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Teaching and learning in international programmes

More and more programmes are being offered in English to both Danish and foreign students. The result is often a great diversity in students’ educational background, language and culture, which is reflected in the teaching, in the interaction between students and teachers, and between students. In some cases, programmes are literally international, as their learning outcomes and content also have a clear international dimension. Other programmes have been changed slightly in relation to an original Danish degree programme.

Either way, there is a need for research and development projects to identify possibilities and challenges in international education and come up with concrete examples of how teaching and learning can be organised to give all students the best possible outcomes.

Selected publications

Lauridsen, K.M. & Lauridsen, O. 2018. Teacher capabilities in a multicultural educational environment: an analysis of the impact of a professional development project. International Journal for Academic Development 23 (2). DOI: 10.1080/1360144X.2017.1357557

Lauridsen, K. M. 2017. Professional development of international classroom lecturers. In Jennifer Valcke & Robert Wilkinson (eds) Integrating Content and Language in Higher Education. Perspectives and Professional Practice. Peter Lang.

Lauridsen, K.M. 2016. IntlUni - the opportunities and challenges of the multilingual and multicultural learning space in the international university. Project report. European Journal of Applied Linguistics, vol. 4(2) DOI 10.1515/eujal-2016-0010.

Lauridsen, K.M. & Cozart, S. M. 2015. Teaching and Learning in the International Classroom: quality principles and lessons learned from the IntlUni project. Internationalisation of Higher Education. An EAIE Handbook (3/2015). Raabe

Lauridsen, K.M. & Lillemose, M. K. (eds). 2015. Opportunities and challenges in the multilingual and multicultural learning space. Final document of the IntlUni Erasmus Academic Network 2012-15.