The role of English-medium teaching in European higher education. Dr Rima Dapous Business Development Manager Education & Society

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1 The role of English-medium teaching in European higher education Dr Rima Dapous Business Development Manager Education & Society January 2012

2 Exponential growth of English-taught programmes 2002: > 560 Master programmes in 19 EU countries excl. UK and Ireland 2012: > 6779 Master programmes in 11 EU countries excl. UK and Ireland N.B: Figures include courses exclusively taught in English & a mix of English and domestic language(s)

3 Volume per country English-taught Master Programmes France (1165) Netherlands (934) Sweden (684) Spain (758) Denmark (330) Italy (279) Belgium (266) Finland (254) Poland (202) Norway (173) Country Series1 Germany (1734) Number

4 Significance for EHEA English as medium of instruction No mass feature Germany: 1,734 English Master s programs 13,500 university programs in total North-South watershed Reflects growing market-orientation (National brand-awareness and tuition fees)

5 Characteristics overall Degree levels: Second cycle/master level Most important admission requirement: students English proficiency especially in DE, FR, NL, BE Diploma supplement: Standard practice

6 Characeristics - Masters Programmes Disciplines Humanities & Art 8% Others 15% Business & Econonics 28% Natural Sciences 9% Social Sciences 13% Life sciences, medicine 6% Engineering & Technology 21%

7 Institutional motivation 5 main drivers in order of importance:* 1) To attract international students 2) To make domestic students 'fit' for global labour markets 3) To sharpen the institutional profile vis-à-vis others in the country 4) To secure the research base by attracting future PhD students 5) To provide high-level education for students from developing countries *Source: Wächter & Maiworm (2008)

8 Contradictions? To make domestic students 'fit' for the global market? Domestic students tend to constitute minority of students in English-taught programmes No economic motivation?? Majority of all English-taught programmes charge tuition fees (70% in 2008)

9 Quality assurance in EHEA Standard: Course accreditation at national level Similar for courses in domestic language English proficiency of students: great relevance English proficiency of staff: little relevance Absence of a Europe-wide Quality Assurance Scheme for English as medium of instruction

10 Quality assurance - recent developments Introduction of standardized English tests for teaching staff aligned with CEFR Optional / at institutional level, e.g. Université Libre de Bruxelles Mandatory / at national level in Flanders, Belgium (level C1)

11 Quality assurance for English Why? Relationship between didactic skills and speaking skills Students expectations re quality of teaching Academics expectations re their own teaching Institutional performance ambitions

12 The role of the British Council English-taught programmes: both challenge & opportunity for institutions in their internationalisation ambitions British Council offers tools to support Higher Education Institutions worldwide: IELTS for students Testing and training courses for staff with a view to HE teaching methodology

13 Bibliography Brenn-White, M. and van Rest, E. 2012, English-Taught Master's Programs in Europe: New Findings on Supply and Demand, Institute of International Education Grift, Y., Meijer, A., van der Salm, F. 2012, The Impact of the Language of Instruction: how Economics Students in the Netherlands evaluate an English-taught Undergraduate Programme, Tjalling C. Koopmans Research Institute, Discussion Paper Series, Vinke, A. A., Snippe, J., and Jochems, W. M. G English-medium content courses in non-english higher education: a study of lecturer experiences and teaching behaviours. Teaching in Higher Education, 3, no.3, Wächter, B. and Maiworm, F English-taught programmes in European higher education. The picture in Bonn: Lemmens.