The CeQuInt Assessment Frameworks

•Axel Aerden & Maria E. Weber

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Programme-level assessment

Institutional-level assessment

• General principles• Assessment standards & criteria• Assessment scale• Assessment panel

• General principles• Assessment standards & criteria• Assessment scale• Assessment panel

Assessment procedure

• Self-evaluation report• Site visit• Assessment rules & report• Decision-making

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I N T E R N A T I O N A L

Substance? Form?

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Programme-level

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Intended internationalisation

International & interculturallearning outcomes

Teaching & Learning

Students

Staff

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Standard 1: Intended internationalisation

• Criterion 1a: Supported goals• The programme has documented its internationalisation

goals and these are shared and supported by stakeholders within and outside the programme.

• Criterion 1b: Verifiable objectives• The programme has formulated verifiable objectives that

enable it to monitor the achievement of its internationalisation goals.

• Criterion 1c: Evaluation & improvement• The programme periodically evaluates its

internationalisation (goals, plans, activities) and can demonstrate having implemented improvement measures.

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Standard 2: Learning outcomes

• Criterion 2a: Intended learning outcomes• The intended international and intercultural learning

outcomes defined by the programme are a clear reflection of its internationalisation goals.

• Criterion 2b: Student assessment• The methods used for the assessment of students are

suitable for measuring the achievement of the intended international and intercultural learning outcomes.

• Criterion 2c: Graduate achievement• The programme can demonstrate that the intended

international and intercultural learning outcomes are achieved by its graduates.

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Standard 3: Teaching and Learning

• Criterion 3a: Curriculum• The content and structure of the curriculum enable the

achievement of the intended international and intercultural learning outcomes.

• Criterion 3b: Teaching methods• The teaching methods enable the achievement of the

intended international and intercultural learning outcomes.• Criterion 3c: Learning environment• The learning environment is suitable for achieving the

intended international and intercultural learning outcomes.

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Standard 4: Staff

• Criterion 4a: Staff composition• The composition of the staff (in quality and quantity)

facilitates the achievement of the intended international and intercultural learning outcomes.

• Criterion 4b: International experience and competences• Staff members have sufficient international experience,

intercultural competences and language skills.• Criterion 4c: Service provided to staff• The services provided to the staff (e.g. training, facilities,

staff exchanges) are in line with the staff composition and facilitate international experiences, intercultural competences and language skills.

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Standard 5: Students

• Criterion 5a: Student group composition• The composition of the student group (diversity of national

and cultural backgrounds) is in line with the programme’s internationalisation goals.

• Criterion 5b: International experience• The international experience gained by students is

adequate and in line with the programme’s internationalisation goals.

• Criterion 5c: Services provided to students • The services provided to the students (e.g. information

provision, counselling, guidance, accommodation, Diploma Supplement) are adequate and in line with the composition of the student group.

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Overall assessment

Based on its internationalisation goals, the programme has successfully implemented effective internationalisation, which demonstrably contributes to the quality of the teaching and learning provided.

Decision: A programme receives the Certificate for Quality in Programme Internationalisation when at least three standards are assessed as good or excellent and no standard is assessed as unsatisfactory

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Assessment scale

Unsatisfactory The programme does not meet the current generic quality for this standard and shows serious identifiable shortcomings.

Satisfactory The programme meets the current generic quality for this standard and shows an acceptable level across the standard’s entire spectrum.

Good The programme systematically surpasses the current generic quality for this standard across the standard’s entire spectrum.

Excellent The programme systematically and substantially surpasses the current generic quality for this standard across the standard’s entire spectrum explicitly includes one or more exemplary practices and for this standard it can be regarded as an international example.

Generic quality is defined as the quality that can reasonably be expected in an international perspective regarding this criterion or standard.

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Not examplary practices at all

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an implicit or instrumental approach to

internationalisation

“we are international by name or nature”

“we have international students”

“we teach in English”

“we send 15% of our students abroad”

Achievements not transparent or not

demonstrated

“Our alumni end up and function well in international jobs”

Unintentional achievements

Very interculturally aware graduates but not the result of the programme’s policy

or teaching & learning

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Examplary practices

“Students (under supervision) reflect on intercultural differences that present themselves

during classes.”

“To develop an international classroom, the programme has put in place a targeted international recruitment [to streamline and diversify the inflow of new groups of international students].”

“Staff is trained to ensure that students from the same nationality / ethnicity do not stick together.”

“Three of nine objectives incorporated in [the joint programme’s] policy plan refer to internationalisation.”

“Exemplary is the […] table with content of courses matched with the intended international & intercultural learning outcomes.”

“Students who went abroad, report that the programme helped them to arrange their housing and their visa.”

“The programme put [outgoing students] in touch with the contact person abroad and introduced them to the buddy system of the partner university.”

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Institutional-level

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Intended internationalisation

Action plans

Implementation

Governance

Enhancement

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Standard 1: Intended internationalisation

• Criterion 1a: Supported goals• The institution has documented its internationalisation

goals. These goals are shared and supported by stakeholders within and outside the institution.

• Criterion 1b: Verifiable objectives• The institution has formulated verifiable objectives that

enable it to monitor the achievement of its internationalisation goals.

• Criterion 1c: Evaluation & improvement• The institution periodically evaluates its

internationalisation (goals, plans, activities) and can demonstrate having implemented improvement measures.

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Standard 2: Action plans

• Criterion 2a: Fitness for purpose• The institution's internationalisation plans support the

achievement of its internationalisation goals.• Criterion 2b: Dimensions• The institution's internationalisation plans include at least

the following dimensions: “international and intercultural learning outcomes”, ”teaching and learning”, ”staff” and “students”.

• Criterion 2c: Support• The institution’s internationalisation plans are supported

by specific institution-wide instruments and adequate resources.

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Standard 3: Implementation

• Criterion 3a: Information system• The institution has a functional management information

system which enables it to collect reliable information.• Criterion 3b: Effective management• The institution collects, analyses and uses management

information to effectively manage its internationalisation activities.

• Criterion 3c: Realisations• The institution can demonstrate the extent to which its

internationalisation plans are realised through documented outcomes and results.

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Standard 4: Enhancement

• Criterion 4a: Quality assurance• All internationalisation dimensions and activities are

integrated into the institution’s internal quality assurance system.

• Criterion 4b: Internationalisation• The institution utilises internationalisation approaches

(e.g. international benchmarking, peer learning, networking) as part of its improvement strategies.

• Criterion 4c: Stakeholders• The institution actively involves its internal and external

stakeholders in its improvement strategy.

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Standard 5: Governance

• Criterion 5a: Responsibilities• The responsibilities regarding internationalisation (goals,

plans, implementation and improvement) are clearly defined and allocated.

• Criterion 5b: Effectiveness• The organisation and decision-making structure regarding

internationalisation support the realisation of the institution’s goals and plans.

• Criterion 5c: Responsiveness• The institution can demonstrate that it readily reacts to

input from internal and external stakeholders.

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Overall assessment

Based on its internationalisation goals, the institution has successfully implemented effective internationalisation, which demonstrably contributes to the quality of the teaching and learning environment.

Decision: An institution receives the Certificate for Quality in Institutional Internationalisation when at least three standards are assessed as good or excellent and no standard is assessed as unsatisfactory

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Assessment scale

Unsatisfactory The institution does not meet the current generic quality for this standard and shows serious identifiable shortcomings.

Satisfactory The institution meets the current generic quality for this standard and shows an acceptable level across the standard’s entire spectrum.

Good The institution systematically surpasses the current generic quality for this standard across the standard’s entire spectrum.

Excellent The institution systematically and substantially surpasses the current generic quality for this standard across the standard’s entire spectrum explicitly includes one or more exemplary practices and for this standard it can be regarded as an international example.

Generic quality is defined as the quality that can reasonably be expected in an international perspective regarding this criterion or standard.

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Not all those that wander are lost.

H.R.R.Tolkien

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