Compendium of Approaches to Internationalisation of the Home Curriculum

Description

This compendium captures examples of internationalisation of the home curriculum in TUS. It includes cases of internationalised modules; teaching and assessment practices that promote inclusive learning; collaborative learning and teaching projects involving international partners; and co-curricular intercultural competence initiatives.

Benefit of this resource and how to make the best use of it

A relatively small minority of students avail of the opportunities provided through the university’s membership of and participation in initiatives and programmes such as RUN-EU and Erasmus to travel and study abroad. While such opportunities will always be offered and promoted, by nature they are not entirely inclusive. By embedding internationalisation in the home curriculum, the university offers all students access to global and intercultural perspectives regardless of whether they can access education opportunities abroad

In doing so, it also promotes and supports sustainable internationalisation. Beyond reduced carbon emissions, internationalisation at home also contributes to the agenda ‘to develop healthy, sustainable human societies’ (Jones et al, 2021) by helping HEIs to produce graduates who represent the ‘responsible global citizens committed to a sustainable future’ described by de Wit and Leask (2017).

By publishing these contributions from both faculty and students as a compilation of case studies outlining already existing instances of an internationalised home curriculum, it is hoped that there will be an increased awareness of the value of global perspectives and intercultural competence for all stakeholders, both as current members of the university community and as future graduates contributing to society and enacting their global social responsibility.

Related OER

In the denouement of the COVID-19 pandemic, talk of a return to “normalcy” in higher education belies the great challenges and ongoing disruptions that yet lie ahead for many institutions. Public perceptions of the value of postsecondary education continue their downward slide, placing institutions in the position of having to demonstrate their worth and find solutions to declining enrollments. Data and analytics capabilities continue to evolve, introducing new opportunities and new risks to the institution. Chief among these capabilities, generative AI promises to change teaching and learning in ways many of us have yet to fully understand or prepare for.

For this year’s teaching and learning Horizon Report, expert panelists’ discussions highlighted and wrestled with these present and looming challenges for higher education. This report summarizes the results of those discussions and serves as one vantage point on where our future may be headed.

The Transition Makers Toolbox is a collaborative initiative of the Institute for Interdisciplinary Studies (IIS) at the University of Amsterdam and the alliance of Technical University Eindhoven, Wageningen University & Research, Utrecht University and University Medical Centre Utrecht (EWUU), supported by the Teaching & Learning Centre of the University of Amsterdam and Liberal Arts and Sciences and University College Utrecht at Utrecht University. Together with teachers from 9 higher education institutions across the Netherlands, we have developed these tools to empower your students to contribute to tackling complex societal challenges.

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