms of others

Know yourself

Know your cultural norms

Here is a useful framework to enhance our intercultural communication skills

Continue

Know the impact of your communication style

Darrell HealyCulturally Responsive Teaching in the linguistically diverse classroom

Listen to English language teacher Darrell talking about strategies he uses to ensure communication is accessible and inclusive for all.

Module 3. Effective Intercultural Communication Skills for HE

Read each case study and evaluate the effectiveness of each communication style

I have a tendency to speak quickly to everyone, so people just have to get used to this, and it's not a problem for most people.

I make a conscious effort to slow down my speech and articulate clearly when I'm communicating with people from a different language background.

Option Two:

Option One:

Module 3. Effective Intercultural Communication Skills for HE

Slowing down speech and articulating clearly is an example of good practice in culturally and language sensitive communication that we all need to be aware of and monitor in our professional practices.

I avoid using local expressions in emails, lectures, and teaching materials to ensure accessibility for everyone.

I tend to use a lot of local idioms when talking because it's good to introduce people from other countries to local languages and culture.

Read each case study and evaluate the effectiveness of each communication style

Option Two:

Option One:

Module 3. Effective Intercultural Communication Skills for HE

While it is useful to expose newcomers to local language use, it should be explicitly highlighted as a learning point rather than used in an unrestrained and unmonitored manner given that this type of language is more likely to be idiomatic and non-transparent and therefore cause challenges for those from non-majority language background.

Module 3. Effective Intercultural Communication Skills for HE

I feel uncomfortable with silence and would interpret it as a lack of understanding or disinterest on the part of the person I'm communicating with.

I've learned that silence can be used for different purposes, not all negative, and that it can indicate that a deeper level of consideration is being given to what I'm saying, or that the person I'm communicating with is not yet ready to voice their opinions.

Read each case study and evaluate the effectiveness of each communication style

Option Two:

Option One:

Module 3. Effective Intercultural Communication Skills for HE

Silence can indicate many different things and can occur when students from some cultures are not used to voicing their opinions openly or because they may lack confidence in their ability to express their views in the new context and language.

Module 3. Effective Intercultural Communication Skills for HE

I look students directly in the eye when I speak and expect them to do likewise. I actually find it disrespectful and annoying when students don't look at me when I'm speaking to them. It's like they're somewhere else.

I've learned that in some cultures, it is a sign of respect to look down when being spoken to by someone who is perceived as having a higher status, so I understand that some students would find it uncomfortable to look at me directly when I'm addressing them in my professional role as a lecturer.

Read each case study and evaluate the effectiveness of each communication style

Option Two:

Option One:

Module 3. Effective Intercultural Communication Skills for HE

We should not assume that body language means the same thing in every culture.

Module 3. Effective Intercultural Communication Skills for HE

I interpret loud speaking as aggressive or argumentative. I would avoid people who behave like this. They're scary.

Loudness, to me, can indicate enthusiasm, passion, or that somebody is feeling really comfortable in the environment in which they are communicating and familiar with the other speakers.

Read each case study and evaluate the effectiveness of each communication style

Option Two:

Option One:

Module 3. Effective Intercultural Communication Skills for HE

Communication style can be influenced not only by culture but also by personality and situational factors. Therefore loudness can be viewed in both a positive and negative way, depending on how appropriate it is in a particular context, but we should not assume that everyone will understand these nuances and it would be useful to highlight this to the person/persons involved in a sensitive way to proactively foster effective intercultural communication.

Module 3. Effective Intercultural Communication Skills for HE

Everyone studying in a HE context should be able to respond appropriately to a standard email. After all, it's basic literacy and they have met the entry requirements around language proficiency.

Not all students have the same level of proficiency in the majority language, and some might not even be used to protocols around email communication because they don't use this mode and are more familiar with informal writing in text messages, which can explain why their responses might seem inappropriate at times.

Read each case study and evaluate the effectiveness of each communication style

Option Two:

Option One:

Module 3. Effective Intercultural Communication Skills for HE

Writing and answering emails can be a challenging exercise for many people, and this is likely to be exacerbated when the person is communicating in a language that is not their first language or is not familiar with this communication mode. So it is useful to actively seek out opportunities to highlight the protocols around different types of communication where possible so it becomes a learning point.

Module 3. Effective Intercultural Communication Skills for HE

I let students sit wherever they like in my lectures and they can choose their own groups because they prefer to sit with people from their own backgrounds and they might feel uneasy outside of their comfort zone.

I make a conscious effort to plan for intercultural pairings and groupings in my lectures so students get a chance to explore the topic from different cultural perspectives. This also actively fosters intercultural understanding.

Read each case study and evaluate the effectiveness of each communication style

Option Two:

Option One:

Module 3. Effective Intercultural Communication Skills for HE

To foster intercultural awareness and good intercultural communication practices, we should all actively look for opportunities for students from different backgrounds to work together, as this can open their minds to new perspectives and experiences, and where possible we should embed this approach into our lesson planning and delivery.

Module 3. Effective Intercultural Communication Skills for HE

At the start of every semester, I remind students of our institutional commitment to UDL and EDI and encourage them to embrace and be curious about diversity in all its forms.

I think students cover EDI and intercultural training elsewhere, so I don't see the need to get involved in this in my lectures.

Read each case study and evaluate the effectiveness of each communication style

Option Two:

Option One:

Module 3. Effective Intercultural Communication Skills for HE

It is the responsibility of all members of the campus community to be aware of our institutional policies concerning UDL, EDI and inclusive internationalisation at home, and the need to support the UN SDGs and how we can actively promote and embed these values in our everyday professional practices.

Module 3. Effective Intercultural Communication Skills for HE

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In this section, we have reviewed some examples of good practice in effective intercultural communication. Following the nine-stage intercultural communication development framework, we considered different communication styles and evaluated their cultural sensitivity and inclusivity. In the Summary Assessment which follows, strategies for fostering good intercultural communication practices in our institutions will be reviewed. Select whether you agree or disagree with each of the strategies.

End of Section Three

Module 3. Effective Intercultural Communication Skills for HE

...recognising our own cultural norms and how they influence our perspectives, behaviour and emotional responses.

Agree

Disagree

Summary and assessment of Module 3

We can all contribute to fostering good intercultural communication practices in our institutional context by...

Module 3. Effective Intercultural Communication Skills for HE

...understanding that behaviours that make us uncomfortable are due to differences in culture.

Agree

Disagree

We can all contribute to fostering good intercultural communication practices in our own institutional context by...

Module 3. Effective Intercultural Communication Skills for HE

...positioning our own cultural perspectives and norms in relation to those of others, noticing similarities and differences.

Agree

Disagree

We can all contribute to fostering good intercultural communication practices in our own institutional context by...

Module 3. Effective Intercultural Communication Skills for HE

...accepting differences and developing openness and empathy to enhance our own emotional intelligence and well-being.

Agree

Disagree

We can all contribute to fostering good intercultural communication practices in our own institutional context by...

Module 3. Effective Intercultural Communication Skills for HE

...adjusting our behaviour during intercultural encounters to avoid miscommunication, mistrust, conflict, stress, and communication breakdown.

Agree

Disagree

We can all contribute to fostering good intercultural communication practices in our own institutional context by...

Module 3. Effective Intercultural Communication Skills for HE

...acknowledging the shortcomings in our own culture and in other cultures.

Agree

Disagree

We can all contribute to fostering good intercultural communication practices in our own institutional context by...

Module 3. Effective Intercultural Communication Skills for HE

...availing of further opportunities for intercultural training to build confidence in how to interact with people from different cultures and backgrounds.

Agree

Disagree

We can all contribute to fostering good intercultural communication practices in our own institutional context by...

Module 3. Effective Intercultural Communication Skills for HE

...developing language and culturally sensitive communication practices.

Agree

Disagree

We can all contribute to fostering good intercultural communication practices in our own institutional context by...

Module 3. Effective Intercultural Communication Skills for HE

...understanding that there are cultural variations in spoken and written language.

Agree

Disagree

We can all contribute to fostering good intercultural communication practices in our own institutional context by...

Module 3. Effective Intercultural Communication Skills for HE

...becoming more precise and flexible in how we use language in different contexts and with different groups of people all the while remaining respectful and appropriate.

Agree

Disagree

We can all contribute to fostering good intercultural communication practices in our own institutional context by...

Module 3. Effective Intercultural Communication Skills for HE

Try again

Not all behaviours are linked to culture, and quickly attributing uncomfortable behaviours of others to culture is a form of stereotyping. Being culturally aware does not mean negatively evaluating your own (or any other) culture, but rather recognising the differences that make them unique and special.

That is incorrect.

Module 3. Effective Intercultural Communication Skills for HE

Try again

This is a good intercultural communication practice that indicates cultural awareness and sensitivity.

That is incorrect.

Module 3. Effective Intercultural Communication Skills for HE

Summary

You have succesfully completed all three sections of Module 3.

Module 3 Complete

Please click on this link where you will find a template in which we ask you to identify one change you can make to enhance your professional practices in support of UN SDG 4 on the basis of the enhanced knowledge you have gained in this module. By completing and submiting the Plus One Task template, you will qualify for a digital, professional development badge in Inclusive Internationalisation at Home.

Module 3. Effective Intercultural Communication Skills for HE

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Follow-up Plus One Task

In addition to the TRIP Professional Development Badge we have created for each E-module of this programme, we have also created an addtional digital award for those who complete the full online training programme, that is, all three modules. This will be awarded to you once you have submitted all three Plus One templates .

Module 3. Effective Intercultural Communication Skills for HE

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TRIP Professional Development Digital Award on completion of the full online training programme

Module 3. Effective Intercultural Communication Skills for HE

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Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Correct!

You have chosen the correct response.

“Internationalisation at Home can be understood as “…the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments” (Beelen & Jones 2015). This definition emphasises that internationalisation at home is an intentional strategy that is being actively implemented in order to offer an international educational experience to all students and to enhance their intercultural skills.

In this section, we will present a Curriculum Development Framework to guide the implementation of inclusive Internationalisation at Home integrating Universal Design for Learning and Culturally Responsive Teaching principles.

Section One

Curriculum Framework for Inclusive Internationalisation at Home

From monitoring your practices, what changes do you notice in your intercultural communication skills and what are the observed benefits?

Monitor yourself and the impact of the changes

In this programme, we explore how an inclusive approach to Internationalisation at Home in HE can support the key EU educational goal of inclusivity, and promote social justice. This calls for us to evaluate our existing institutional services and supports and make changes where necessary to ensure they are better tailored to the needs of a more diverse international campus community. It also means questioning the relevance of our existing curriculum and teaching and learning approaches and adapting them to take greater account of international perspectives and different teaching and learning traditions and styles. This approach also requires us to examine the effectiveness of our existing communication practices in the context of increasing cultural diversity on our campuses and make changes to ensure they are fully accessible and appropriate for all members of our campus community. In these ways, we can ensure that our institutions provide an inclusive international education experience for all students and foster globally engaged graduates. By engaging in this training programme, you will be presented with practical examples of how this can be achieved to enable you to evaluate your own professional practices and develop strategies that you can apply in your own professional context. This makes it possible for us all to actively contribute to the development of inclusive Internationalisation at Home in HE.

How can HEIs develop and implement Internationalisation at Home in ways that support the core EU educational and societal goal of inclusion?

The TRIP approach to inclusive Internationalisation at Home provides a comprehensive framework that can transform HE policies and systems, teaching and learning approaches, and communication practices with capacity-building and quality assurance mechanisms embedded to ensure its long-term impact. It is an approach that offers in-built flexibility to enable individual institutions and the teaching and professional support staff within them to develop an inclusive Internationalisation at Home approach that is suitable for their own context.

In what ways can the TRIP approach to inclusive Internationalisation at Home be of relevance to all HEIs and have an enduring positive impact?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

As a concept and field of study, ICC is closely related to the broader notion of intercultural competence (IC) which is seen as the ability to understand and accept cultural diversity and differences (Deardoff 2004).

How is intercultural communication competence (ICC) related to intercultural competence (IC)?

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

In addition to differences in verbal communication between cultures, non-verbal aspects can vary in areas including body language, facial expressions, silence, eye contact, touching, personal space, and laughter.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

For example, using phrasal verbs in English like “turn your assignment in” can cause more confusion than direct verbs such as “submit your assignment.” Using e.g., International English, can help prevent these miscommunications.

Be Precise and Transparent - We should aim for language use that is precise and transparent in all interactional encounters and communication we engage in professionally.
Use Internationally Recognised Language Norms - We should use the kind of language that is more widely understood and accepted internationally rather than lesser-known phrases and grammatical forms. This is of particular importance when key information is being given.
Check Comprehension - We should check that the key information has been accurately received but avoid asking “do you understand” as this might seem patronising and not indicate that the message has been fully understood.

Click on the button for an example.

How can we make our language use in HE more accessible?

Offer context about the topic's relevance to the discussion or the curriculum and its educational value. Explain that the intention was not to offend but to foster critical thinking and awareness.

What types of communication do you typically engage in professionally, and what are the language and cultural backgrounds, needs and abilities of those you communicate with?

Know your professional context

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

International Students - This can impact on international student engagement, learning outcomes and well-being.
Teaching and Support Staff – This can cause stress and frustration for those delivering programmes and services, which can further impact negatively on the student experience.
Colleagues from Different Cultural Backgrounds – This can cause insecurities and result in an unwillingness to engage in teaching and research collaborations.
Students and Colleagues in a Displacement Situation – Typically, difficulties in communication are likely to exacerbate existing trauma and feelings of exclusion.

Who does this type of language most impact and in what ways?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Allow offended individuals to express their feelings, concerns, and perspectives. Listen actively without judgment, showing empathy and understanding.

At the core of effective intercultural communication is the ability to communicate with cultural sensitivity. This has been defined by sociologist Milton Bennett (1993) as "a willingness to use cultural knowledge while interacting with people and considering culture during intercultural discussions and encounters". In this module, we will explore and evaluate intercultural encounters that are now becoming more common as our institutions internationalise in order to identify examples of good practice and to develop principles for effective intercultural communication.

What is meant by effective intercultural communication?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Communicating in linguistically and culturally responsive ways

Bringing local and global societal challenges into the classroom and fostering related critical thinking and problem solving

Promoting respect for student differences

Modelling high expectations for all students and maximizing active participation and engagement

Recognising and actively addressing bias at the systemic and individual levels

Collaborating with diverse cultural groups in the local community

Critically interrogating our own cultural norms and assumptions and encouraging learners to do likewise

Drawing on students' culture to shape curriculum and instruction and maximize opportunities for intercultural encounters and intercultural learning

Reflecting on what CRT in HE means in practice

As we have highlighted in Section Two of this module, in the culturally diverse university, equitable access to education requires us to expand UDL to take account of the needs, traditions and perspectives of students from different cultural backgrounds in order to ensure a truly inclusive educational experience for all. The following guiding principles can be useful to help us reflect on what Culturally Responsive Teaching means in practice.CRT in HE in practice means...

By developing intercultural communication competence we can enhance the quality and effectiveness of our interactions in diverse settings as a key transversal skill and enhance cultural understanding more widely. Leading IC experts Daniel Dauber and Helen Spencer-Oatey (2019) stress that this kind of competence facilitates successful communication across cultures and fosters positive relationships, collaboration, and personal development. It mitigates misinterpretations, builds empathy, and promotes mutual respect. Intercultural competence scholar Darla Deardorff (2011) also emphasizes the significance of ICC in fostering global citizenship and societal cohesion more widely.

How can developing effective intercultural communication benefit us all?

In a campus club meeting, Emily, an international student, finds it hard to follow the discussion due to the use of slang, which she was taught to avoid in her English classes. Her peers excitedly describe their event as "totally lit," leaving Emily uncertain about the event's nature and goals.

During a university debate club meeting, Sarah, an international student, gets perplexed when her peers use certain idioms. They refer to an argument as "shooting from the hip," leaving Sarah unsure about their discussion topic and feeling excluded from the conversation.

The use of non-accessible and exclusionary language, such as jargon, overly abstract and formal language, and highly informal, idiomatic, and slang-type language should be avoided, as these types of language use often cannot be directly translated, or are used differently from one culture to another.Click on the buttons for examples.

What kind of language should we avoid?

During a research discussion, a visiting scholar, Dr. Lee, becomes baffled by his local colleague's use of intricate metaphors and abstract language. The colleague describes data analysis as "painting constellations in the data sky," leaving Dr. Lee struggling to grasp the methodology and requiring further explanation.

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Correct!

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Culturally diverse materials/resources/curriculum

Visual, auditory and multimedia resources to reduce barriers
Develop digital and visual literacies
Include resources with multiple cultural perspectives across entire curriculum
Draw on primary resources from multiple perspectives

In a classroom project, Sarah's direct communication clashes with Alex's indirect style, reflecting cultural differences. Mistakenly assuming they have agreed with each other, Sarah makes changes, which confuses Alex. Tension builds until the lecturer intervenes, clarifying communication differences. Through compromise and understanding, they create a more effective and harmonious collaboration.

Good intercultural communication practices require us to develop the ability to be aware of, and understand, the impact that language can have on individuals and groups, including our own language use. It is also about using language in a way that respects the dignity of everyone and avoids misunderstanding.

In the classroom

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

International Students - This can impact on international student engagement, learning outcomes and well-being.
Teaching and Support Staff – This can cause stress and frustration for those delivering programmes and services, which can further impact negatively on the student experience.
Colleagues from Different Cultural Backgrounds – This can cause insecurities and result in an unwillingness to engage in teaching and research collaborations.
Students and Colleagues in a Displacement Situation – Typically, difficulties in communication are likely to exacerbate existing trauma and feelings of exclusion.

Who does this type of language most impact and in what ways?

After the encounter, provide resources to deepen understanding for all involved. Consult an intercultural communication expert or cultural advocate to provide additional resources that may aid in preventing future misunderstandings.

What are the characteristics of your own cultural norms and behaviours and what has shaped these?

Know your cultural norms

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

What modifications can you make to improve your intercultural communicative effectiveness?

Identify changes needed

What constitutes appropriate communication depends on both the cultural and situational context, which together shape communicative norms. Communicative norms can differ not only from one national culture to another but also within cultures (e.g. regional differences). They are also shaped by institutional and organisational needs and contexts (e.g., professional, educational, and social). Let's explore some of the main ways in which communication norms and practices may vary depending on culture and context.

Cognitive learning outcomes

Express a further understanding and command of Spanish grammar, vocabulary and usage
Apply acquired language skills orally in a fluent and accurate manner
Develop further reading and analytical skills by means of exposure to a variety of texts
Identify complex issues in translation and have the ability to translate a variety of text types from Spanish into English and vice versa
Demonstrate an awareness of issues of central relevance in contemporary Spain and Latin America
Examine and criticize selected Hispanic literary texts

Affective learning outcomes

Justify opinions about topical issues related to Spanish-speaking cultures
Plan and monitor own strategies for effective long-term language learning

Psychomotor learning outcomes

Demonstrate advanced linguistic and cultural awareness in the completion of communicative tasks
Communicate effectively in most situations
Develop their pronunciation in Spanish

SP4243 - Spanish Language Culture and Society

Students will be examined through a global citizenship portfolio which will ask students to reflexively investigate, consider and debate avenues which may be open to them to participate as interculturally aware global citizens. The portfolio will involve students working cross-culturally through virtual learning partnerships thus enabling students to achieve an international perspective and intercultural awareness under the umbrella of Internationalisation at Home.

GC4005 Assessment and feedback

Reflection Task Question 1

In the second picture, by addressing the diverse needs of each character, equality has been achieved. This has been done not through equal distribution of resources, but instead through the allocation of targeted supports that meet each individual’s unique needs. This is an example of how putting equity into action serves as a means of achieving equality.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Materials and resources.

Offering a range of multi-modal formats
Recording and sharing lectures, captioning videos
Providing audio options for texts; digital resources that can be manipulated for accessibility
Providing alt text for images
Using built-in Accessibility Checkers when creating content.

How can learners be given a range of options to interact with course content (multi-media materials and resources)?

When key information is given, repeating this can help ensure that it is fully understood.

Targeted repetition

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

The TRIP project is adapting this framework to show that curricular and teaching enhancements needed for implementation of inclusive Internationalisation at Home (IaH) require embedding of UN SDG, EDI, UDL, CRT and IaH principles in their policies and mission statements. This will provide institutional level support to teaching staff in reviewing and implementing inclusive IaH across their curricula and teaching and learning activities.

Ask the listener to summarise what you have said rather than asking if they understand and allow time for questions. This helps to ensure comprehension without being patronising.

Comprehension checks

If appropriate, facilitate an open dialogue where the involved parties can share their perspectives in a respectful manner. Ensure that differing viewpoints are heard and discussed constructively.

How can HEIs develop and implement Internationalisation at Home in ways that support the core EU educational and societal goal of inclusion?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Learners can be given options to record tasks e.g. using audio instead of writing
Facilitate access to assistive technologies to give access to all learners (screen readers, text-to-speech software etc.)

Do the learners have accessible options for interacting with the course materials and resources?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

This section explores the types of intercultural communication challenges that can arise in the culturally diverse HE context, which are illustrated by authentic critical incidents occurring within and beyond the classroom context.

Section Two

Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

How linguistically and culturally sensitive are you in your professional communication practices, and how does this impact on accessibility and inclusion?

Know the impact of your communication style

This section introduces the notion of intercultural communication competence (ICC) and key related concepts and it highlights how developing effective intercultural communication practices can support our institutional commitment to EDI and the UN SDGs.

Section One

Introduction to Intercultural Communication

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

HEIs have options regarding which scenarios they want to implement and they can also create their own version of Virtual Exchange that suits their needs. They also have the option to implement a combination of different Virtual Exchange scenarios.

Agree

Disagree

Interrupting someone is impolite and disrespectful, irrespective of culture.

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Incorrect. Try again

Culture can be manifested in many different ways, such as in our values, everyday social norms, how we dress, and this extends to our communication styles and practices, both verbal and nonverbal (Deardorff 2020). However, we need to be careful not to attribute all differences in these areas to culture because other factors can also play a part and to varying degrees, such as individual personality and situational context. In this module, we give examples of how communication styles can differ from one culture to another, the types of challenges this can give rise to as a result and how we can become more effective intercultural communicators in order to avoid and address challenges in this area.

How can culture influence communication styles and practices?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Think of some ways you can make colleagues aware of the importance and benefits of developing effective intercultural communication skills?

Share good practices with collegaues

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

We will use the principle of Constructive Alignment to develop a model to implement an inclusive IaH curriculum.

“The fundamental principle of constructive alignment is that a good teaching system aligns teaching method and assessment to the learning activities stated in the objectives so that all aspects of this system are in accord in supporting appropriate student learning” (Biggs, 1999, p. 25)

What is a constructively aligned curriculum?

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Create an encouraging classroom culture.

Foster a safe space to learn and take risks. Encourage questions and offer feedback

Scaffold learning.

Provide assessment criteria and rubrics and opportunities to monitor learning e.g. checklists, quizzes, formative feedback

Provide opportunities to learners to seek help and provide feedback.

Provide office hours where learners can share any difficulties they might have
Provide time at the end of class for questions/feedback
Use technology in-class to capture learner relations e.g. Mentimeter

How can learners be supported in developing self-regulation or autonomy?How can learners be supported in developing coping skills?

In a research conference, Jane tailors her presentation to an international audience by simplifying idiomatic expressions and including relevant cultural references for her audience. She aims to ensure clarity and inclusivity. Her adjustments prevent potential confusion and engage all participants, highlighting her consideration for diverse backgrounds and improving overall comprehension.

Being linguistically aware enables us to modify our own use of language to ensure it is appropriate to meet the communication needs of our intended audience.

At an international research conference

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Making our communication accessible for all

As our universities internationalise, we can expect increasing numbers of students whose first language is other than the language through which we teach. Even though we may be offering designated language supports to students from diverse language backgrounds, it is important that we all make an effort to ensure that our own language use is accessible to those we interact with as part of our professional practices. This means being more precise and explicit in both our verbal and written communication and avoiding jargon and locally-used terms when essential information is being provided to ensure that the message is understood.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Using this type of language creates problems for people from different first-language backgrounds and in particular if they have varying levels of language proficiency or are not used to the language variety used in the new educational setting. For instance, problems can arise when there is a lack of familiarity with local accents or dialects. Being unable to understand the full meaning of what is being communicated can also create stress for students and colleagues from different cultural backgrounds who may be unfamiliar with these linguistic practices, and lead to miscommunication and the increased potential for communication breakdown and even conflict. Click on the button for an example.

Why should we avoid this type of language?

Although international students are typically required to pass a language exam to be admitted to a university, this does not mean that they are fully proficient in the language and are still learning it. International students will often be unfamiliar with local accents which differ from what they have been exposed to in their studies. It can take some time for students to get used to the way the language is used locally.

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Adopting a 'Plus One' Approach to implementing inclusive IaH in the curriculum

The UDL 'Plus One' Approach was developed by Behling and Tobin (2018) to provide teaching staff with a starting point to implementing UDL principles across their curricula. The 'Plus One' Approach encourages teachers to reflect on their teaching and learning practices to see where one more option for flexibility can be offered to learners in order to remove potential barriers to learning. This approach focuses on the incremental embedding of UDL where barriers exist, or, potential barriers might exist. The TRIP Project suggests that the UDL 'Plus One' Approach can be adapted to guide the incremental implementation of inclusive IaH under-pinned by UDL and CRT principles.

Reflect on curriculum design and teaching and learning activities to look at flexible options to value cultural diversity and include multicultural perspectives.

Adapting the 'Plus One' approach to include CRT activities

The UDL 'Plus One' approach (Behling and Tobin 2018)

Reflect on curriculum design and teaching and learning practices to see where one more option for flexibility can be offered to remove potential barriers to learning.

This approach focuses on incremental embedding of UDL and CRT where barriers exist, or, potential barriers might exist.

Validate the feelings of those who were offended. Recognise that cultural sensitivities vary, and what might not be offensive to some can deeply affect others.

Correct!

You have chosen the correct response.

Learning Outcome 2

Gaining an appreciation of the importance of developing inclusive Internationalisation at Home in the context of universities worldwide becoming more internationally oriented in their reach and more culturally diverse on the home campus.

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Nonverbal cues, such as hand gestures and facial expressions, have the potential to be misunderstood and should be used with careful consideration for the cultural background of the audience.

Agree

Disagree

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Correct!

You have chosen the correct response.

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

How is intercultural communication competence (ICC) related to intercultural competence (IC)?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Learning Outcome 3

Use a self-audit tool to reflect on the extent to which you are implementing inclusive Internationalisation at Home approaches in your curricula.

Learning Outcome 1

Understanding concepts and terminology associated with Internationalisation at Home in Higher Education (HE) that are introduced in this module and are integral to Modules 2 and 3 of this training programme.

Validate the feelings of those who were offended. Recognise that cultural sensitivities vary, and what might not be offensive to some can deeply affect others.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

How can developing effective intercultural communication benefit us all?

Syllabus The module aims to develop students' ability to act as interculturally aware global citizens. Students will develop an understanding of various concepts of citizenship cultural adaptation and multiculturalism. Prime Texts Orsini-Jones, Marina and Lee Fiona (2018) Intercultural communicative competence for global citizenship, Palgrave MacMillan Dower, Nigel (2002) Global citizenship: A critical introduction, Routledge Byram, Michael (2012) The Routledge Handbook of Language and Intercultural Communication, Routledge Other Relevant Texts: Apfelbaum, B., and Meyer, B., (eds) (2010) Multilingualism at Work: From Policies to Practice in Public, medical and business settings, John Benjamins.

GC4005 Syllabus and materials

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Solutions

Expanding existing language supports, e.g., writing support units or drop-in clinics, to take account of differences in language backgrounds of students. This would require tutors to be trained in how to recognise language issues that are arising as a result of students' first-language and cultural backgrounds to be able to direct students to appropriate academic supports. It would also be beneficial for designated tutors to be employed with specific skills in second language teaching to work with students from these backgrounds.
Modifying existing academic writing modules to account for a wider and more diverse student population.
Offering additional general language classes in the language of instruction and encouraging students to take them as there can be reluctance at times due to fear that they will be viewed negatively or deficient academically

Ensuring that teaching and support staff from diverse cultural backgrounds, including visiting scholars, also have access to professional support in the language of instruction.
Ensuring that language supports are centralised and offered as electives in all programmes so that all students in every subject discipline can avail of them
Raising the awareness of course directors, teaching and support staff across the university that these supports are available so that they can direct students to them according to their needs.

"I have spent many years studying English, but I still feel so anxious about my language use and everything takes me so much longer to process and understand, which makes me feel embarrassed and that I'm not the excellent student I was before." - International undergraduate Student from ChinaWhile students may have met the language requirements to attend your university, they will often still be in the process of learning the language of instruction. Not only will course materials be more difficult for non-majority language students to understand, but they are likely to experience challenges in comprehension and expression in written and spoken forms when engaging in all university activities, academic, social and cultural. This includes processing documents, communicating by email or verbally with service and support staff, interpreting signage and more. While some universities have well-established language supports for domestic students to improve academic literacy levels, they may not offer designated language supports in the language of instruction for students from non-majority language backgrounds, which are vital to the continued academic success of these students. Professional language supports can also be of great benefit to teaching and administrative support staff who may welcome the opportunity for further language development to feel more confident in their new working environment. Supports of this kind can ensure that having a different language background and cultural identity doesn't result in being disadvantaged and excluded from the academic, professional, and social commmunity of the campus.

Challenges

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

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Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Our natural speaking speed and style may be difficult to understand for newer users of a language who are often still learning. Even though they may have met the language requirements to enter the university, they are still learning the majority language of the culture and the language of instruction of the institution.

Proficiency

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

A useful definition of Internationalisation at Home has been provided by Beelen & Jones (2015) as “…the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments.” This can help us to understand how this concept is conceived and is being operationalised in universities in many parts of the world as an intentional strategy that is being actively implemented in order to offer an international educational experience to all students and enhance their intercultural skills.

What is Internationalisation at Home in the HE context?

Formality and informality can be understood as two ends of a spectrum. How each is perceived and manifested can vary from one culture to another. Areas where different degrees of formality/informality can be expected in communication are in how people address one another, use titles or first/family names, as well as in greetings and farewells to name but a few key areas of difference.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

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Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Newer users of a language may be overwhelmed by large amounts of text in a language that they are still learning. Adding visuals can aid in comprehension and will also assist those who learn better through images than through text.

Visuals to support explanation

Challenges

Making students aware of the physical and mental health care services and supports available at the recruitment, admissions and entry points to reassure them and reduce anxiety.
Providing information at orientation and regular reminders of services, supports and initiatives and how they can avail of them to encourage students to engage at times of need to improve potential outcomes.
Including a focus on health and wellbeing in intercultural training undertaken at orientation and throughout their programme of study.
Providing intercultural training to professionals working in the area of health services and supports to raise awareness of culturally related beliefs and practices in these areas and how they can impact on student attitudes and behaviour.
Offering intercultural communication training to institutional health care providers to facilitate intercultural interactions and improve accessibility in language use and intercomprehension.
By employing staff from a wider range of cultural backgrounds to provide a more tailored range of services and supports in the ways suggested (e.g., by providing care in the first languages of a more diverse campus community).

Solutions

"The stress of starting a new course and moving to a new culture at the same time without the support of my friends and family back home sent me into a deep depression, and I was too ashamed to seek help about it for over a year because I felt like I would be letting everyone down." - International post-graduate Student form India. While some universities in some contexts provide a comprehensive range of services and supports, in others they may only focus on the academic aspect of student life. As a result, some students may lack awareness that these types of services are available. Additionally, even where they are aware, they may be reluctant to avail of such services out of fear of the assumed costs involved. For students with pre-existing medical conditions, there may also be anxiety as to how they can continue their treatment in the new environment. A further key challenge that arises is that in some countries, cultural taboos may exist surrounding areas such as mental health and sexual and reproductive health, which may also deter students from acknowledging that they are experiencing issues or from seeking care even when they are struggling and at crisis point. It should also be noted that students moving from one culture to another can experience a range of related negative emotions, such as culture shock, loneliness, and anxiety. Communicating with students from some backgrounds can also be more challenging, and this problem can be exacerbated by the absence of mutually understandable language. Understanding how increasing cultural diversity is likely to impact on institutional health care and counseling services and developing a suitable, culturally responsive approach is therefore a further crucial component of our Internationalisation at Home policies and practices.

Challenges

The framework can be used as a tool for top-level reflection of our own institutional macro context, values and mission statements in relation to inclusive IaH. Institutional values and mission statements should reflect aspirations for the intentional implementation of international and intercultural perspectives that also take account of EDI and UN SDG principles. These values and intentions will also be reflected in the stated Graduate attributes to indicate the kind of graduates the institution wishes to develop.

Agree

Disagree

Politeness is a universal value, but it can be expressed differently, and this can result in sometimes conflicting practices in our everyday communication in culturally diverse contexts.

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Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Diversity (in the classroom and community) is valued and taught as a strength
Attitudes and instructional approaches demonstrate that intelligence is expandable
Students share knowledge, traditions and experiential knowledge through storytelling, biographies and family histories, chronicles and other narratives (Howard & Navarro, 2016)
Cultural capital from within the community is used (Yosso, 2005)
Students learn active citizenship for authentic problem-solving and social justice (De Cuir et al., 2010)
Students create affirmations and express values associated with learning (Steele, 2010)
Educators communicate high expectations in students’ abilities to master rigorous standards (Steele, 2010)
An environment of mutual respect among peers and between students and staff (Ginsburg, 2005)
Mistakes are communicated as opportunities that are part of learning; effort, not ability, is promoted (Marzano et al., 2001)
Positive and proactive behaviour supports are in place; behavioural expectations are clear (Fiedler et al., 2008)

Learning environment that promotes positive identity development

Clarify language.

Create glossaries of key terminology
Clarify polysemous words
Use content and language integrated approach
Permit translanguaging where appropriate
Use multimedia to illustrate meaning/decoding
Develop effective classroom communication practices

How can learners be supported in understanding discipline-specific language?How can learners be supported with language needed to learn? How can cultural perspectives be considered? Do discipline-specific notations and symbols need explanation?

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Until the last decade, internationalisation in HE was largely characterised in most countries by internationalisation abroad, especially in support of the mobility of an elite subset of students and staff and driven by economic motivations and global, national, and regional rankings (de Wit 2020). Within the European education space, the internationalisation process began with ERASMUS, which created common understandings, drivers and mechanisms for internationalisation in universities in EU member countries. This was further reinforced by the Bologna Process. These developments highlighted the need to increase international study programmes, to develop new teaching and learning methods, and to focus on quality assurance and diploma recognition on an international scale. More recently, as the number of international students attending universities has grown significantly bringing increased cultural diversity, universities have turned their attention to Internationalisation at Home in order to address the new challenges and opportunities that have arisen. A values-based and more systematic approach to internationalisation at home is starting to be developed by many universities, informed by European Commission and national education policies and guidelines in this area (de Wit et al. 2015).

Why has Internationalisation at Home in HE become a priority for universities in the EU?

Offer context about the topic's relevance to the discussion or the curriculum and its educational value. Explain that the intention was not to offend but to foster critical thinking and awareness.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Graduated scaffolding of learners.

Use a range of scaffolds to support learners through the learning process
E.g. provide prompts/tasks, checklists, timelines
Have course goals, course schedule and assessment in an accessible place for learners
Provide clear checkpoints with constructive, timely and actionable feedback
Develop learner strategies and scaffold self-monitoring of progress through reflection e.g. using reflective portfolios; online quizzes
Providing guidelines regarding time it will take to read text, listen to audios, complete assignments may be helpful

How can all learners be supported in regulating their own learning to become strategic and goal-directed learners?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

An essential prerequisite for effective intercultural communication is an open mindset. Sociologist Milton Bennett (1993) describes a process which involves moving away from an ethnocentric perspective to an ethnorelativistic one in his Developmental Model of Intercultural Sensitivity (DMIS). In brief, he defines ethnocentrism as experiencing one's own culture as central to reality and the norm by which other cultures are compared, without questioning the beliefs and behaviours associated with it. By contrast, ethnorelativism refers to the "opposite of ethnocentrism—the experience of one’s own beliefs and behaviors as just one organization of reality among many viable possibilities" (Bennett 2004, p.62). Next, we explore cultural assumptions that are linked to each of these two distinct perspectives and how they influence our interpretation of different types of communication practices.

How can effective intercultural communication practices be developed?

Clarify links between key concepts and learning goals.

Throughout course make connections between key ideas/concepts to course learning outcomes and real-world contexts

Provide clear course outline and checkpoints.

Help learners track their progress through the course by providing a detailed outline of lectures, topics, themes, assessment etc. to help learners check their progress
Organise course into logical thematic chunks with optional checkpoints for learners
Help learners reflect on learning, activate schemata linking new to old knowledge using various means (e-portfolio, group discussion)
Technology: develop critical digital literacies to support learning
Collaboration: Learners work in diverse/multicultural groups to expand learning from different perspectives

How can learners be supported in constructing meaning and new knowledge from accessible content?

Clarify course learning goals.

Make the course learning outcomes clear and connect materials and assessment to the course outcomes and goals

Use structured class/lecture routines.

Provide clear lecture/session goals or checklist
Review learning at the end of learning session and provide clear post-session activities

Foster sense of community in the classroom.

Promote value of diversity and intercultural perspectives. Give rationale for peer-learning. Use multicultural groups.

Learner choice to engage in the classroom.

Provide options about how to answer questions in class, give presentations (reduce anxiety around engagement)

Person-centred approach.

Try to engage with students and ask them about their strengths and weaknesses - their learning strategies, how they like to learn (alone, in groups, etc.)

How to link learning to meaningful real-world experiences?How to foster sense of inclusion and community? How can educators help learners engage in their learning and become successful autonomous learners?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Agree

Disagree

Silence or a lack of response can have different meanings and we should be careful not to always view this as negative necessarily.

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

On the university campus, unconscious bias can manifest on every level of interpersonal relationships. Some examples include: a name bias (for a familiar name or against a foreign-sounding name), an appearance bias (for or against certain physical attributes), an accent bias, and a non-verbal bias (allowing certain forms of body language to influence perception). These biases influence us even when they are in direct opposition to our espoused beliefs—and sometimes in opposition to our own lived experience. This is because unconscious biases are just that—unconscious. We aren't aware of them and how they influence our behaviour. You can read more about unconscious bias and how to address it here:

Biases are personal or learned impressions that give rise to assumptions, actions, and attitudes that reinforce stereotypes and lead to discriminatory behaviour. Research in the area of implicit (or unconscious) bias, which are terms that are often used interchangeably, has revealed that people of all backgrounds show unconscious preferences on the basis of gender, race, cultural background, sexual orientation, physical impressions, or other aspects of identity, and that they favour the group with which they identify — despite claims or beliefs that they have no preference. The (often unconscious) preference for people who share similarities with ourselves is known as affinity bias. This means being biased based on perceived similarities or “affinities” in terms of experience, cultural background, linguistic similarities, interests, or heritage. Often, these similarities are also defined in terms of self-attributions, which are also informed by self-perception of one’s own attributes, thus creating a bias and can lead to stereotyping. For example, meeting someone while abroad who speaks the same language, is of a similar age and/or ethnicity, while being surrounded by those that aren’t, might lead to an affinity bias. The reverse is also possible: instead of embracing differences in culture and heritage, an affinity bias might cause a rejection of diversity. Unconscious bias often includes preferences based on aspects of our own cultural identities.

Direct instruction

Explicit instruction of new vocabulary with concrete or visual representations (Piazza et al. 2015)
Assignments allow students to construct knowledge and make meaning of the world
Metacognitive strategies are taught to help students manage their learning
Examples and analogies from students’ lives are integrated into teaching and learning (Villegas & Lucas, 2002)
Teachers are aware of their classroom language and use language to scaffold learning
Reduce distractions to support sustained engagement with critical material

SP4243 Teaching and learning activities

The module uses an authentic text as part of a weekly task that deals with topics related to cultural and social issues. It aims to develop cultural competence and reading skills. It also includes debates where the difference between responsible and sustainable tourism and mass tourism are discussed, what it means to us, and how tourism impacts Ireland.

Cognitive learning outcomes (knowledge, understanding, application, analysis, evaluation, synthesis)Students should be able to:

Use a broad range of grammatical structures and vocabulary revised ad introduced during the semester with an appropriate level of correctness
Present in German (in both writing and speaking) their own analysis of aspects of the German-language cultures and societies studied
Recognise individual strengths and weaknesses

Affective learning outcomes (attitudes and values) Students should be able to:

Discuss in German their own viewpoint on aspects of the German-language cultures and societies studied

Psychomotor learning outcomes (physical skills) Students should be able to:

Produce comprehensible German pronunciation, including intonation

GE4242 - German Language, Culture and Society 2A

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Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Learning Outcome 2

The importance of effective intercultural communication as a key transversal skill today.

Why has Internationalisation at Home in HE become a priority for universities in the EU?

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

What kind of language should we avoid?

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When language is accessible, it means that it is easily understandable, clear, and inclusive for a wide range of individuals, including those with varying language proficiency levels, cognitive abilities, and cultural backgrounds. Accessible language ensures that information, communication, and content can be comprehended and engaged with by as many people as possible, regardless of their differences or limitations.

Accessible

Correct

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Intercultural Communication Competence (ICC) is typically viewed as the "ability to interact effectively with people from other cultures" (Byram 1997). Studies in this area are concerned with describing communication processes and norms amongst groups and individuals from varied cultural backgrounds and the role that culture plays in shaping these aspects.

What is intercultural communication competence?

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

How can culture influence communication styles and practices?

Virtual Exchange preparation for study abroad

Students going on Erasmus will meet someone from that country to share knowledge about the university, language and culture of the exchange destination.

The importance of developing good intercultural communication skills has been highlighted in many professional contexts and is of particular importance in universities which are internationalising and attracting students and staff from more diverse cultural backgrounds. Developing a more open mindset is an essential first step towards becoming more culturally sensitive in our intercultural communication practices. Being aware of the types of cultural biases and stereotyping that exist in all cultures is also vital if we are to change discriminatory attitudes and practices in our own professional context and become more respectful and inclusive in our intercultural communication.

Becoming culturally sensitive communicators

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

An essential prerequisite for effective intercultural communication is an open mindset. Sociologist Milton Bennett (1993) describes a process which involves moving away from an ethnocentric perspective to an ethnorelativistic one in his Developmental Model of Intercultural Sensitivity (DMIS). In brief, he defines ethnocentrism as experiencing one's own culture as central to reality and the norm by which other cultures are compared, without questioning the beliefs and behaviours associated with it. By contrast, ethnorelativism refers to the "opposite of ethnocentrism; the experience of one’s own beliefs and behaviors as just one organization of reality among many viable possibilities" (Bennett 2004, p.62). Bennett emphasises the three core values of tolerance, respect, and empathy which are developed through active engagement with and reflection on diverse cultural interactions. His model is widely applied to foster open-mindedness and enhance the ability to empathise with various cultural perspectives. Next, we explore cultural assumptions that are linked to each of these two distinct perspectives and how they influence our interpretation of different types of communication practices.

How can effective intercultural communication practices be developed?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Learning Outcome 1

Apply a Curriculum Development Framework to guide the implementation of inclusive Internationalisation at Home in the curriculum.

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Why should we avoid this type of language?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Step 1: Review intended learning outcomes Step 2: Review content, materials & resources Step 3: Review learning & teaching activities Step 4: Review assessment & feedback

Use the constructive alignment model as a guide.

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Correct

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Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Learning Outcome 3

Exploring how inclusive Internationalisation at Home can support the advancement of Equality, Diversity and Inclusion (EDI) as well as the UN Sustainable Development Goals (SDGs), and expand approaches to Culturally Responsive Teaching (CRT) to Universal Design for Learning (UDL).

Learning Outcome 3

Common intercultural communication challenges in culturally diverse universities today and suitable strategic responses.

Incorrect. Try again

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Learning Outcome 4

Recognising needs and challenges that arise for teachers, support staff and students as our campuses become more culturally diverse and globally interconnected.

What is intercultural communication competence?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Acknowledge the incident promptly. If possible, pause the discussion or class to address the concern immediately and ensure everyone feels heard.

Accessible

When we are interacting with students and colleagues in relation to the various institutional services and supports, it is always good practice to avoid using unduly complex language and by using full, grammatical sentences. The accessibility of the message content can also be checked using AI assistive technologies, and the language can be simplified accordingly.

Irina, a university IT technician, wishes to send a notification of a software update to all students and is cognizant of the need to avoid the use of overly complex instructions or jargon. She makes use of AI language-checking tools to make the notification accessible to all students by ensuring that the language level of the email can be fully understood and acted upon by all students so that no student group is disadvantaged by their language background. Her email notification results in fewer queries being raised in relation to the update, and many more students are successfully able to do their work without issue.

Service notification via email

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Interactional norms can vary in areas such as the pace, tone, and volume of speech, the frequency of interruptions and how we perceive them, expectations around answering questions, and the use or absence of small talk, which are all culturally variable.

Learning Outcome 4

Create an action plan to (further) implement inclusive Internationalisation at Home in your curricula.

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

This section focuses in a very practical way on strategies we can all use in our professional practices to embed inclusive intercultural communication across the culturally diverse campus for the benefit of all.

Section Three

Becoming Effective Intercultural Communicators in HE Contexts

Acknowledge the incident promptly. If possible, pause the discussion or class to address the concern immediately and ensure everyone feels heard.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Learning Outcome 1

Intercultural communication as a concept and cross-cultural assumptions that are commonly made.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Virtual Exchange online project with short physical mobility

Students from different universities work together online on a project and meet at some point as part of their project.

Reflection Task Question 2

Researchers have mapped the types of supports that universities are developing to address the diverse needs of learners to ensure greater equitability and inclusion. Studies show there is a disparity in the range of supports provided, and that while many universities are supporting learners with disabilities (such as by offering assistive technologies, additional time in exams, and more accessible campus buildings), learners from other marginalised groups, such as those from non-majority language and cultural backgrounds, often receive less attention and support because their needs may not be recognised or understood. As campuses become more culturally diverse, universities need to take greater account of the additional challenges faced by international students and staff and develop better-tailored services and supports as part of an inclusive Internationalisation at Home approach. How this can realistically be achieved will be highlighted in Section Three of this module.

The principle of Multiple means of Action & Expression provides guidelines based on knowledge of how students learn.
This can be related to skills, learning preferences or learning styles. Learners should be given a number of options for how they interact with learning materials and demonstrate their knowledge drawing on their skills and strengths.
The use of executive functions that help manage the different stages of the learning process is important in helping learners to become strategic and goal-oriented learners. Learners should be guided in moving from acquiring 'lower-level' knowledge and skills into 'higher-level' functions.
Examples of these functions include: finding and using information, creating new knowledge, setting goals, maintaining focus and monitoring progress.

Strategic and Goal-oriented learners

Include flexible options for physical engagement, expressive skills and fluency, and executive functions, e.g. decision-making.

Multiple means of Action & Expression

How can I do this?

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Be Precise and Transparent - We should aim for language use that is precise and transparent in all interactional encounters and communication we engage in professionally.
Use Internationally Recognised Language Norms - We should use the kind of language that is more widely understood and accepted internationally rather than lesser-known phrases and grammatical forms. This is of particular importance when key information is being given.
Check Comprehension - We should check that the key information has been accurately received but avoid asking “do you understand” as this might seem patronising and not indicate that the message has been fully understood.

Click on the button for an example.

How can we make our language use in HE more accessible?

This section highlights the types of needs and challenges that internationalisation is bringing to all aspects of campus life and how an inclusive approach to Internationalisation at Home can address these needs and challenges for the benefit of all.

Section Three

Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Learning Outcome 6

Understanding how you can contribute to advancing best practice in intercultural communication in your institutional context.

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Learning Outcome 5

The importance of developing culturally sensitive communication practices in all aspects of university life.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Virtual Exchange as a stand-alone activity

Students participate in a Virtual Exchange to get a badge or credits to develop their intercultural communication skills (this could also be in lieu of an Erasmus mobility).

Students will be working in pairs and as open class during the weekly tasks. This module consists of continuous formative assessment with weekly tasks. The activities students will complete include reading comprehension of the authentic text, focusing on the meaning of the linguistic forms (true or false question-type, choosing the right meaning of the sentence), and group and pair discussions as part of a debate.

SP4243 Assessment and feedback

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Incorrect. Try again

In many countries, increasing inward migration has led to calls for teachers from all discipline subject backgrounds to develop the skills and knowledge needed to teach migrant students from culturally diverse backgrounds and with varying abilities in the language of instruction. This has led to a focus on the need to develop and implement CRT and language-sensitive teaching and learning across the curriculum for all subject teachers (Farrell and Masterson 2023).

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

As professionals working in the culturally diverse HE context, it is important that we are aware that communication norms and styles vary from one culture to another. This can help us to avoid miscommunication, misunderstanding and conflict. For example, in the context of professional interactions, features of communication such as directness, politeness, body language and eye contact, interruptions and turn-taking may vary depending on one's cultural background. This can extend to the classroom as well in terms of the extent to which students from some backgrounds are more or less likely to respond and engage with questions and discussions. Students may also be unfamiliar with the primary mode(s) of formal communication in HE contexts, such as emails and automated messages, and as a result, can find it difficult to engage with them in appropriate ways. Recognising these differences and challenges can help us all to become less judgmental and more supportive of newcomers from different cultural backgrounds.

Acknowledging different communication styles and norms

Challenges

Developing and/or expanding additional needs services and centralising their delivery across the university for systematic planning purposes with regular needs analysis studies undertaken in relation to the changing cultural profile and requirements of the university.
Making students aware of the range of additional needs services available, including assistive technologies, and how they can access and use them. This information should be made available at the points of recruitment, application and entry to the university so that both prospective and incoming students can feel reassured that their needs can be met in the new environment. Further information sessions can be held at orientation and routine reminders can also be issued by course directors and teaching staff and professional support services at regular intervals.
Developing understanding and a more positive mindset in relation to additional needs and how they can be accommodated is also vital to ensuring that international students and staff avail of the supports they need. This can be achieved by providing intercultural training that explores how different types of disabilities are viewed in different cultural contexts and the nature of the supports that are provided in education, with students encouraged to share their experiences and knowledge with sensitivity.
Providing opportunities for tailored intercultural training for support staff working in additional needs service roles so that they can better understand the cultural sensitivities and barriers to access involved.
Liaising with designated translation services to ensure related documentation is processed accurately and in a timely way.

Solutions

"I didn't even know I had dyslexia until I went to study abroad because in my culture nobody talks about it and there are no systems in place to diagnose or accommodate it." - International PhD Student from Indonesia. Many universities have developed and embedded supports, which may include assistive technologies, to accommodate the additional needs of those with physical or learning disabilities or those with diverse learning styles, in recognition of the need for universities to be equally accessible for all and to provide equitable opportunities. However, there may be a lack of familiarity in relation to these types of services and supports on the part of some international students and systems may not be in place in some contexts to diagnose students, which means that they may lack awareness of their own needs and of any supports available. Moreover, stigmas may exist within some cultures surrounding the diagnosis and acknowledgement of disabilities and differentiated learning, which may result in students being reluctant to actively seek assistance for fear of losing status and respect and because they may fear the financial costs of such supports. Professionals working in disability and related support services may find themselves challenged in a number of ways as our universities become more diverse. They may be unaware of the cultural sensitivities involved, or that students may even lack the language to express their own specific additional needs. This can be exacerbated by the fact that an initial formal diagnosis may not have been made, or that related documentation may be missing, incomplete, or in an unfamiliar language. As our universities strive to become more inclusive in support of EDI, it is important that our international students enjoy the same benefits as domestic students so they can fulfil their academic potential.

Challenges

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Becoming culturally sensitive communicators

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Solutions

Critically investigating existing services and supports to see if they are suitable for the changing demographic profile of the institution.

Evaluating the language used in existing student-facing documents to ensure it is written in a way that is fully accessible to those less familiar with the majority language of your institution.

Ensuring our university admissions and academic registry offices work closely in conjunction with our international offices to allow applicants and incoming students to fully understand differences in academic norms and systems as well as providing intercultural training for staff to raise their awareness of cultural differences of this kind so that they can better guide applicants.

Incorporating information about key institutional terminology and roles of university staff and support offices into orientation, providing further instruction in support modules for international students.

Additional support officers and academic advisor roles can also assist in guiding students in this area, and they would therefore also benefit from intercultural training to be able to identify and address these types of challenges.

"When I first arrived, I found it really confusing because I had to register for my own classes, and I didn't understand what different words meant, such as a 'course' and a 'module', and I was too embarrassed to ask." - International PhD Student from Saudi Arabia. International students may be joining your university from a country where there may be different academic norms and systems. This can be manifested in areas such as different application and registration processes and varying systems of awarding credits. There may also be a lack of familiarity with key institutional terminology and roles (for instance, the difference between a lecture and a tutorial, a core module vs. an elective module, and in general, how systems and processes are labelled and referred to, which is often by unfamiliar and inaccessible acronyms or abbreviations, names of important offices or departments). Challenges also arise when key information provided for students in institutional documentation is not accessible in terms of being written in language that is easier to understand for both domestic and international students whose first language may be other than the majority language of your institution. These differences can lead to students feeling confused and disempowered. Moreover, they may not know who to contact about resolving issues when they arise, all of which can impact negatively on their well-being as well as disadvantaging them in terms of their academic performance.

Challenges

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Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Universities all over the world are actively involved in internationalising, and this is changing the world of higher education. Knight (2008) highlights that Internationalisation in HE involves two key components, Internationalisation Abroad and Internationalisation at Home, which are constantly evolving and becoming increasingly intertwined (ibid. 2008, p.22-24). Internationalisation Abroad can be understood as all forms of education across borders, such as mobility of people, projects, programmes and providers, while Internationalisation at Home focuses on activities that develop international or global understanding across the academic curriculum and intercultural skills. The fundamental premise underpinning this professional development programme is that a Responsible International University (RIU) is one that is driven by the core value of inclusivity. The focus of this programme is therefore on how Internationalisation at Home can be developed in a way that recognises and addresses the needs of all members of the campus community irrespective of their background.

How does Internationalisation at Home relate to the global phenomenon of universities becoming more international?

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How does Internationalisation at Home relate to the global phenomenon of universities becoming more international?

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Body language

Use universally-known body language and facial expressions to support communication

Reinforce the institutional commitment to diversity and inclusivity. Emphasize that the university should be a safe space for open dialogue, respecting differing viewpoints.

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Incorrect. Try again

What is meant by effective intercultural communication?

What kind of language should we avoid?

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Clarify any misunderstandings that might have contributed to the offence. Help the people involved understand the intention behind the discussion and its implications.

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Independent practice

Allow for student choice on assignments/topics to increase relevance

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

It is important that we understand how we can adapt our own professional communication practices in ways that support a university-wide approach to inclusive Internationalisation at Home.

Developing linguistically and culturally sensitive communication practices in our spoken and written professional encounters can ensure greater accessibility and inclusion in support of inclusive Internationalisation at Home, our commitment to UN SDGs, EDI, UDL and CRT more widely.

Learning about our own communication practices and those of people with different cultural identities can help us to become more effective intercultural communicators.

Final review

How can I do this?

Highlights the importance of learner-centred approach to education that considers learners' needs, interests and learning preferences.
Educators need to consider ways to motivate learners, highlight saliency and relevance of the learning goals and provide learner choice in how they engage in their learning.
Draws on socio-cultural theories of learning and encourages educators to adopt practices to support learners through scaffolding and helping learners develop strategies to help them persist in their learning and become successful, autonomous learners.

Motivated, interested and successful learners.

Include flexible options for creating interest, sustaining effort and persistence, and self-regulation.

Multiple means of Engagement

A resource bank of online links on gender to raise awareness of the different SDGs. The UN SDGs mapped to this reading material are:

SDG 5 - Gender equality, target 3 End all forms of discrimination against all women and girls everywhere, and target 5 ensure women's full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life.
SDG 10 - Reduced inequalities, target 2 By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
SDG 16 - Promote peaceful and inclusive societies, target 3 Promote the rule of law at the national and international levels and ensure equal access to justice for all.

This choice of materials also align with the UL Graduate Attributes in that students learn to become empathetic, collaborative, and personally, socially and ethically responsible.

GE4242 Materials

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) On completion of this module, students will:

Develop intercultural competence and an ability to engage as active global citizens
Demonstrate an understanding of intercultural communication and concepts such as cultural adaptation and multiculturalism.
Analyse and respond to culturally significant values and perceptions

Affective (Attitudes and Values) On completion of this module, students will:

Think about and reflect upon their own values and those of others and what's important to them and critically analyse the role of ethics in shaping these values

Learning Outcomes aligned to the institutional values and missions GC4005 - GLOBAL CITIZENSHIP AND INTERCULTURAL COMPETENCE

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Intercultural communication and cross-cultural communication are often used interchangeably as terms, but distinctions can be made. Intercultural communication is primarily concerned with exploring similarities and differences in communication styles, assumptions, values, norms, and behaviours from one culture to another, with a view to developing strategies to enhance mutual understanding and minimise misunderstandings. Cross-cultural communication, on the other hand, focuses more on the impact of cultural differences in intercultural encounters. In this module, our main focus is on the first area, that is intercultural communication, but we also explore cross-cultural assumptions and behaviours as an essential starting point (Gadykunst 2003).

Is intercultural communication the same as cross-cultural communication?

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Solutions

Offering intercultural training that has a highly practical component with a view to building resilience and empowering newcomers to be able to successfully navigate their way in the new social and cultural environment.

Establishing a buddy system which brings together domestic and international students and staff to acclimatise newcomers to the new ways of living, studying, and working while fostering intercultural exchange and growth.

Tailoring our institutional services to the needs and requirements of a culturally diverse campus in areas such as catering (e.g., providing Halal food options to students and staff with a Muslim background), providing places of worship for members of different religious communities to practice their faith, providing accommodation options that take into account different cultural preferences but at the same time promote opportunities for intercultural socialisation.

Raising awareness of existing clubs and societies among newcomers to foster social integration as well as expanding their range and scope to account for the interests of a more diverse cultural community (e.g., clubs for sports that may not be practised in the home community but are important for international students)

"I didn't realise how much I relied on my family until I moved abroad, but I'm so alone here. Even the most simple errands can be such a huge challenge. I feel so foolish asking people to help me with such basic things, and sometimes I don't even know who to ask for help." - International post -graduate Student from Algeria Students and staff joining your university from another country will not have access to the social and cultural connections and supports they were familiar with and benefited from in their home environments. Moreover, a lack of familiarity with the new host culture and social norms can impede their social integration and result in social isolation and this can be exacerbated by a lack of language proficiency and intercultural understanding. It is also not uncommon for newcomers to experience difficulties identifying and availing of services and supports in their new institutional setting and existing social services and supports are likely to have been designed for domestic students and staff and may not yet take account of the growing cultural diversity on the campus. This may mean that students and staff with different religious beliefs and practices, varying dietary requirements and preferences are not being sufficiently catered for on the campus. International students may also experience greater challenges than can be expected for domestic students and staff in accessing essential services such as accommodation, banking, shopping and transport, all of which can impact negatively on the quality of their everyday lives and prevent them from thriving in the new social and cultural environment.

Challenges

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Correct

Correct!

Acknowledging different communication styles and norms

The concept of IaH has received growing attention especially since it was incorporated in 2013 into the first EU Commission European Higher Education strategy- European Higher Education in the World (COM/2013/499). Beelen and Jones (2015: 69) defined it as ‘the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments. Meanwhile, in their definition, de Wit et al (2015) aligned IaH to the social mission of universities to the betterment of society more widely whereby it involves “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, staff, and to make a meaningful contribution to society”. However, despite the growing political and academic interest in developing IaH initiatives in higher education, there has been a lack of clarity as to what it means in practice and how it can be sustainably achieved, with the absence of a coherent and comprehensive approach, that can drive and embed IaH across all aspects of university life. The Erasmus + TRIP project has developed such an approach which is introduced in this module and further highlighted in Modules 2 and 3 of this training programme.

What is Internationalisation at Home in the HE context?

When key information is given, repeating this can help ensure that it is fully understood.

Targeted repetition

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Ask the listener to summarise what you have said rather than asking if they understand and allow time for questions. This helps to ensure comprehension without being patronising.

Comprehension checks

Agree

Disagree

Addressing someone by their first name is more friendly and approachable these days.

The TRIP project aims to create a transformative educational experience for all students by supporting higher education institutions to implement inclusive IaH principles at the level of institutional values and policies, curriculum design, and in teaching, learning and assessment activities. This is important in an increasingly globalised world where it will be necessary for graduates to have the necessary internationalised perspectives, intercultural competence and transversal skills to work as global citizens.

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Correct!

You have chosen the correct response.

If appropriate, facilitate an open dialogue where the involved parties can share their perspectives in a respectful manner. Ensure that differing viewpoints are heard and discussed constructively.

The main text that has been chosen to link to the UN SDGs is an authentic piece of writing - an article from the Spanish newspaper 20minutos entitled 'The Ban on Tourist Apartments in Palma de Mallorca'. This text will serve as a reading comprehension exercise, where students will work on their skills as well as the contents being linked to different SDGs. The UN SDGs mapped to this reading material are:

SDG 8 - Decent work and economic growth, in particular, target 3 Promote policies to support job creation and growing enterprises.
SDG 11 - Sustainable cities and communities, in particular, target 1 Safe and affordable housing
SDG 12 - Responsible consumption and production, in particular, target 2 Sustainable management and use of natural resources

This choice of materials also align with the UL Graduate Attributes in that the students will learn to become socially, ethically and sustainably responsible.

SP4243 Materials

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

In this section, you will use the Constructively Aligned Inclusive Internationalisation at Home curriculum framework introduced in Section One to analyse your own curricula.

Section Three

Self-audit of your own curricula to inform implementation of IaH

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

The UDL principle of Multiple means of Representation focuses on how learners perceive and understand information. It takes account of the fact that learners perceive, understand and process information in different ways and this can be related to their learning styles, previous education, disability, language or culture.
This principle prompts educators to consider a variety of formats they use to present information to their learners. Are a variety of modalities used to meet the varying needs of diverse learners?
It also calls on educators to look at the information provided in lectures, materials or resources to see if it needs decoding (terminology, symbols) or prompt them to consider whether extra scaffolding is needed to support learning.

Resourceful and knowledgeable learners

How can I do this?

Account for differences in perception; language, expressions, and symbolism; and comprehension and include flexible options to address them.

Multiple means of Representation

Clarify any misunderstandings that might have contributed to the offense. Help the people involved understand the intention behind the discussion and its implications.

Be Precise and Transparent - We should aim for language use that is precise and transparent in all interactional encounters and communication we engage in professionally.
Use Internationally Recognised Language Norms - We should use the kind of language that is more widely understood and accepted internationally rather than lesser-known phrases and grammatical forms. This is of particular importance when key information is being given.
Check Comprehension - We should check that the key information has been accurately received but avoid asking “do you understand” as this might seem patronising and not indicate that the message has been fully understood.

Click on the button for an example.

How can we make our language use in HE more accessible?

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Learning Outcome 4

Recognising your own communication style and how to enhance its effectiveness from an intercultural perspective.

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Use body language

Use universally-known body language and facial expressions to support communication

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

GC4005 Teaching and learning activities

The module will be delivered online as a problem-based learning module. The module responds to the need to develop key skills in intercultural competence and global citizenship. Through their global citizenship portfolio, students will have to collectively respond to and solve a number of problems, thus encouraging students to engage in critical thinking and creative problem-solving.

Reinforce the institutional commitment to diversity and inclusivity. Emphasize that the university should be a safe space for open dialogue, respecting differing viewpoints.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

In what ways are your cultural norms similar or different to those of your colleagues, students or anyone else you communicate with professionally?

Know the cultural norms of others

Agree

Disagree

It is good to be open to flexible interpretations of time and understand that punctuality might vary.

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Correct!

You have chosen the correct response.

Learning Outcome 2

Adopt Universal Design for Learning and Culturally Responsive Teaching as inclusive pedagogical approaches to implement inclusive Internationalisation at Home.

Virtual Exchange as a component of a course

Students participate in a Virtual Exchange as part of their course (see examples of good practice), and it will form part of their overall grade.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

When we are interculturally aware, we are able to recognise the benefits and challenges around diversity and create a more welcoming, supportive and inclusive environment. This is a central aspect of intercultural communication competence.

In a university orientation for new students, the administrator, Mr. Patel, ensures linguistic sensitivity by acknowledging the diversity of the audience and highlighting how it contributes to a rich learning environment and makes a point of identifying their linguistic and cultural backgrounds in order to make them feel welcomed and included. He highlights a mission statement celebrating diversity along with strategies and supports available to help students who are experiencing any kind of language or cultural difficulties.

Orientation for the students

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

When others share their cultural perspectives, acknowledge these as opportunities for learning and growth, including your own. This enables all involved to enhance their cultural knowledge and intercultural understanding.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

This section introduces the concept of Internationalisation at Home (IaH) in the broader context of internationalisation in Higher Education (HE). It also explains why IaH in HE must be developed in a way that is inclusive for all members of the campus community and embedded across our institutions.

Section One

Key Concepts Relating to Internationalisation at Home

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Agree

Disagree

Providing direct, honest feedback is always the best approach.

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Assessment

Give students a choice of assessment; develop authentic assessment
Corrective/formative feedback is clear and is explicitly framed by and linked to high standards

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Give relevant examples

Give examples that are relevant to your listener to help convey the intended meaning

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Communicating in linguistically and culturally responsive ways

Bringing local and global societal challenges into the classroom and fostering related critical thinking and problem solving

Promoting respect for student differences

Modelling high expectations for all students and maximizing active participation and engagement

Recognising and actively addressing bias at the systemic and individual levels

Collaborating with diverse cultural groups in the local community

Critically interrogating our own cultural norms and assumptions and encouraging learners to do likewise

Reflecting on what Cuturally Responsive Teaching in HE means in practice

Drawing on students' culture to shape curriculum and instruction and maximize opportunities for intercultural encounters and intercultural learning

In what ways can the TRIP approach to inclusive Internationalisation at Home be of relevance to all HEIs and have an enduring positive impact?

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Expressions of politeness are often deeply tied to cultural norms. These can include the degree of disclosure of personal information, perceptions in areas such as personal space, obligations, offers and requests, and the consideration given to both positive and negative face.

Some cultures place value on direct communication as it is seen as more efficient and to the point, while in others, indirectness is seen as more appropriate. Indirectness can be manifested as tentativeness, offering suggestions or asking questions rather than making direct requests or giving direct commands.

A community of learners

Cross-cultural conversations that challenge dominant perspectives (Howard & Navaro, 2016)
Collective, cooperative, and collaborative learning
Reciprocal strategies used to discuss new content, learn from peers and increase students’ oral language usage, fluency and comprehension (Piazza et al., 2015)

Give relevant examples

Give examples that are relevant to your listener to help convey the intended meaning

Language use can change depending on the context, for example, professional meetings or emails vs. more casual communication and norms can vary from one culture to another. Cultural norms can influence the nature of the vocabulary and grammar that are used in different types of spoken and written communication from one context to another (e.g. in professional conversations, emails, and announcements).

In this module, a curriculum development framework will be introduced to guide faculty in implementing the TRIP inclusive IaH approach in the curriculum. The curriculum framework has been informed by outputs from the Erasmus+ ATIAH project (ATIAH 2018) and learning and teaching scholarship relating to models of curriculum design based on Constructive alignment theory. Practical guidelines will be presented on how an inclusive IaH approach can be implemented through the integration of Universal Design for Learning and Culturally responsive teaching pedagogical approaches. The module will also introduce examples of best practice and a self-audit tool, to provide guidance to teaching staff in reviewing different areas of their curricula, using the curriculum framework as a guide.

Overview

Solutions

Challenges

As a crucial starting point, teaching staff should make an effort to draw the cultural backgrounds of their students and encourage them to share their insights.

Encouraging students registered in EU universities to avail of opportunities for Erasmus mobilities can also enable them to gain an international student experience. However, not all students are able to take part for a variety of reasons, including financing, caring responsibilities, etc. This is why alternative Erasmus offerings must also be created, for example by embedding virtual exchanges in modules. Students could also be encouraged to participate in Blended Intensive Programmes (BIPs), which are short 5-30 day programmes that have an embedded virtual component.

To decolonise the syllabus and education more generally is the act of identifying and confronting discourses of oppression, bias, and stereotyping. In so doing, the classroom can become a space of inclusion and equity. By being mindful of this, teachers can create experiences in the classroom that allow students “opportunities […] to express experiences, processes, and effects of colonization and its historical and current realities and provid[e] a set of shared stories that students can then draw on throughout the course to express the new understandings of colonization that emerge” (Iseke-Barnes 2008).

All of these are ways in which students from all backgrounds can be offered an inclusive and relevant international educational experience.

I was disappointed to see that most of the content we were covering in class had little relevance to my background and experiences which I felt was a missed opportunity for intercultural learning’ International post-graduate student from China. Materials used in teaching and learning are often steeped in cultural traditions and references of the majority culture of the country or region. This means that the knowledge, traditions and values of students from other cultural backgrounds may not be adequately represented and diverse cultural perspectives in general. A key challenge for teaching staff in all subject discipline areas is to ensure that the curriculum reflects more global perspectives in order to encourage a more open mindset. In support of the values associated with the UN SDGs, there should also be a focus on including views and experiences from countries at different levels of economic development (e.g., Global North-South) which can be reflected in order to decolonize the curriculum. Terms such as “decolonising the syllabus” or “decolonising the curriculum” take into account the effects of decolonisation. As Tuhiwai (1999) writes: “Decolonizing, once viewed as the formal process of handing over the instruments of government, is now recognized as a long-term process involving the bureaucratic, cultural, linguistic and psychological divesting of colonial power”.

GE4242 Teaching and learning activities

Students engage in a virtual exchange with other learners of German from Spain, Slovakia and France. In weekly online workshops, students receive an introduction to the topic of gender. In international groups, they identify and address the issue through research conducted in the form of reading or surveys. They then create a project to address the issue they have identified. They present their project in the form of an online presentation followed by a Q&A session. After their presentation, students reflect on their experience in terms of language learning, intercultural communication, digital skills and responsible citizenship.

Making our communication accessible for all

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Allow offended individuals to express their feelings, concerns, and perspectives. Listen actively without judgment, showing empathy and understanding.

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

We must be careful not to assume that acronyms, jargon, titles, names of services and institutional-specific terminology are similar in all HE contexts and we should explicitly highlight to newcomers the terms we use in our working practices.

Marcene, a lecturer who just started her job in a university in a new country was confused by terminology, references, and acronyms that were routinely being used in meetings. She was relieved when some colleagues made the effort to explain the unfamiliar terms so that she could understand them and as a result was able to overcome this obstacle and actively contribute to discussions.

Communication in meetings

Learning Outcome 5

Understanding how inclusive Internationalisation at Home can be promoted in HE at the levels of policy, teaching and learning, and communication.

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

How does your personality and background influence the way you communicate?

Know yourself

This section focuses on how inclusive Internationalisation at Home can support Equity/Equality, Diversity and Inclusion (EDI), Universal Design for Learning (UDL), and the UN SDGs as key EU educational policy objectives for HE in European universities.

Section Two

Developing an Inclusive Approach to Internationalisation at Home

Visuals to support explanation

What opportunities are there for you to promote similar skills amongst those you routinely interact with professionally?

Foster good practices among students and peers

Module 3 Homepage

Section 1: Introduction to Intercultural Communication

Section 3: Becoming Effective Intercultural Communicators in HE Contexts

Section 2: Recognising Intercultural Communication Challenges and Developing Suitable Responses

Review your course/module outlines.

Do you use welcoming language? Are the learning outcomes clear? Do you clarify expectations around participation? Provide rules and etiquette around interaction with lecturers and peers? Do you clarify how learners can contact you? Receive feedback?

Building a welcoming collaborative classroom.

Ice-breaking activities
Who's in your class activity

Language and Culturally Responsive Teaching approach.

Are there a variety of races, genders and cultures in examples, images and reading lists?
Including multiple perspectives in materials and resources
Decolonising the curriculum

Learner choice and autonomy.

Options for how they communicate with lecturers, access materials, demonstrate learning

Person-centred approach.

Relating course content and classroom activities to meaningful real-world experiences; promoting growth mindset

How do I make the classroom more welcoming, inclusive and supportive for all learners?What choices and opportunities for autonomy are given to learners?

Assessment options.

Consider using a variety of 'low-stakes' assessment opportunities to help learners to construct knowledge/putting what they are learning into action, monitor learning and receive useful feedback
A variety of formats can be used e.g. e-portfolios, quizzes, reflective writing, discussion fora, blogs
'High-stakes' assessment - offer optional formats for demonstrating knowledge e.g. essays, presentations, podcasts, projects
Give learners clear assessment guidelines, criteria and rubrics. Provide exemplars if possible
Develop authentic assessment options that are meaningful to the learners. Give options for learners to choose topics that are relevant to their lives (e.g. culture, language background, previous education, real-life context)

How can learners be offered a range of purposeful or authentic assessment options?

In this section, we will present examples of good practice in the implementation of an inclusive Internationalisation at Home approach that is under-pinned by the UN SDGs, EDI, UDL and CRT principles.

Section Two

Examples of Good Practice

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Is intercultural communication the same as cross-cultural communication?

Proficiency

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Solutions

Challenges

As a crucial starting point, teaching staff should make an effort to draw the cultural backgrounds of their students and encourage them to share their insights.

Encouraging students registered in EU universities to avail of opportunities for Erasmus mobilities can also enable them to gain an international student experience. However, not all students are able to take part for a variety of reasons, including financing, caring responsibilities, etc. This is why alternative Erasmus offerings must also be created, for example by embedding virtual exchanges in modules. Students could also be encouraged to participate in Blended Intensive Programmes (BIPs), which are short 5-30 day programmes that have an embedded virtual component.

To decolonise the syllabus and education more generally is the act of identifying and confronting discourses of oppression, bias, and stereotyping. In so doing, the classroom can become a space of inclusion and equity. By being mindful of this, teachers can create experiences in the classroom that allow students “opportunities […] to express experiences, processes, and effects of colonization and its historical and current realities and provid[e] a set of shared stories that students can then draw on throughout the course to express the new understandings of colonization that emerge” (Iseke-Barnes 2008).

All of these are ways in which students from all backgrounds can be offered an inclusive and relevant international educational experience.

The IVSC is worth 15% of their final grade. The following aspects are graded:

Attendance and participation in the online workshops
Logo to encapsulate the essence of the project
Presentation and Q&A
Reflection

GE4242 Assessment and feedback

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

Correct

Agree

Disagree

A direct negotiation style is more likely to get you the results you want in today's more competitive world.

Module 2 Homepage

Section 1: Curriculum framework for inclusive Internationalisation at Home

Section 2: Examples of good practice

Section 3: Self-audit your own curricula to inform implementation of inclusive IaH

International Students - This can impact on international student engagement, learning outcomes and well-being.
Teaching and Support Staff – This can cause stress and frustration for those delivering programmes and services, which can further impact negatively on the student experience.
Colleagues from Different Cultural Backgrounds – This can cause insecurities and result in an unwillingness to engage in teaching and research collaborations.
Students and Colleagues in a Displacement Situation – Typically, difficulties in communication are likely to exacerbate existing trauma and feelings of exclusion.

Who does this type of language most impact and in what ways?

Module 1 Homepage

Section 1: Key Concepts Relating to Internationalisation at Home

Section 2: Developing an Inclusive Approach to Internationalisation at Home

Section 3: Challenges and Opportunities Relating to Inclusive Internationalisation at Home

TRIP Professional Development Programme

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Transcript

How to navigate the TRIP Professional Development Programme

Click on each module to access the content.

This Professional Development programme contains three modules that will provide insight into different aspects of Internationalisation at Home in Higher Education.

Main Menu

Module 1. Introduction to Inclusive Internationalisation at Home

Introduction to Inclusive Internationalisation at Home

Module 1

IIaH

ICC

UN SDGs

CRT

UDL

EDI

Module 1. Introduction to Inclusive Internationalisation at Home

Introduction to Inclusive Internationalisation at Home

Dr Angela Farrell Assistant Dean International Faculty of Arts, Humanities, and Social Sciences, University of Limerick.

Module 1. Introduction to Inclusive Internationalisation at Home

Module 1 Overview

Module 1. Introduction to Inclusive Internationalisation at Home

Module 1 Learning Outcomes

Module 1. Introduction to Inclusive Internationalisation at Home

Section One: Key Concepts Relating to Internationalisation at Home

Section One: Key Concepts Relating to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

Section One: Key Concepts Relating to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

Section One: Key Concepts Relating to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

Section One: Key Concepts Relating to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

Section One: Key Concepts Relating to Internationalisation at Home

Module 1. Introduction to Inclusive Internationalisation at Home

Let's hear about how the international profile of some EU universities is changing and the benefits this is bringing

Increasing cultural diversity in higher education

Module 1. Introduction to Inclusive Internationalisation at Home

Carlotta Kuehnemund Administrator, Europa University of Flensburg

Kamilia Mebarki International PhD student

Module 1. Introduction to Inclusive Internationalisation at Home

What changes and benefits is internationalisation bringing to your university?

Module 1. Introduction to Inclusive Internationalisation at Home

Section 1 Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Section One Assessment

Module 1. Introduction to Inclusive Internationalisation at Home

Section One Assessment

End of Section One

Module 1. Introduction to Inclusive Internationalisation at Home

IIaH

ICC

UN SDGs

CRT

UDL

EDI