Strategy, objectives, priorities

Lessius University College has been an active participant in internationalization from the early 1980s, with strong student mobility in the Erasmus programme and several projects of curriculum development under Tempus. The Speech Therapy and Audiology department has been running a very successful IP for over 14 years. In recent years, the departments of Business Studies and of Applied Psychology have promoted student placements abroad, especially in development projects in the third world. A further development of student mobility in Europe has been hampered by linguistic barriers posed by Dutch (the official language of instruction), by work placement requirements in the professional Ba-programmes and by the introduction of research projects in the academic Ba-programmes. Staff mobility, although considerable, has not progressed, partly due to the increasing demands on staff time in connection with the implementation of the Bologna reform.

At the same time, Bologna has been implemented in a new legal framework in Flanders, which is providing new opportunities. Existing barriers on curriculum content have been removed, the Ba-Ma structure has been implemented, and the provision of courses in other languages than Dutch has been facilitated. With the creation of HE networks in Flanders, Lessius University College has become a member of the Associatie K.U.Leuven. The Association’s long term plan for international development has provided a further framework for the Lessius internationalization policy.

Within this context, Lessius is developing its programmes in an international perspective. Staff mobility (both outgoing and incoming staff) will be reviewed in the context of curriculum development and become a strategic tool for this development. In student mobility, increasing attention will be paid to the curriculum opportunities provided by the partner institutions, both at undergraduate and at graduate level. At the same time, Lessius intends to cooperate with its partners abroad to develop new postgraduate opportunities, in the shape of joint course modules or full degrees. Lessius University College’s international activities are conducted in line with its equal opportunities policy, as are all other activities.

As a first step, Lessius will conduct a full review of the existing network and explore possibilities of further cooperation. An increase in staff mobility will be used strategically to support these purposes. Actions will be undertaken to keep student mobility at least at the present level. At the same time the selection procedures will be strengthened. The departments of Applied Psychology and of Speech Therapy and Audiology will develop an English language module to attract incoming students, and thus create the basis for opportunities for outgoing students.

Secondly, Lessius will continue its efforts to extend its network of partners. In recent years, the department of Applied Languages has extended its network to Hungary, Turkey and the Arabic world following the introduction of new languages in the curriculum. At the moment, Lessius is setting up a new network involving universities from former Cultural Capitals. Cooperation with partners in the Netherlands is being intensified.

Third, Lessius will strongly promote and support staff mobility, which it considers as a powerful support for both student mobility and curriculum development. Strategic deployment of (both incoming and outgoing) staff may stimulate undergraduate students to explore international opportunities. At graduate and postgraduate level, programmes will be strengthened by the input from abroad.

Finally, Lessius will further explore the opportunities of work placement abroad. At present, a limited number of students participate in such placements, mostly in the context of support to developing countries. The department of Applied Psychology intends to look for European opportunities for student placement and also for staff placement (short on-the-job experience within the framework of life-long learning).

The Erasmus University Charter and this policy statement will be published on the institution website. The online institution newsletter dedicates a column to its international activities.

Quality of Academic mobility

At Lessius University College, mobility activities are supported both at the level of central administration and at the departmental level. In all, six members of staff have part-time responsibility for the various programmes, supported by a number of teaching staff (for selection procedures and curriculum) and secretarial staff (for student administration). The different profiles of the departments result in different needs at the level of support. Still, the overall level of support remains a point of attention.

Outgoing students are supported at several stages in the process. At the start, there are information sessions introducing international opportunities. This is followed up by on-line information on procedures, a four-stage selection procedure (application, interview, screening by teaching staff, selection), and a group-briefing for selected students preceding the exchange. Students are provided with a curriculum before they leave. During their stay, students have contact persons in the host-institution, and are followed up by the Lessius staff via e-mail. The period of study is fully recognized and credits are transferred. The quality of the selection procedure and the quality of the students’ curriculum are constant points of attention. A project has been started up to provide on-line materials to support students working on their final paper abroad (virtual learning environment).

Incoming students can consult English language information on the institution website. There is an introductory Dutch language course (EILC) with an introductory programme. Lessius does not have student accommodation, but students receive support in finding accommodation, either through exchange with outgoing students, or via screened student accommodation addresses. They are supported by the departmental coordinators in compiling their curriculum. Where necessary, assessment is tailored to fit incoming students’ needs (language needs, period of stay).

Staff mobility is organized at the departmental level. It is supported financially and acknowledged as an inherent part of the job. Flexibility of curricula and course content is an important factor in staff mobility, either enhancing or limiting opportunities. Joint development and planning of courses is being considered.

Quality of student placement

International student placement is relatively limited at Lessius University College. Obligatory work placement is no part of the curriculum of the academic degrees (Business Studies and Applied Language Studies), and Speech Therapy and Audiology students need to fulfill their work-placement in a Dutch-speaking environment. It is hoped that the new opportunities for work placements under Erasmus will entice students of the academic degrees to opt for an international work placement.

To date, international work placements have either taken place in the context of Tempus-projects (Business Studies), or within support programmes for developing third world countries (Business Studies, Applied Psychology). For the latter, Lessius cooperates with international non-governmental organizations providing specific projects.

Support provided to international placements is similar to that provided for Academic mobility. At the start, there are information sessions introducing international opportunities, in close collaboration with the host organizations. This is followed by a four-stage selection procedure (application, interview, screening by staff and host organization, selection), and a group-briefing for selected students preceding the exchange. During their stay, students have contact persons in the host-organization and contact information of diplomatic services. They are followed up by the Lessius staff via e-mail. The monitoring of the placement period is conducted in cooperation with the host organization’s local representative; evaluation is on the basis of a detailed report and a paper reflecting on the experience. The period of study is fully recognized as part of the curriculum.