Issue #1

The current issue introduces CeQuInt and explains current project activities. Do you want to know the quality level of your internationalisation? Why not take part?

Current literature suggests that higher education’s internationalisation is perceived as an indicator for the quality of higher education. Nonetheless few approaches have been developed to assess the quality of internationalisation. The current national quality assurance and accreditation systems do not explicitly include international and intercultural learning outcomes and a commonly agreed assessment methodology is lacking.
CeQuInt therefore intends to develop such a methodology.

Welcome to the newsletter

The overall aim of the project is to assess, reward and enhance internationalisation.
CeQuInt will develop an assessment framework (i.e. methodology) to assess the internationalisation of a programme or an institution and which, if completed successfully, can lead to the award of a Certificate for Quality in Internationalisation. The Certificate is intended to confirm that a programme or an institution has successfully incorporated an international and intercultural dimension into the purpose, function and delivery of its education.
The project is based on the consortium’s commonly agreed framework for internationalisation and will focus on both enhancement and excellence.

Current phase of the project: development of the methodology

Since the start of the project in October 2012, the project partners have given specific attention to the further definition of assessment methodology, the identification of candidates for the pilot procedures, the specific roles and profiles of experts in the assessment panels and the commencement of dissemination activities. The immediate agreed actions include a stronger involvement of experts from the professional field in the assessment panels, the introduction of a core group of experts that will take part in several pilot procedures and the reporting of national and international dissemination activities.

Related activities: looking for test subjects

The project consortium will test their developed methodology in pilot procedures. Each quality assurance agency in the consortium will undertake one procedure. There will be eight pilot procedures at programme level and four pilot procedures at institutional level. A distribution has been proposed and each of the quality assurance agencies is currently enlisting candidates. The list of candidates will be final on 11 January 2013. To propose your institution or programme, you need to send the filled-in candidate form to the quality assurance agency operating in your system.

The following project partners will organise a pilot procedure for quality in internationalisation at programme level:

  • AQ Austria
  • ASHE, Croatia
  • AQU Catalunya
  • CTI, France
  • FIBAA, Germany
  • PKA, Poland
  • SQAA, Slovenia
  • ZEvA, Germany

The following project partners will organise a pilot procedure for quality in internationalisation at institutional level:

  • AERES, France
  • ANECA, Spain
  • FINHEEC, Finland
  • NVAO, The Netherlands & Flanders

The contact persons per agency are listed below. The candidate forms are available on the CeQuInt website.

Related activities: convening expert panels

A positive assessment by a panel of expert will lead to the award of the Certificate for Quality in Internationalisation. It is therefore very important that the assessment of internationalisation is done by experts that have the right expertise and experience. In addition to the regular expertise and experience, all panels have to include at least two experts that have an unquestionably international profile. One of these needs to have recently held a position outside the higher education system of the assessed programme or institution. All panel members of course need to have a good command of English since the assessment procedure will take place in English.
Everyone can propose an expert with an unquestionably international profile through the expert suggestion form on ECA’s websiteWe are especially interested in experts from the professional field.
In order to increase consistency of judgements, experts that will take part in more than one procedure and panel coordinators/secretaries will need to take part in a training on 3 May 2013.

Project partners and contact persons

Recent references

How Do You Define Internationalization?
>Hilary Layton, The Chronicle of Higher Education, 13 December 2012,

  • What she writes: “How we go about internationalizing higher education, however, is a question that draws some interesting distinctions, notwithstanding our shared vocabulary. In conversation with colleagues from the United States, China, Australia, and other European countries, I find many common ideas. But I’m also conscious of some significant differences between nations.”
  • What we say: Internationalisation can even be sending your chef abroad to learn from their Chinese counterparts.

Don’t Go Soft on Study Abroad: a Call for Academic Rigor
>William G. Moseley, The Chronicle of Higher Education, 11 December 2012,

  • What he writes: “Let’s be frank, some students view study abroad as a vacation or at least a time when normal academic standards ought to be relaxed. But as an instructor and director on two different study-abroad programs for undergraduates in South Africa and Botswana, I have sought to expose participants to new cultures and provide academically rigorous courses.”
  • What we say: Great insight into what study-abroad means from a teacher’s perspective.

Infographic on Student Mobility Trends
>QS International Unit, October 2012,

  • What they write: “Still, Europe is, by far, the favourite student destination, receiving 41% of the world international students.”
  • What we say: Interesting infographic presenting a global perspective on student mobility and mobility trends.

Teaching in English is not about politics but quality
>Hans de Wit, University World News, 18 November 2012,

  • What he writes: “The issue of teaching in English has become a serious academic quality issue for all universities, whatever their mother language is. An increasingly diverse faculty and student population in the classroom demands that universities address the academic issues related to teaching in English.”
  • What we say: Language is still such a sensitive issue!

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