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Internationalization in higher Education

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Leila Nisula

on 16 October 2014

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Transcript of Internationalization in higher Education

Internationalization
How to open up more ?

Discussion
General aims are similar but approaches and methods may differ between the countries
The need and speed for change from outside academia puts high pressure on universities - more dialogue between practitioners, policy makers and decision makers
Clear demand to open the high level learning towards world of work - need for responsive and open learning environments
Internationalization?
Is defined as an increasing cross-boarder activities and is often discussed in relation to
physical mobility,
academic co-operation
academic knowledge transfer
international and multicultural education
(Teichler 2009)
What is needed to be considered
Internationalization in higher education - What is it?

An example:
Review from the benchmarking between Finland, Denmark and The Netherlands on competency-based curriculum

Common global challenges in three different Eu-contries:

Netherlands
Denmark
Finland
Increasing mobility
Curriculum needs to be comparable with european level to better suit for students lifelong learning
On curriculum level
There is a need to make program of studies comparable, compatible and transparent.
Reference points are expressed in terms of learning outcomes and competencies
Learning outcomes are statements of what a learner is expected to know, understand and be able to demonstrate after completion of a learning experience.
students work load has to be rationalize to the demand of individual course
Working life orientation in competence based curriculum
How the working life is involved in the curriculum process?
Local needs -> How the curriculum answers to the needs of local area?
Local development and research projects -> How the higher education can participate more to the local R&D projects?
Anticipation of the demands of professions in the future -> What are the changes the working life is facing?

The demands to the pedagogical models and methods
What can be learned in working life -> co-operation with the representatives of working life
What students have already learned at work. Accepting previous learning achievements.
Students participation to the local development projects
Development of students guiding systems
Concentrating more to the student centered learning instead of teacher centered teaching
Multicultural and international degree programs:
who may they concern?
how do they benefit local and global needs?
Building up international networks
internationalization strategy of higher education
organizational and personal contacts of staff members
Internationalizing the curriculum

Recognition of study achievements across the boarders
Co-operation with other disciplines
Large learning areas instead of small courses
How to keep up students motivation and diminish the drop outs -> new pedagogical methods
Teacher´s multicultural competencies
International orientation and attitude
Teacher´s competence to understand multicultural issues
Competence to guide multicultural group´s learning process
Multicultural pedagogical and counseling methods
Assessment
Physical mobility
students´s and staff´s exchange programs
recognition of study achievements
Common development and research projects
Networking
Interaction between different international institutes
Knowledge transfer
National students
Students from other cultures
Export of education
Double degrees
e-learning activities
Points of interest for the benchmarking
What way the competency-based curricula approach is viewed in higher education?
How universities and world of work cooperate in education planning and delivery?
How management, teachers and administrators are involved in curricula development and university pedagogics?
Full transcript