LH235V Global competence for teachers in higher education 3.0 credits

We work with concepts like the international classroom and the globally competent teacher, comprehensive internationalisation, global citizenship, and internationalisation at home.

Documentation, reflection and accounting of intercultural experiences and learning are taken as a step in the process of individual further development and as a basis for the development of education and of the participants' own profession.

The purpose of the course is to provide teachers with tools to work effectively with cultural and social diversity in teaching contexts, to strengthen their global competence and support comprehensive internationalisation.

On completion of the course, participants should be able to:

• Discuss and give concrete examples of knowledge, skills and attitudes that support and develop global competence.
• Problematise their own and others' descriptions of culture and identifications based on, for example, gender, nationality, ethnicity, class, age, language and profession.
• Reflect on critical intercultural incidents in a constructive and solution-oriented way.
• Suggest and argue for strategies to better understand and constructively take account of the multitude of experiences the participant meets in teaching contexts.
• Present a personal action plan, grounded in self-awareness, for continued development towards increased global competence and comprehensive internationalisation in teaching contexts.

LH231V or an equivalent course from KTH, another university or college.

The course is primarily aimed at teaching staff at KTH. Participants from other universities are welcome subject to vacancies.

Course literature will be announced before the start of the course.

Recommended reference literature and electronic resources will be listed in the course information or in a similar way.

If the course is discontinued, students may request to be examined during the following two academic years.

• INL1 - Written assignment, 2.0 credits, grading scale: P, F
• SEM1 - Seminar, 1.0 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

The examiner, in consultation with KTH's coordinator for disabled students (Funka), decides whether an alteranative examination suitable  for course participants with a documented permanent impairment is possible. The examiner may allow an alternative examination form for re-examination of single course participants.

A two-grade scale P/F is used, where P corresponds to Pass and F to Fail. To pass the course, active participation in all course meetings and passed assignments are required. If the participant misses one (1) meeting, this may in special cases be replaced by a written in-depth assignment; this is determined by the examiner. Missed attendance is normally made up at the corresponding meeting the next time the course is offered. To be able to participate in the presentation of examination assignments, the participant must not have missed more than two meetings. Examination assignments must be submitted by deadline.

Björn Kjellgren

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.

Prerequisite is the course LH231V or equivalent from KTH or another university or college.

The course is aimed primarily at teaching staff at KTH.

Teachers from other universities are welcome subject to availability.