University of Groningen (RUG) International Mobility. Regine van Groningen

Transcription

1 Towards 400 years of Passion & Performance 2/20/ University of Groningen (RUG) International Mobility Regine van Groningen

2 2/20/ Contents I. The Dutch Higher Education context II. The European context (Bologna agenda) III. University of Groningen context IV. The start of international mobility V. Organisation of international mobility VI. Principles/consequences of internationalisation VII. Examples of current projects

3 2/20/ The Dutch Higher Education context A system with 13 research universities, 41 universities of applied sciences (hogescholen) and 1 open university (distance learning) Non-English-speaking country offering many courses taught in English (>1,560 international study programmes and courses) The Dutch system of higher education enjoys a worldwide reputation for high quality (a Universitas 21 study on educational systems ranks the Netherlands as number 9 worldwide). This quality is achieved through a national system of regulation and quality assurance (NVAO). The major rankings place most research universities in the Netherlands among the Top 200 in the world (NB the RUG is in the Top 100 THES 98, QS 97, ARWU 92) NB English is widely spoken throughout the Netherlands

4 2/20/ The European context / Bologna agenda; The three-cycle structure (BA-MA-PhD) has been implemented (Bachelor: 180 ECTS; Master: 60, 90, 120 or 180 ECTS; PhD: 180 0r 240 ECTS) ECTS & Diploma Supplement Labels awarded as early as 2008 Quality assurance: Netherlands-Flemish Accreditation Committee (NVAO) Lisbon Treaty has been ratified

5 2/20/ University of Groningen context (I) Arts Behavioural & Social Sciences Economics & Business Law Mathematics & Natural Sciences Medical Sciences Philosophy Spatial Sciences Theology & Religious Studies University College Groningen (from Sept 2014)

6 2/20/ University of Groningen context (II) 28,000 students in total 4,000 international students (aim is in 2015) > 50% of PhD students is international 120 nationalities 20% international staff (academics) 50% of all graduates will have gained international experience (aim for 2015) EU and RUG grants for outgoing mobility are available

7 2/20/ University of Groningen context (III) 50 Bachelor s degree programmes 115 Master s degree programmes, of which: 21 Bachelor s degree programmes in English 3 of those are double degree programmes 105 Master s degree programmes in English incl. 18 double degree programmes, 8 of which Erasmus Mundus Master programmes

8 International mobility & services 2/20/ Since the 1980s: European programmes (Erasmus student & staff exchange) Memoranda of Understanding & Student Exchange Agreements Internationalisation (policy advice & projects) Networks like e.g. Coimbra Group Since 1990s: Development cooperation projects financed by the Ministry of Foreign Affairs and RUG (Africa, Asia) International Marketing (Germany & Indonesia, later in China) Since 2000: Worldwide Marketing & Recruitment Welcoming Ceremony and other social-cultural events (2001) International Service Desk (2002) - visa support!

9 International mobility & services 2/20/ Since 2005: Services for international staff and their families Psychological & academic counseling Admission offices (central & decentral) Internship offices (Arts and Economics&Business) Strategic partnerships world wide Since 2010: Mobility and Scholarship Desk (MSD), for the administration of scholarship programmes (RUG, Mexico, Brazil, US, NUFFIC, Erasmus Mundus, et cetera) Internal project management: career guidance project (NEXT), international classroom, summer schools, etc. Free Dutch language course for 1st year degree students

10 Organisation of mobility (institutional) 2/20/ EU mobility programmes managed at central level: Erasmus Mundus, LLP/Erasmus (Erasmus+) -> project application, payment of scholarships, monitoring, reporting Content related issues are dealt with at faculty level: -> selection, admission, learning agreements, recognition, etc.

11 2/20/ Organisation of mobility (at programme level) Programme structure (academic year, semesters, blocks ); 1- and 2-year master programmes Involvement of academic staff Mobility less easy to organise in case of obligatory courses (esp. when focussing on a specific occupation, e.g. in Law) -> free electives Course catalogue important for academic staff & exam committees to assess whether a course at the host university is equivalent (as to contents, work load, learning outcomes, etc.) Learning Agreement and Transcript of Records

12 2/20/ Integration of mobility how, when, where? How: information on study & traning abroad Website, information days, involvement of teaching staff, international office; administrative staff When: during bachelor or master? Creation of mobility windows/free electives in curriculum; obligatory study abroad, double/joint degree programmes Where: choice of fixed list of partners or up to the student? In case of long standing partner: easier to organise and no problems with recognition. -> Mobility: inextricably linked to the internationalisation process

13 2/20/ Principles/consequences of internationalisation Internationalisation improves research and education, hence our reputation International (strategic) partners, networks & projects are indispensable Internationalisation concerns all faculties & departments. i.e. all staff and all students (mainstreaming) We now need to take internationalisation to the next level, both internally (admissions project, marketing project, international classroom project, summer school project) and externally (globalisation).

14 2/20/ International Classroom project Ambition: Integrating internationally/culturally diverse students in a single learning environment Achieving higher educational standards using the diversity of backgounds of students and staff Preparing students for a life and career in a globalising world. Questions: What makes our English-taught programmes international? How to use diversity as a resource in the international classroom? How to adjust our policies to realise our vision on internationalisation? How to realise fit for purpose support for our students and staff?

15 2/20/ International Classroom project why? Mission who are we The University of Groningen offers research-driven education in a wide range of disciplines. We generate and share knowledge, contribute to the innovative development of society and grand societal challenges, and prepare students for a life and career in a globalised world. Values We highly value our cross-disciplinary character, our work contributes to international developments. We work in a context of academic excellence and integrity, and embrace diversity.

16 2/20/ International Classroom project RUG IC model, first draft learning outcomes/graduate attributes: include international and intercultural elements teaching environment: explicit use of diversity, adjust learning materials, group collaboration, allow for adjustment time, facilitate interaction and community building, facilitate English language development and development of cross-cultural communication skills assessment and evaluation: allow for sufficient feedback, facilitate freedom of choice, develop multiple evaluation strategies.

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19 2/20/ Thank you for your attention Questions?