Welcome to break-out session FROM PROJECT TO ...39d2ded6-bda9-43e9-96d7...Rationale Facilitate an...

FROM PROJECT TO

INSTITUTION-WIDE

IMPLEMENTATION:

A CASE STUDY

Welcome to break-out session

December 11, 2018 Slide 2


View from our offices at the Wilhelmsplatz Göttingen

fall 2015 till late spring 2016


joint take-aways from

the group discussion

DiscussionWhat do you see as the benefits

of an institution-wide process?



Case Study | Context The University of Goettingen is a

research-intensive university

13 faculties

31,000 students

approx. 35 % of the students are

mobile

4,100 international incoming

students (2018)

45 chairs held by international

faculty (12.6 %)

465 international academic staff

members (18.9%)

Rationale

Facilitate an international experience for all students,

regardless of study abroad periods

Use diversity in the classroom as a resource for teaching

and learning

Build on the already strong international dimension in

teaching and learning

Communication

Branding “Education for a Global World: At Home and

Abroad”


Case Study | From Project to Process

Launched in the fall of 2015

Initially three pilot faculties

From project to process

over the course of the past two years, five other

faculties have joined

IoC is becoming an integral part of curriculum design

and academic programme development


Case Study | From Project to Process

Discussionbottom-up

or

top-down process?



IoC as Change Management Process

Challenges at an HEI

Academics’ great individual autonomy

and academic freedom

Self-governance through various

committees

Disciplines and their respective

cultures and traditions


Car

too

nre

sou

rce

| Fo

tolia



top-down bottom-up

vertical communication horizontal communication



new

(temporary)

balance

old

balance

recognize need

for change

encourage

change agents

(also:

resources)

reduce

obstacles (e.g.

fear, resistance)

Task for the

management:

initiate

change

look for

information

and new

solutions

change

processes

and

structures

manage

change

implement

new solutions

avoid falling

back into old

patterns

keep impulse

for continuous

development

stabilise

innovation

unfreezingactive

changerefreezing


Initiating Change

time-intensive – centrally supported through the Vice President of International Affairs

president

VP of Teaching and

Learning

VP of Finance and

Human Resources

Within the faculties:

Deans

Deans of Study

Professors

Student

representatives

International

Officers

General Students’

Committee

Present and discuss

IoC in various central

and decentral

committees to draw on

their suggestions and

feedback and to get

their formal support

Negotiations within

the participating

faculties

SWOT analysis

Concepts

Get change agents

on board

Get committees

on board

Draft concepts

for change


Initiating Change within a Faculty

Review and discussion process

Systematic review of the status quo of IoC from

the perspective of stakeholders inside the faculty

Questions, reflections and discussion in the

entire group

Systematic review of the status quo of IoC from

the perspective of the project team

Questions, reflections and discussion in the

entire group

Discursive negotiation of a joint concept


Initiating Change within a Faculty

Negotiating…

What does ‘international’ mean

in your discipline?

Why internationalise your

teaching?

Which study programs should

have priority?

Content? Concepts? Methods?

Disciplinary specifics,

academic traditions

Employability & global

citizenship

(Intended) learning outcomes

of the programmes and

modules

Discussion

Whom do we involve as ‘change agents’?


Champions?

Advocates?

Latent advocates?

Opponents?



new

(temporary)

balance

old

balance

recognize need

for change

encourage

change agents

(also:

resources)

reduce

obstacles (e.g.

fear, resistance)

Task for the

management:

initiate

change

look for

information

and new

solutions

change

processes

and

structures

manage

change

implement

new solutions

avoid falling

back into old

patterns

keep impulse

for continuous

development

stabilise

innovation

unfreezingactive

changerefreezing


Active Change | Connecting Stakeholders

Support from the centrallevel

Academic programmedevelopment

Instructional Design at the E-Learning Service

Video Team at the State and University Library

Idea for IoC at programme or module level

Sharing responsibilities at the faculty level:

Professor/ Study programme coordinator

Teaching assistant tosupport the developmentand implementation oflearning materials orteaching formats

Translate the top-down vision

“Project team” allows for ownership

Some financial support incentivises curriculum

(re)design

Help to share the “burden” of implementing IoC

Move into the direction of a distributed leadership

develop collaborative relationships

encourage trust in existing expertise

multiplier effect by getting these stakeholders in touch with

one another


Active Change | Connecting Stakeholders



new

(temporary)

balance

old

balance

recognize need

for change

encourage

change agents

(also:

resources)

reduce

obstacles (e.g.

fear, resistance)

Task for the

management:

initiate

change

look for

information

and new

solutions

change

processes

and

structures

manage

change

implement

new solutions

avoid falling

back into old

patterns

keep impulse

for continuous

development

stabilise

innovation

unfreezingactive

changerefreezing

DiscussionHow can we lay the foundations for a

continuous, institutionalised process?


Agnew, M. (2012): Strategic Planning: An Examination of the Role of Disciplines in Sustaining

Internationalization of the University. Journal of Studies in International Education 17 (2), 183-202.

Beelen, J. (2016): Obstacles and enablers to internationalising learning outcomes in Dutch universities of

applied sciences. Dissertation. Universita Cattolica del Sacro Cuore.

Green, W. & Whitsed, C. (2012): Reflections on an Alternative Approach to Continuing Professional Learning

for Internationalization of the Curriculum across Disciplines. Journal of Studies in International Education 17

(2), 148-164.

Hahn, C. (2004): Die Internationalisierung der deutschen Hochschulen. Kontext, Kernprozesse,Konzepte und

Strategien. Wiesbaden: Springer.

Jones, E. (2017): Internationalisation of the Curriculum: Challenges, Misconceptions and the Role of

Disciplines. H. Casper-Hehne & T. Reiffenrath (Eds.), Internationalisierung der Curricula an Hochschulen:

Konzepte, Initiativen, Maßnahmen. Bielefeld: W. Bertelsmann Verlag, S. 21-38.

Leask, B. (2015): Internationalization of the Curriculum. New York: Routledge.

Lewin, K. (1947): Frontiers in Group Dynamics. Concept, Method and Reality in Social Science; Social

Equilibria and Social Change. Human Relations, 1 (1), S. 541.

Mestenhauser, J. (1997): On Moving Cemeteries and Changing Curricula. EAIE Newsletter, June 1997.

Schönwald, I. (2007): Change Management in Hochschulen: Die Gestaltung soziokultureller

Veränderungsprozesse zur Integration von E-Learning in die Hochschullehre. Lohmar: Eul.

Wehrlin, U. (2014): Hochschul-Change-Management: Veränderungsprozesse, Change Management,

Organisationsentwicklung, Professionalisierung des Hochschulmanagements. Göttingen: Optimus.

Wittman, M. (2013): Change-Design für Change Agents in universitären Veränderungsprozessen.

Dissertation. Berlin: epubil GmbH.


Bibliography

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ns in

th

e p

rese

nta

tio

n m

ade

by F

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ticon

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