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Introduction
Kevin Haines has worked in international Higher Education programmes in the Netherlands since 1992 and has been working on the International Classroom project at University of Groningen since 2013. He currently specialises in guiding university lecturers and ’students as partners’ in international classrooms across the university.
He has published several articles on the impact of the international classroom and English Medium Instruction on learning processes in both the formal and the informal curriculum. He is co-author of the IntlUni Principles (see www.intluni.eu) and is currently coordinating the EQUiiP Erasmus+ project, which is designing continuing professional development for international higher education (see www.equiip.eu).
Publications
Publications (12)
In the Netherlands, study associations play a potentially pivotal role in the internationalization of the curriculum, on the boundary of the formal and the informal curriculum, given that they are switching to English as a lingua franca to include students studying in English-Medium Instruction (EMI) programmes. This chapter investigates the ways i...
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, profe...
The CEFR will only achieve its potential in higher education if it is embedded in a meaningful way in the wider processes of the university. One means of embedding the CEFR is through policy, and in this article we report the development of a language policy in the broader context of internationalization at a Dutch university. We describe some the...
This report summarises the work of the IntlUni Erasmus Academic Network Project 2012-15
This article uses a narrative approach to investigate the learning experiences of third-year medical students in a transnational higher educational setting, specifically during an elective period abroad. The students evaluate their learning experiences in an unfamiliar environment both
in relation to previous learning and in relation to their possi...
Here we tell the story of the development of an International Bachelor of Medicine programme (IBMG) which, in the words of the programme’s manager prepares ‘students who know how to make decisions when they get into a new situation anywhere in the world, and who have an open mind for multiple solutions’.
The CEFR is increasingly being used as the framework of choice for the assessment of language proficiency at universities across Europe. However, to attain consistent assessment, familiarization and standardization are essential. In this paper we report a case study of embedding a standardization procedure in writing assessment activities at the Un...
This article discusses the value of role models in the language acquisition process of international students following an English as Medium of Instruction (EMI) programme in the Netherlands. Narrative interpretations of qualitative data provide insights into the identity work involved in the use of role models and the impact that this work has on...
This paper addresses the reconceptualization of the ELP as a Personal Language Learning Environment (PLLE), encouraging learners towards greater self-regulation. Such a development fits in with the pedagogical function of the ELP by scaffolding the plurilingual, lifelong learning of languages. Web 2.0 social media tools allow learners to work with...
The CEFR is becoming established as the framework of choice for the description of the language proficiency of students at universities across Europe. To attain consistent assessment, familiarization and standardization are crucial prerequisites. In this paper we report a case study of embedding a standardization procedure in writing assessment act...
