Page 30 - The-Academic-value-of-mobility-2018

programme syllabi. Changes to intended learning outcomes take time and require
support from many areas. The Faculty of Engineering at Lund University devel-
oped the outcomes for a course that has been held with good results. Dalarna
University has developed a matrix for identifying and developing internation-
alised intended learning outcomes in their courses and programmes. However,
the next stage, formulating intended learning outcomes that can be introduced
in programmes, has not yet been implemented. The pilot project at Linköping
University developed an international course package in which Swedish students
study alongside international students. Teaching is in English with examinations
in either Swedish or English.

The pilot projects have gained the following experience:
• Build upon what you have. It may be necessary to formulate entirely new
international/intercultural intended learning outcomes, but it is also impor-
tant to review how existing intended learning outcomes can be internation-
alised. Current course elements may contain areas that can be emphasised.
• Involve employers and alumni in discussions about which intended
learning outcomes may be particularly relevant. One pilot project, LU, has
used focus groups with employers who employ engineers and with alumni to
investigate perspectives on internationalisation and mobility, which provided
valuable input for their work.
• Internationalisation should reach all students, not only the ones who
go on exchanges. Introducing international and intercultural aspects in
intended learning outcomes is one way of ensuring that internationalisation
reaches all students.
• It is also important to plan for incoming students to increase internation-
alisation and have more outward students. Incoming students should study
alongside the domestic students to a much greater degree. This contributes
to increased internationalisation at home and may influence students’ will-
ingness to go on exchanges.

Measures for proactive guidance

The project’s conclusion is that the proposed measures for developing guidance
have been partially confirmed by the pilot projects conducted at Linköping and
Örebro universities, the University of Skövde and the Swedish Defence Univer-
sity. Umeå University focused on developing the staff’s competence regarding
internationalisation issues by incorporating a module on internationalisation in
one of the basic courses in teaching and learning in higher education, so linking
internationalisation to their teaching.

The pilot projects have had the following experience of guidance measures:
• Critical factors for success are support from management and cooper-

ation between staff categories at the HEI (guidance counsellors, teaching
staff, international coordinators) and students with experience of mobility in
the development of more proactive guidance work.
• Clear process descriptions and an “annual wheel” clarify the allocation
of responsibility and facilitate planning.

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