Supporting Educational Developers in the Era of Internationalised Higher Education: Insights from a European Project

Autor/inn/en	Dafouz, Emma; Haines, Kevin; Pagèze, Joanne
Titel	Supporting Educational Developers in the Era of Internationalised Higher Education: Insights from a European Project
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 3, S.326-339 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dafouz, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1651818
Schlagwörter	Educational Development; Higher Education; International Education; English (Second Language); Language of Instruction; Program Descriptions; Universities; Native Language; Program Design; Program Implementation; Expertise; Language Role; Multilingualism; Foreign Countries; Teacher Education; Profiles; Participant Characteristics; Teacher Educators; Teacher Attitudes; European Union + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; University; Universität; Programme design; Programmaufbau; Programmplanung; Expert appraisal; Mehrsprachigkeit; Multilingualismus; Ausland; Lehrerausbildung; Lehrerbildung; Charakterisierung; Profilanalyse; Teacher education; Education; Lehrerverhalten
Abstract	In the past decades, and as a result of the internationalisation processes experienced by higher education across the world, English-medium education (EME) has gained momentum in universities where well-established national and/or local languages had traditionally been the means of instruction. While this phenomenon is growing at a fast pace, professional support for the lecturers engaged is very often scarce and unsystematic. Against this backdrop, the EU project known as EQUiiP (Educational Quality at Universities for Inclusive International Programmes) takes as point of departure the support of a specific set of agents -- educational developers (EDs) -- who, although essential in the design and implementation of internationalised programmes, has attracted scarce research attention. Drawing conceptually on the ROAD-MAPPING framework (Dafouz, E., and U. Smit. [2016]. "Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings." "Applied Linguistics" 37 (3): 397-415) and with the help of data from a baseline survey gathered by EQUiiP, this paper explores the roles, beliefs and practices of EDs in these concrete internationalised programmes. Our findings reveal great differences in these agents' backgrounds and areas of expertise as well as different perspectives on the roles of language(s), and more particularly English, in the process of internationalising higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01