Overview tools higher education

The Nuffic Quickscan gives you insight into internationalisation. Within 15 minutes, you will see where you stand in relation to internationalisation and global citizenship.

You answer questions about four themes that form the basis for internationalisation.

Read more about the Nuffic Quickscan (in Dutch).

QUIS is a comprehensive tool that provides insight into how internationalisation is implemented at different levels within an organisation, from policy to curriculum.It provides insight into stakeholder involvement and the integration of different aspects, including mobility. The scan covers ten categories, each with indicators and questions about the current situation.

QUIS generates a visual representation, illustrating the incorporation of each category within the organization. The developers at The Hague University of Applied Sciences recommend facilitating this process with the assistance of an (educational) internationalisation advisor within your organization. A user manual was developed to guide the application of this process.

Language:

English

Availability:

If interested, please contact Eveke de Louw (e.e.delouw@hhs.nl) and Claudia Bulnes (c.bulnes@hhs.nl).

Intercultureality serves as a valuable workshop tool, offering you and your colleagues visual insight into your internationalisation efforts. Together, you adopt the perspective of a student to delve into key themes such as the formal and informal curriculum, didactics and pedagogical approaches. An important focus is: how do students perceive the effects of these interventions and what is expected of them. Whether used with colleagues or other stakeholders, Intercultureality helps build insight, support, awareness and a sense of ownership of internationalisation within the organisation.

"The model’s strength lies in its clear visual overview, facilitating connections between various components/areas and stakeholders. It contributes to creating the unique and specific internationalisation landscape, forming the program’s internationalisation story"

- Eva Haug, Education Advisor for Internationalisation of the Curriculum and COIL (Amsterdam University of Applied Sciences)

Language:

Dutch

Availability:

If interested, please contact Eveke de Louw (e.e.delouw@hhs.nl) and Claudia Bulnes (c.bulnes@hhs.nl).

The QIC consists of three different questionnaires: QIC1 (open-ended questions), a shortened version of QIC1, and QIC2 (closed-ended questions). The choice of the most suitable variant of the questionnaire depends on your situation. The objective is to have various members of the teaching team complete the questionnaire and discuss the results together. Key topics covered include intended learning outcomes, learning activities, and teacher competences, with both module-level and programme-level questions. The result is an understanding of your current position and desired situation, along with a concrete action plan to bridge the gap. Aparajita Dutta, Head of International Affairs at the Royal Academy of Art The Hague, uses the results as input for their annual plans.

The questionnaires are part of Betty Leask’s IoC in Action website. On this website you can also find explanations of concepts and definitions related to the internationalisation of the curriculum, the framework they use, the process of curriculum internationalisation, case studies, and other relevant information and resources.

“The QIC should not be used to simply collect data, or to measure performance, but rather to stimulate discussion, and understanding, which are essential for the ‘Imagine’ phase of the IoC process.”

- Developers of the IoC in Action website.

Language:

English

Availability:

Refer to the QIC.

The purpose of the document Internationalising the curriculum: a developmental resource for initiating transformational change is to map the current level of internationalisation within the curriculum and identify areas for further development. Based on this assessment, you can develop an action plan .

The tool has five sections designed to guide you through the process, ideally in collaboration with colleagues. It prompts reflection on what Internationalisation of the Curriculum means to you and explores the key elements of this concept for you and your colleagues. It also aligns with the developmental stages outlined by Betty Leask.

"This document facilitates the development of ideas through discussion on how to embed and enhance aspects of internationalisation in a specific curriculum area. It can serve as a valuable tool to monitor the progress of IoC development by evaluating the results of activities at least once a year." 

- Initiators of the Higher Education Academy

Language:

English

Availability:

For more information on development phases, various worksheets, and developmental activities, please have a look at Knowledge Hub on the website of Advance HE.

The Hague Internationalisation at Home (THIAH) enables you to systematically map Internationalisation at Home (IaH) activities and tools within programmes, both explicit and implicit. The central question always revolves around: to what extent are specific choices purposeful in the context of internationalisation? The developers at The Hague University of Applied Sciences recommend filling in the tool jointly with, for instance, an internationalisation policy advisor or a small group of core lecturers. A manual is available for conducting the semi-structured interviews.

The use of THIAH raises awareness of IaH in the areas of course content, mobility, languages, instructional language, didactics, staff composition, learning outcomes, and informal curriculum.

"The greatest advantage lies in understanding your current position regarding IaH. This creates a basis for meaningful conversations with colleagues, potentially from different roles." 

- Saskia Best, Judith Hauke (lecturers in Communication and Multimedia Design), and Annette van Rooij-Peiman (IT lecturer) at Rotterdam University of Applied Sciences.

Language:

English

Availability:

For inquiries, please contact Eveke de Louw (e.e.delouw@hhs.nl) and Claudia Bulnes (c.bulnes@hhs.nl).

Three tools have been developed as part of the ATIAH project. The creators recommend combining two or three instruments.

The Self-Audit Tool assists individuals or organisations in assessing the extent to which they engage in Internationalisation at Home (IaH) and identifying areas for improvement. The Curriculum Framework goes beyond IaH activities, delving into aspects such as institutional culture, mission and vision. The framework includes focus exercises to facilitate dialogue on IaH. The Evidence Framework can be used to demonstrate development in IaH, spanning areas like curriculum development or professionalisation.

"ATIAH includes three complementary tools from different perspectives. For example, the Self-Audit Tool clearly indicates whether you undertake specific activities or not, including illustrative examples. The tools are highly adaptable; you can use each tool whenever and at whatever level you prefer." 

- Jan Van Maele, co-developer (KU Leuven).

Language:

English, Dutch and Italian.

Availibility:

Visit the ATIAH-website of Newcastle University.

The Global Mind Monitor (GMM) is an online questionnaire designed for students, teachers, and professionals to reflect on their global competences. This monitor is based on validated instruments which measure intercultural competences, ethnocentrism, and engagement in sustainability.

A personal dashboard provides insights into your scores and reflections on your strengths and areas for development. Teachers can use the tool during evaluation interviews with students. It can be completed once or multiple times to track students’ development over time.

Language:

Dutch, English, and Spanish

Availability:

Visit the website of the Global Mind Monitor. The tool costs 4.95 euro per student.

The International Competences Matrix is a tool that empowers teachers to map their position in professional development. The matrix can support the implementation of your internationalisation strategy, as internationally competent teachers are essential to this process.

For each task, be it curriculum development or Internationalisation at Home (IaH), the matrix identifies the required international competences. In practice, the matrix is often used for professional development as part of the Human Resource Management (HRM) cycle and during job interviews.

Language:

English

Availability:

Please find the International Competences Matrix here.