Leveraging diversity through purposeful flexibility: towards a redefinition of the international classroom

Figures & data

Table 1. Overview of competence profiles for intercultural, international and global classrooms.

Profile	Context & Method	Shared competences	Specific contributions
Intercultural Teaching Competence (Dimitrov and Haque 2016)	Context: Canada, research university Method: synthesis of interdisciplinary literature Aim: Reflective tool to support university lecturers in teaching effectively across cultures and developing students’ intercultural competence	Positionality Intercultural competence: Design: accommodating diverse learning, designing purposeful global learning experiences, developing multi-perspective input Teaching and learning: accommodating culturally and linguistically diverse learners, facilitating purposeful interaction across differences.	Startingpoint: enabling intercultural competence development as a prerequisite for global learning
International Competence Matrix (Van der Werff 2012; 2015; 2017)	Context: The Netherlands, university of applied science Method: Inspired by earlier profile, iterative development in practice Aim: Tool to inform HRM policies and professional development for university lecturers within internationalised higher education	Intercultural competence: Teaching and learning: accommodating culturally diverse learners Language proficiency: proficiency in two languages	Startingpoint: equip lecturers to carry out their work effectively in the context of internationalised universities. Focus: differentiation between different teaching and supervision tasks Specific competences Knowledge of local and international labour market
EQUIIP Ideal international competence profile for educational developers (EQUIIP 2019)	Context: Consortium of a British, Danish, Dutch, French, German and Spanish research university Method: Iterative development within project, systematic action research approach Aim: Standard of excellence for educational developing and delivering internationalised programmes, targeted at educational developers	Positionality Intercultural competence: Design: designing purposeful global learning experiences, developing multi-perspective input Teaching and Learning: accommodating culturally and linguistically diverse learners, facilitating purposeful interaction across differences	Startingpoint: supporting comprehensive, inclusive internationalisation of the curriculum Focus: Critical reflection and reciprocal learning Specific competences: Integrating critical, interdisciplinary and comparative approaches
Globally Competent Teaching Continuum (Tichnor-Wagner et al. 2019)	Context: United States, research university Method: Systematic literature review and iterative development based on review (72 teachers and experts), pilot (111 teachers), cognitive interviews (9 teachers) Aim: Reflective tool to support teachers across education in the continued development of global teaching competence in the context of global learning.	Positionality Intercultural competence: Design: Designing purposeful global learning activities, developing multi-perspective input Teaching and learning: facilitating purposeful interaction across differences Language proficiency: proficiency in two languages	Startingpoint: implementing global learning practices with a focus on equity and societal responsibility Focus: differentiation between five competence levels Specific competences: Multi-perspective knowledge of current affairs and interconnected local and global issues Facilitating real world global learning experiences in collaboration with diverse communities

Table 2. Characteristics of international classrooms within different types of programmes.

	International classrooms within English-taught programmes with a primarily international focus e.g. International Business, European Studies	International classrooms within Dutch-taught programmes with a primarily local focus e.g Nursing, law
Language of instruction	English, as part of predominantly English taught programme.	English, as part of predominantly Dutch taught programme
Students	Combination of culturally diverse local students and degree seeking international students, joined by credit seeking international students in selected parts of the programme	Majority of culturally diverse local students, joined by a minority of credit seeking international students in selected parts of the programme
Graduate attributes	Include intercultural, international and global dimensions, in line with the requirements of the local and global labour market	May include intercultural, international and global dimensions, in line with the requirements of the local labour market
Implementation	International classroom situation, or comprehensive approach (throughout the undergraduate programme)	International classroom as internationalisation at home activity (within selected parts of the undergraduate programme)

Table 3. Respondents included in round 1.

Overview respondents round 1 (N = 28)
Organisation:	UAS 1 (2), UAS 2 (2), UAS 3 (5), UAS 4 (13), UAS 5 (6)
	Expert international classroom lecturers (N = 23)	Expert Policy makers (N = 5)
Role:	Lecturer in English-taught programme (14) Lecturer in (predominantly) Dutch-taught programme (9)	Educational advisor (2) International officer (3)
Disciplinary context:	Business (10), Health (3), Language and culture (1), Law and safety (2), Management and organisation (4), Teacher education (2), Unknown (1)	Institutional level (5)
Inclusion criteria:	(1.) Facilitated international classrooms (including students with min. four different cultural backgrounds) for at least three years (2.) Completed basic didactic training (3.) Completed additional professional development activities focussed on internationalisation, inclusive education and/or education for global citizenship	(1.) Contributed to policy on internationalisation and/or diversity and inclusion on institutional level

Table 4. Suggested adjustments to working definition.

Suggested adjustments (N = 17)	Density
(1) Culturally diverse student body does not have to be created intentionally	5
(2) Explicitly add ‘international students’	2
(3) Make the role(s) of the lecturer explicit	2
(4) Adjust the phrase educational unit	1
(5) Make it explicit that there are different dimensions of (cultural) diversity	1
(6) Broaden the outcome of the international classroom beyond the achievement of IILOs	1
(7) None	1

Figure 1. Purposeful international classroom competences.

Dimitrov, N., and A. Haque. 2016. “Intercultural Teaching Competence: A Multi-Disciplinary Model for Instructor Reflection.” Intercultural Education 27 (5): 437–456. https://doi.org/10.1080/14675986.2016.1240502.

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Van der Werff, E. 2012. International Competences Matrix. Hanze Hogeschool.

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Van der Werff, E. 2015. International Competences Matrix. Hanze Hogeschool.

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Van der Werff, E. 2017. International Competences Matrix. Hanze Hogeschool.

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EQUIIP. 2019. “Introduction to the International Classroom.” EQUiiP.

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Tichnor-Wagner, A., H. Parkhouse, J. Glazier, and J. M. Cain. 2019. Becoming a Globally Competent Teacher. Alexandria: Ascd.

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