The CeQuInt Assessment Frameworks

1. The CeQuInt Assessment Frameworks Axel Aerden & Maria E. Weber

2. Programme-level assessment • General principles • Assessment standards & criteria • Assessment scale • Assessment panel Institutional-level assessment • General principles • Assessment standards & criteria • Assessment scale • Assessment panel Assessment procedure • Self-evaluation report • Site visit • Assessment rules & report • Decision-making

3. Substance? Form? I N T E R N A T I O N A L

4. Programme-level

5. Intended internationalisation International & interculturallearning outcomes Teaching & Learning Staff Students

6. Standard 1: Intended internationalisation • Criterion 1a: Supported goals • The programme has documented its internationalisation goals and these are shared and supported by stakeholders within and outside the programme. • Criterion 1b: Verifiable objectives • The programme has formulated verifiable objectives that enable it to monitor the achievement of its internationalisation goals. • Criterion 1c: Evaluation & improvement • The programme periodically evaluates its internationalisation (goals, plans, activities) and can demonstrate having implemented improvement measures.

7. Standard 2: Learning outcomes • Criterion 2a: Intended learning outcomes • The intended international and intercultural learning outcomes defined by the programme are a clear reflection of its internationalisation goals. • Criterion 2b: Student assessment • The methods used for the assessment of students are suitable for measuring the achievement of the intended international and intercultural learning outcomes. • Criterion 2c: Graduate achievement • The programme can demonstrate that the intended international and intercultural learning outcomes are achieved by its graduates.

8. Standard 3: Teaching and Learning • Criterion 3a: Curriculum • The content and structure of the curriculum enable the achievement of the intended international and intercultural learning outcomes. • Criterion 3b: Teaching methods • The teaching methods enable the achievement of the intended international and intercultural learning outcomes. • Criterion 3c: Learning environment • The learning environment is suitable for achieving the intended international and intercultural learning outcomes.

9. Standard 4: Staff • Criterion 4a: Staff composition • The composition of the staff (in quality and quantity) facilitates the achievement of the intended international and intercultural learning outcomes. • Criterion 4b: International experience and competences • Staff members have sufficient international experience, intercultural competences and language skills. • Criterion 4c: Service provided to staff • The services provided to the staff (e.g. training, facilities, staff exchanges) are in line with the staff composition and facilitate international experiences, intercultural competences and language skills.

10. Standard 5: Students • Criterion 5a: Student group composition • The composition of the student group (diversity of national and cultural backgrounds) is in line with the programme’s internationalisation goals. • Criterion 5b: International experience • The international experience gained by students is adequate and in line with the programme’s internationalisation goals. • Criterion 5c: Services provided to students • The services provided to the students (e.g. information provision, counselling, guidance, accommodation, Diploma Supplement) are adequate and in line with the composition of the student group.

11. Overall assessment

12. Assessment scale Generic quality is defined as the quality that can reasonably be expected in an international perspective regarding this criterion or standard.

13. Not examplary practices at all “we are international by name or nature” an implicit or instrumental approach to internationalisation “we have international students” “we teach in English” • “we send 15% of our students abroad” Achievements not transparent or not demonstrated • “Our alumni end up and function well in international jobs” Unintentional achievements • Very interculturally aware graduates but not the result of the programme’s policy or teaching & learning

14. Examplary practices • “Students (under supervision) reflect on intercultural differences that present themselves during classes.” “Exemplary is the […] table with content of courses matched with the intended international & intercultural learning outcomes.” “Staff is trained to ensure that students from the same nationality / ethnicity do not stick together.” • “Three of nine objectives incorporated in [the joint programme’s] policy plan refer to internationalisation.” “Students who went abroad, report that the programme helped them to arrange their housing and their visa.” “The programme put [outgoing students] in touch with the contact person abroad and introduced them to the buddy system of the partner university.” “To develop an international classroom, the programme has put in place a targeted international recruitment [to streamline and diversify the inflow of new groups of international students].”

15. Institutional-level

16. Intended internationalisation Action plans Implementation Enhancement Governance

17. Standard 1: Intended internationalisation • Criterion 1a: Supported goals • The institution has documented its internationalisation goals. These goals are shared and supported by stakeholders within and outside the institution. • Criterion 1b: Verifiable objectives • The institution has formulated verifiable objectives that enable it to monitor the achievement of its internationalisation goals. • Criterion 1c: Evaluation & improvement • The institution periodically evaluates its internationalisation (goals, plans, activities) and can demonstrate having implemented improvement measures.

18. Standard 2: Action plans • Criterion 2a: Fitness for purpose • The institution's internationalisation plans support the achievement of its internationalisation goals. • Criterion 2b: Dimensions • The institution's internationalisation plans include at least the following dimensions: “international and intercultural learning outcomes”, ”teaching and learning”, ”staff” and “students”. • Criterion 2c: Support • The institution’s internationalisation plans are supported by specific institution-wide instruments and adequate resources.

19. Standard 3: Implementation • Criterion 3a: Information system • The institution has a functional management information system which enables it to collect reliable information. • Criterion 3b: Effective management • The institution collects, analyses and uses management information to effectively manage its internationalisation activities. • Criterion 3c: Realisations • The institution can demonstrate the extent to which its internationalisation plans are realised through documented outcomes and results.

20. Standard 4: Enhancement • Criterion 4a: Quality assurance • All internationalisation dimensions and activities are integrated into the institution’s internal quality assurance system. • Criterion 4b: Internationalisation • The institution utilises internationalisation approaches (e.g. international benchmarking, peer learning, networking) as part of its improvement strategies. • Criterion 4c: Stakeholders • The institution actively involves its internal and external stakeholders in its improvement strategy.

21. Standard 5: Governance • Criterion 5a: Responsibilities • The responsibilities regarding internationalisation (goals, plans, implementation and improvement) are clearly defined and allocated. • Criterion 5b: Effectiveness • The organisation and decision-making structure regarding internationalisation support the realisation of the institution’s goals and plans. • Criterion 5c: Responsiveness • The institution can demonstrate that it readily reacts to input from internal and external stakeholders.

22. Overall assessment

23. Assessment scale Generic quality is defined as the quality that can reasonably be expected in an international perspective regarding this criterion or standard.

24. Not all those that wander are lost. H.R.R.Tolkien

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