Research  on Internationalisation as multilingual and intercultural communication competence in Higher Education

A modern wave of globalization has come to higher education. There are growing numbers of international students
, possibilities to study overseas and foreign staff. In addition to this, higher education institutions are said to be preparing students for future work life, that seems to be ever more diverse, constantly changing, evolving and taking ubiquitous forms. There is a realization that increased internationalization in higher education institutions “demand[s] that university students develop intercultural competence (ICC) in order to interact successfully with diverse peers and professionals and maximize their collegiate experience.” (Griffin et al., 2016,1). Institutions should be aware and prepare their students to operate in a globalized world (Schuerholz-Lehr, 2007).

Together. Photo: Unsplash

At Movi we are not only interested in ‘internationalisation’ as a phenomenon concerning international students and how “international graduates bring diversity in the learning environments” (see e.g. Abdulai, et al., 2021). Our perspective is much broader, and we see that being or becoming ‘international’ is much more that having a foreign passport or having multiple stamps within one’s passport reflecting past travels. Instead of looking at how ‘international’ an institution or a person is, we aim at looking at the kinds of competencies that students need and also are able to enhance during their studies and within their future work lives.

Our aim is to develop more holistic understanding of 'internationalisation', and we seek understanding from four different perspectives; institutional level, student's perspective, staff and faculty's perspective, as well as considering the worklife and its requirements.