European projects as Continuous Professional Development

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Standard

European projects as Continuous Professional Development. / Lauridsen, Karen M.

2017. Abstract fra Integrating Content and Language in Higher Education 2017, København, Danmark.

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningpeer review

Harvard

Lauridsen, KM 2017, 'European projects as Continuous Professional Development' Integrating Content and Language in Higher Education 2017, København, Danmark, 27/09/2017 - 07/10/2017, .

APA

Lauridsen, K. M. (2017). European projects as Continuous Professional Development. Abstract fra Integrating Content and Language in Higher Education 2017, København, Danmark.

CBE

Lauridsen KM. 2017. European projects as Continuous Professional Development. Abstract fra Integrating Content and Language in Higher Education 2017, København, Danmark.

MLA

Vancouver

Lauridsen KM. European projects as Continuous Professional Development. 2017. Abstract fra Integrating Content and Language in Higher Education 2017, København, Danmark.

Author

Lauridsen, Karen M. / European projects as Continuous Professional Development. Abstract fra Integrating Content and Language in Higher Education 2017, København, Danmark.

Bibtex

@conference{9f3a7e38738543f78ee059ae4ead84c8,
title = "European projects as Continuous Professional Development",
abstract = "Recent years have seen an increased awareness of the need for Continuous Professional Development (CPD) of academic staff teaching international programmes to diverse student audiences. At the same time, many academic units are under pressure from the university leadership teams to demonstrate a positive impact of the development activities that they engage in, more than anything because of the resources allocated to – or spent on – such projects.While CPD may be organized as regular courses, workshops, etc., much development actually happens in other less formalized contexts. In development projects such as those financially supported by the EU Erasmus+ and other programmes, focus is on the concrete outcomes and how they have impacted on developments in higher education institutions or have otherwise been exploited. This is to be demonstrated in so-called Impact and exploitation reports. The IntlUni Erasmus Academic Network (2012-15) is a case in point. A different perspective would be to focus on the impact such a project has for the CPD of the experts directly involved. Based on a survey conducted 15 months after the completion of the IntlUni project, this paper analyses and demonstrates the impact it has had on partner representatives’ awareness of the key issues related to the teaching and learning in the multilingual and multicultural learning space. Moreover, it demonstrates to which extent they have changed their behavior as a result of what they, personally, have learned while working on the project. These results are discussed and compared with the results of the impact and exploitation report completed in the last 6 months of the project. Thus, it is possible to gauge developments that have in fact taken place for the individual experts during and after the completion of the project.",
keywords = "Continuous Professional Development; Impact and Exploitaition; European Project; International Programmes; Teaching and Learning; Multilingual and Multicultural Learning Space, Continuous Professional Development; Impact and Exploitaition; European Project; International Programmes; Teaching and Learning; Multilingual and Multicultural Learning Space",
author = "Lauridsen, {Karen M.}",
note = "Book of absstracts p. 57; null ; Conference date: 27-09-2017 Through 07-10-2017",
year = "2017",
month = "10",
language = "English",
url = "http://iclhe2017.ku.dk/",

}

RIS

TY - ABST

T1 - European projects as Continuous Professional Development

AU - Lauridsen, Karen M.

N1 - Book of absstracts p. 57

PY - 2017/10

Y1 - 2017/10

N2 - Recent years have seen an increased awareness of the need for Continuous Professional Development (CPD) of academic staff teaching international programmes to diverse student audiences. At the same time, many academic units are under pressure from the university leadership teams to demonstrate a positive impact of the development activities that they engage in, more than anything because of the resources allocated to – or spent on – such projects.While CPD may be organized as regular courses, workshops, etc., much development actually happens in other less formalized contexts. In development projects such as those financially supported by the EU Erasmus+ and other programmes, focus is on the concrete outcomes and how they have impacted on developments in higher education institutions or have otherwise been exploited. This is to be demonstrated in so-called Impact and exploitation reports. The IntlUni Erasmus Academic Network (2012-15) is a case in point. A different perspective would be to focus on the impact such a project has for the CPD of the experts directly involved. Based on a survey conducted 15 months after the completion of the IntlUni project, this paper analyses and demonstrates the impact it has had on partner representatives’ awareness of the key issues related to the teaching and learning in the multilingual and multicultural learning space. Moreover, it demonstrates to which extent they have changed their behavior as a result of what they, personally, have learned while working on the project. These results are discussed and compared with the results of the impact and exploitation report completed in the last 6 months of the project. Thus, it is possible to gauge developments that have in fact taken place for the individual experts during and after the completion of the project.

AB - Recent years have seen an increased awareness of the need for Continuous Professional Development (CPD) of academic staff teaching international programmes to diverse student audiences. At the same time, many academic units are under pressure from the university leadership teams to demonstrate a positive impact of the development activities that they engage in, more than anything because of the resources allocated to – or spent on – such projects.While CPD may be organized as regular courses, workshops, etc., much development actually happens in other less formalized contexts. In development projects such as those financially supported by the EU Erasmus+ and other programmes, focus is on the concrete outcomes and how they have impacted on developments in higher education institutions or have otherwise been exploited. This is to be demonstrated in so-called Impact and exploitation reports. The IntlUni Erasmus Academic Network (2012-15) is a case in point. A different perspective would be to focus on the impact such a project has for the CPD of the experts directly involved. Based on a survey conducted 15 months after the completion of the IntlUni project, this paper analyses and demonstrates the impact it has had on partner representatives’ awareness of the key issues related to the teaching and learning in the multilingual and multicultural learning space. Moreover, it demonstrates to which extent they have changed their behavior as a result of what they, personally, have learned while working on the project. These results are discussed and compared with the results of the impact and exploitation report completed in the last 6 months of the project. Thus, it is possible to gauge developments that have in fact taken place for the individual experts during and after the completion of the project.

KW - Continuous Professional Development; Impact and Exploitaition; European Project; International Programmes; Teaching and Learning; Multilingual and Multicultural Learning Space

KW - Continuous Professional Development; Impact and Exploitaition; European Project; International Programmes; Teaching and Learning; Multilingual and Multicultural Learning Space

M3 - Conference abstract for conference

ER -