User Guide

The EQUiiP Project (2016-2019) has developed a modular programme – Designing and teaching inclusive international programmes – providing for the continuing professional development (CPD) of Educational Developers (EDs) working in the context of internationalized programmes and international classrooms. The modules are presented on this Platform as five circles, each containing:

• an introductory text;
• detailed instructions for facilitators;
• a series of the worksheet activities and other materials for participants;
• a thematic text explaining the conceptual and practical foundations of the module, including key references;
• a timelapse video in which the main content of the module is introduced and summarized;
• further resources (when appropriate).

A filtering function below the module circles allows users to select specific activities or materials by module, by activity type, and by the length of activity.

The modules are presented separately on this Platform. However, EQUiiP is an integrated CPD programme, and the modules are designed to be used in combination, as elements of a single programme. The modules may be delivered either as an intensive programme during a single week or as a longitudinal series of one-day modular workshops spread over an academic year. The integrated EQUiiP programme is illustrated by the figure below, which also highlights the way in which the content is contextualized in relation to local, national and international higher educational policies and practices.

The EQUiiP programme has been designed to cover a specific set of competences needed by Educational Developers when supporting lecturers in internationalised programmes and international classrooms. These competences are described in the document EQUiiP International Competence Profile for Educational Developers (also available in French, German and Spanish), and this profile is further supplemented with a detailed description of the way in which these competences and the learning outcomes for each EQUiiP module have been aligned: see The ideal profile of International Competences for Educational Developers (a mapping tool). The EQUiiP International Competence Profile for Educational Developers is inspired by and adapted from AdvanceHE’s (formerly the Higher Education Academy) Framework for ‘Internationalising Higher Education’ found here.

The EQUiiP project has developed a set of recommendations for HEI leadership, educational developers and other academic staff involved in designing, managing and teaching inclusive international programmes. The EQUiiP Recommendations are also available in French, German and Spanish.

Further to these recommendations, EQUiiP partners are able to build on their experience in delivering the EQUiiP programme. The data gathered during the project is already contributing to research and this research will continue beyond the period of the project.

Publications

• Emma Dafouz, Kevin Haines & Joanne Pagèze (2019): Supporting educational developers in the era of internationalised higher education: insights from a European project, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1651818.
• Gregersen-Hermans, J. & Lauridsen, K.M. (2019): Unpacking the International Classroom. FORUM European Association of International Education, spring edition.
• Karen M Lauridsen & Jeanine Gregersen-Hermans (2019): Enhancing teaching in the international classroom, University World News.

All EQUiiP materials are available on this Platform in the five module circles as PDF downloads.

Each of the following four EQUiiP modules represents a minimum of 4.5 hours of contact time in a workshop setting.

• Introduction to the International Classroom
• Internationalising Course Design
• Intercultural Group Dynamics
• The Role of Language

These four modules are supported by the module on Feedback & Reflective Processes, which Provides a reflective session after each of the modules, using individual, paired and group reflection. This helps participants to make their learning explicit and to make sense of this learning in relation their day-to-day working environment.

Participants are given preparatory assignments, including an interview with a lecturer in their own institution, which can be found in Preparatory tasks for participants. Participants use this example case of a (real-life) lecturer as a means of grounding the EQUiiP modules in their own local context.

In an intensive design, the EQUiiP programme will ideally start on a Monday afternoon and finish around Friday lunchtime, giving participants time to travel to and from the location. Each module will start with two sessions on one day and finish with a single session on the following day. After each module, participants have a Feedback & Reflective Processes session, as described above.

Participants transfer their learning during the modules to a learning portfolio (in which they take notes) and after the end of the programme, they produce a presentation portfolio which is assessed for certification processes. Please refer to the EQUiiP Certification for details on this process.

A generic outline of the EQUiiP programme can be found here. Recommended timings may be adjusted for local use.

It is also possible to use the Introduction to the International Classroom module as a stand-alone one-day workshop which may target a broad group of stakeholders involved in developing, delivering and supporting international programmes in Higher Education.

The EQUiiP programme includes two thematic introductory texts and a further five thematic texts, one per module.

Participants are expected to read the two thematic introductory texts as preparation for the EQUiiP programme.

• EQUiiP in Context: Societal Trends and the Need for the Continuing Professional Development of Academic Staff.
  This text helps participants to position EQUiiP within wider contexts and trends, while explaining the need for the programme.
• Enhancing Intercultural Learning in the Curriculum.
  This text supports critical reflection by educational developers on how to support academic teams who intend to include intercultural competence as a learning outcome in their programmes.

The thematic texts for each module have the function of summarizing the main content of the module and positioning the module in relation to research and literature. Depending on their experience, participants may benefit from reading these texts as preparation for the module, or they may use the text mainly as reference material both during the module and when compiling their EQUiiP presentation portfolio. For those participants who want to investigate a certain area in greater depth, references are provided for further reading.

• Thematic Text Introduction to the International Classroom
• Thematic Text Internationalising Course Design
• Thematic Text Feedback & Reflective Processes
• Thematic Text Intercultural Group Dynamics
• Thematic Text The Role of Language

The main video resources provided by the EQUiiP programme are the timelapse videos. These videos are embedded in specific activities in the modules, and may function either as an introduction to the key concepts and practices covered in the module or as a summary of what has been covered (or both). When compiling their EQUiiP presentation portfolio, the videos provide a useful reminder for participants, especially when used in combination with the more detailed information provided in the thematic texts.

• Time-lapse video: Introduction to the International Classroom
• Time-lapse video: Internationalising Course Design
• Time-lapse video: Collegial Sparring
• Time-lapse video: Intercultural Group Work
• Time-lapse video: The Role of Language in the International Classroom

Further to the timelapse video, the following video is used to introduce the content of Module A:

• Designing & Teaching Inclusive International Programmes (Introduction to the International Classroom)

There are also videos embedded in specific activities:

• Constructive Alignment (Introduction to the International Classroom, Activity 1)
• Susanne’s Question (Internationalising Course Design, Activity 3)
• The Role of Language in the International Classroom (The Role of Language, Activity 2)