User Guide

The EQUiiP User Guide

This User Guide provides you with an explanation of how to use the EQUiiP programme, Designing and teaching inclusive international programmes, with an emphasis on the module materials that are contained in this Platform.

As well as providing brief background information on the EQUiiP project and the resulting EQUiiP programme, the User Guide contains several key documents and resources which together provide users with a full understanding of the EQUiiP programme.

These documents include a full overview of the international competences for Educational Developers covered in the modules; an explanation of the EQUiiP portfolio and certification processes; and an overview of the recommendations produced at the end of the EQUiiP project (2019). Further information on research and publications related to EQUiiP will be provided as it becomes available.

In addition, the User Guide is an easily accessible repository for the thematic texts and video resources that are embedded in the five modules of the EQUiiP programme.

EQUiiP Programme: Design

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 (or ‘bubbles’), 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).

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, 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 programme has furthermore been inspired by the literature on international and intercultural competences and good practice principles on teaching and learning, as well as observations and input from partners and participants during the development, piloting and evaluation of the EQUiiP modules.

Although for ease of use, the modules are presented separately on the Platform, 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.

EQUiiP Programme: Delivery

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

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 to help participants to make their learning explicit, and to make sense of it in relation their day-to-day working environment. These reflections then feed into participants’ learning portfolio.

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. Participants are given preparatory assignments, including an interview with a lecturer in their own institution: see the document 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.

Each module will start with two sessions on one day and finish with a single session on the following day. After each module, participants will 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: see the document EQUiiP Certification for details on this process.

It is also possible to use the module Introduction to the International Classroom 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.

EQUiiP Programme: Key Documents and Resources

All EQUiiP materials are available on this Platform in the five module circles (the ‘bubbles’), as pdf downloads or, in the case of the videos, as links.

Additional materials, providing users with a full understanding of the EQUiiP programme can be found in this User Guide. These are:

1. The EQUiiP International Competence Profile for Educational Developers

2. The ideal profile of International Competences for Educational Developers (a mapping tool)

3. EQUiiP Certification (including a description of the EQUIiP learning and presentation portfolios)

4. Preparatory tasks for participants, including the development of an individual case, readings and video. [This document will be available soon]

5. Two Introductory Thematic texts:

6. Modular thematic texts: the complete collection of the five EQUiiP modular thematic texts

7. Videos: the complete collection of the five EQUiiP time-lapse videos (to be found under Video Resources)

8. The EQUiiP Recommendations

9. EQUiiP research and publications [Available soon]

Thematic Texts

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

The thematic introductory texts are designed to be read by participants as preparation for the EQUiiP programme. The text EQUiiP in Context: Societal Trends and the Need for the Continuing Professional Development of Academic Staff helps participants to position EQUiiP within wider contexts and trends, while explaining the need for the programme. The text Enhancing Intercultural Learning in the Curriculum 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, inspiring them to share their own perspectives and learn from other EDs, lecturers, and students.

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.

Video Resources

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, after the programme has finished, the videos provide a useful reminder for participants, especially when used in combination with the more detailed information provided in the thematic texts.