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This book addresses challenges that higher education institutions face when bridging the gap between internationalisation as a key university strategy and their delivery of interculturally competent and responsible graduates.
This book addresses challenges that higher education institutions face when bridging the gap between internationalisation as a key university strategy and their delivery of interculturally competent and responsible graduates.
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Autorenporträt
Jeanine Gregersen-Hermans is a researcher and practitioner with a focus on the internationalisation of higher education and on intercultural and global competence development. She is affiliated with Zuyd University of Applied Sciences in the Netherlands and with the Centre for Higher Education Internationalisation at the Università Cattolica del Sacro Cuore in Milan, Italy. Karen M. Lauridsen is an Associate Professor (emerita) and Educational Developer at Aarhus University, Denmark, specialising in international education, teaching and learning in the international classroom, and English medium instruction. In addition, she is Affiliated Faculty at the Centre for Higher Education Internationalisation at the Università Cattolica del Sacro Cuore in Milan, Italy.
Inhaltsangabe
Part 1: Setting the scene Introduction 1. Higher education internationalisation as a quality driver: Making a meaningful contribution to society 2. Opportunities and challenges when teaching and learning in the international classroom Part 2: Educational development perspectives 3. An international competence profile for educational developers 4. Integrating intercultural competence as a graduate attribute in the curriculum 5. Internationalised curriculum design and delivery 6. Facilitating intercultural group dynamics to enhance learning in and from the international classroom 7. The role of languages in internationalised higher education classrooms: From multilingual contexts to disciplinary language practices 8. How can we enhance reflective processes for teaching and learning in the international classroom? Part 3: Voices from around the world: Case stories 9. Introduction to the case stories CS1 EARTH University, Costa Rica CS2 University of Groningen, the Netherlands CS3 The University of Hong Kong, Hong Kong SAR, China CS4 University of Warsaw, Poland CS5 PSG College of Technology and the PSG Institute of Advanced Studies, India CS6 University of Denver, Colorado, USA CS7 Elon University, North Carolina, USA CS8 Yunnan University of Finance and Economics, China CS9 The College of Engineering at the National University of Science and Technology, Sultanate of Oman 10. Lessons learned: Reflections on the case stories Part 4: Research and future perspectives 11. Moving towards a coherent research agenda 12. Educational development perspectives on the internationalisation of higher education programmes
Part 1: Setting the scene Introduction 1. Higher education internationalisation as a quality driver: Making a meaningful contribution to society 2. Opportunities and challenges when teaching and learning in the international classroom Part 2: Educational development perspectives 3. An international competence profile for educational developers 4. Integrating intercultural competence as a graduate attribute in the curriculum 5. Internationalised curriculum design and delivery 6. Facilitating intercultural group dynamics to enhance learning in and from the international classroom 7. The role of languages in internationalised higher education classrooms: From multilingual contexts to disciplinary language practices 8. How can we enhance reflective processes for teaching and learning in the international classroom? Part 3: Voices from around the world: Case stories 9. Introduction to the case stories CS1 EARTH University, Costa Rica CS2 University of Groningen, the Netherlands CS3 The University of Hong Kong, Hong Kong SAR, China CS4 University of Warsaw, Poland CS5 PSG College of Technology and the PSG Institute of Advanced Studies, India CS6 University of Denver, Colorado, USA CS7 Elon University, North Carolina, USA CS8 Yunnan University of Finance and Economics, China CS9 The College of Engineering at the National University of Science and Technology, Sultanate of Oman 10. Lessons learned: Reflections on the case stories Part 4: Research and future perspectives 11. Moving towards a coherent research agenda 12. Educational development perspectives on the internationalisation of higher education programmes
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