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These criteria are linked. To provide students with the best conditions for
achieving the intended learning outcomes established by the HEI according
to the programme’s vision for internationalisation, the HEI must have the
right staff structure and competence.

Further reading:
http://ecahe.eu/home/internationalisation-platform/about/

Experiences from the pilot projects
Dalarna University (HD) and Lund University (LU) have worked on international-
ising intended learning outcomes and found it to be feasible. HD chose to identify
international and intercultural aspects for two programmes: nursing and pre-
school teacher education. It has produced a model for how these aspects can be
identified and linked to existing intended learning outcomes. The model should
also be able to be used on other programmes.

LU chose to add a new intended learning outcome to a course given as part of the
BSc programmes in Computer Science and Engineering, and Electrical Engineer-
ing – Automation. The intended learning outcome was supported by a new course
module that is to be examined. LU has good experience of the implementation
of the module; it stimulated good discussions among students, who found the
module to be relevant.

Both HEIs were thorough in their processes and involved the heads of programme,
lecturers and the HEI’s education developer in their work. LU also used focus
groups with employers and alumni for input on their work (see appendix 1). HD
developed a number of matrixes to facilitate work on linking international and
intercultural competences to existing qualitative targets and clarifying progres-
sion (see appendixes 7–9).

These changes take time to implement, so their results in the form of a potentially
increased number of outward exchange students have not been able to be ana-
lysed within the project’s timeframe. However, it is undeniable that they illumi-
nate international and intercultural aspects of the course or programme.

Formulate specific objectives for exchange
periods

In addition to defining international and intercultural aspects in intended learn-
ing outcomes that relate to all students, it may also be beneficial to define spe-
cific objectives for an exchange period. These clarify what knowledge, abilities
and approaches the student is expected to develop during the exchange period.
They specify the purpose of the exchange studies but cannot pose conditions for
achieving the qualitative targets.

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