. SDU Centre for Teaching and Learning. Campusvej 55,. 5230 Odense M. Entrance H by the SDU Swimming Pool. - D
The good example - New website on internationalising the curriculum
Necessary intercultural competences
In brief
‘More than one quarter of employers globally see the education provision in their country as inadequate in producing graduates that meet the intercultural skills needs of their organisation’ (British Council, 2013).
A Sustainable Approach to Embedding ITC in Programmes
How can we enable students to develop their intercultural competences? Donna-Marie Jørgensen, IT Product Design MSc student, contacted international Danish companies, inviting them to contribute to the student workshops on developing intercultural competences on the Kolding campus. Three employees responded with their personal reflections on the importance of providing students with authentic ways to develop their intercultural competences, which Donna-Marie presented as workshop posters. A talent scout from Danfoss presented at the second workshop, encouraging students to take opportunities to develop their intercultural competences and to signal how they have done so in their intern and job applications. All students who participated in the workshops received certiifcates of participation. 1. 2. 3.
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Include opportunities for students to actively practise intercultural competences in courses/programmes. Encourage students to invite representatives from companies and professions to speak with them about the importance of graduate competences. Invite colleagues working in international companies to provide short video rcordings on the realities of working in international teams and with international partners. Find examples on the ITC project web-page. Embed intercultural flipped learning activities into your course. For example in response to requests from industry, the BSc Software Engineering includes a 5 ECTS course on Cross-Cultural Matters (CMM). Course leader Zheng (Grace) Ma is co-creating a flipped learning resource with videos of experienced software engineers talking about the importance of intercultural competences in their work. Collaborate with SDU’s Careers Counsellors, including Astrid Skou Nyeng, and guide students to the tools and exercises on the SDU Careers webpage.
Embedding ITC into programmes and courses is more likely to have a sustainable effect on student learning and competence development than by ‘adding on’ an ITC module. This means making ITC and intercultural competences more explicit in practice: • Re-frame your programme’s graduate competences as graduate intercultural competences • Link these competences to Learning Outcomes and Assessment • Provide opportunities and expectations for students to practise these competences during the programme • Encourage students to refer to these competences in their graduate applications Support available from Donna Hurford, Educational Consultant, Centre for Teaching & Learning.
Contact Donna Hurford 6550 7994
[email protected] SDU Centre for Teaching and Learning Campusvej 55, 5230 Odense M Entrance H by the SDU Swimming Pool - Directory June 2017
SDU CENTRE FOR TEACHING AND LEARNING
