(Further) development of teaching offers

How do I go about designing and planning measures for the internationalisation of teaching? On this page we would like to give you an initial overview.

At the outset of a project to further internationalise a course offering, we would like to raise the following questions about what "the international" or internationalisation means for your discipline: How can the internationalisation of the curriculum contribute to broadening or deepening the content profiles of a degree program? How can it prepare students for international careers inside and outside the university? Do elements of internationalisation contribute to social engagement in your field? How can further development of existing formats connect students more closely internationally, but also here on campus?
Which international and/or intercultural references are already included in the study program and in individual modules? Which international aspects and contents could be expanded? Where should new content or global perspectives be added?
Closely linked to considerations of international perspectives of the respective discipline and the professional fields of action is the question of learning outcomes: What do you want to achieve with the new or further developed learning offer? What do you want your students to know and be able to do after they have participated in the modules (e.g. a deeper scientific understanding of their subject, methodological competences, communicative and personal competences)?

These examples from the humanities and social sciences as well as from the natural and life sciences show how the integration of an international dimension into teaching content and learning outcomes could be made visible later in module descriptions. In our handout on formulating learning objectives with international and/ or intercultural references you will find further suggestions.
The internationalisation of the curricula is not bound to an English-language course. Elements of internationalisation can also be integrated into German-language lectures, seminars and exercises, such as:

  • Work with case studies or data from countries or regions of interest to the subject
  • Topics with international references
  • Discussion of international developments in research in the subject
  • Analysis of (foreign language) literature and/or material from different countries
  • Integration of (research) projects with international partners into teaching
  • Comparative approaches to scientific questions

In particular, small to medium sized courses provide a good framework for conducting a so-called virtual exchange. You conduct such a format online or in a hybrid mode together with academics from one or more partner university(ies) from abroad. Students work in intercultural teams to complete a project. Some of the lecture and seminar rooms are equipped with appropriate technology for hybrid scenarios.

Within the ENLIGHT network, the implementation of so-called Blended Intensive Programs (BIPs) is also supported by Erasmus+ funds. Here, a short physical mobility phase is combined with virtual mobility (e.g. as preceding or following the physical stay). You cooperate with teachers from at least two ENLIGHT universities to develop and deliver the course. Physical mobility may involve inviting ENLIGHT students to Göttingen, but may also involve Göttingen students traveling to a host ENLIGHT university. At least 15 learners and teachers must be mobile for Erasmus+ funding and students should be able to earn at least 3 ECTS.

The internationalisation of curricula is not tied to the participation of international guest lecturers. However, measures for the further development of the curricula can also benefit greatly from the exchange with colleagues from abroad - e.g. what content is taught there and with what methods?

In the course, you could ask researchers or professional representatives from abroad to discuss their perspectives with the students - online via video conference or in person. The colleagues of Göttingen International and I will be happy to advise and support you in obtaining or applying for mobility funds for the invitation of colleagues from abroad.

But perhaps your course also lends itself to motivating students to look for "the international" not far away, but right here in Göttingen, and to illuminate the effects of globalisation, migration, and cultural diversity in the city and region. Which people from the region could share their perspective here in the course?
The internationalisation of curricula is not tied to the presence of international students. Especially in degree programmes where the numbers of in-coming and out-going students are low, international perspectives can be integrated via the teaching content. What else can you learn about your group? What backgrounds and prior experiences do your Göttingen students have? For example, you can include the diverse experiences of the learning group. You can also critically reflect on which unspoken standards in your teaching, learning and examination formats (e.g. what is a good term paper?) can be made more transparent.

In study programmes in which many international students are pursuing a degree, are visiting for a semester, or in which many Göttingen students spend time abroad, it makes sense to actively incorporate the experiences and knowledge of mobile students. Units in which you conduct group work are well suited to connecting in-coming and Göttingen students more closely; a structured ice-breaker phase and an assignment for the group that requires exchange and a change of perspective are important prerequisites for this - I will be happy to advise you on this!

In faculties that offer international and more nationally oriented degree programmes, we can explore which opportunities for exchange between the respective student groups can arise, for example, by opening up elective (compulsory) modules. Which other informal offers support such an exchange?