The second wave of internationalisation of the curriculum: Department interpretation. As participation in international projects became a central

activity for this department and an International Projects Office was established, an

interpretation of internationalisation of the curriculum began to consolidate at the department level and was communicated to the rest of the faculty. This is a crucial factor in

understanding the present case, because when the study participants were interviewed by the researcher, they already had a predetermined notion about internationalisation of the

curriculum.

Internationalisation of the curriculum was fundamentally perceived by the department head and senior faculty as a tool which will impact curricula quality and serve to clarify the programme-level objectives, as well as the learning outcomes of individual courses.

Internationalisation of the curriculum was interpreted along four central themes:

6.1.4.1 International syllabus, ECTS and student mobility. The programme for curriculum internationalisation which was introduced at the college level (See section 3.7), was essentially conceived in the department of Technological Marketing and introduced an international syllabus format. The intention was for this syllabus to be used throughout the campus, in order to facilitate student exchange programmes and allow for mutual

international recognition of academic credits. Academic credits are translated in the framework of the international syllabus into ECTS where a comprehensive assessment of students’ estimated workload is included. The syllabus also covers many other areas of teaching and learning arrangements which were previously absent. Those include modes of classroom conduct, language of instruction, language of source materials, as well as issues concerning accessibility and other course regulations. Moreover, it necessitates lecturers to define learning outcomes and align their course assessment with them. The purpose of presenting the international syllabus was not merely an administrative step towards

internationalisation, but rather a thinking tool which was carefully designed to encourage academics to think through every aspect of their teaching, and thus contribute to the overall quality of their courses.

6.1.4.2 English medium instruction. The need for advanced proficiency in English for Technological Marketing graduates is considered of great importance and therefore one of the core interpretations of internationalisation of the curriculum. Since the department does not currently have international students, the transition toward English medium instruction was received with a great degree of difficulty from both faculty and students and was sometimes seen as an artificial exercise which was not entirely justified. It is nevertheless regarded as an important element in the programme and efforts are presently focused on finding the right balance and appropriate pedagogies for including English medium instruction courses.

6.1.4.3 Using learning outcomes. Learning outcomes were presented in the framework of the international syllabus and corresponding syllabus workshops as a fundamental element from which all other course aspects should develop. By closely

referring to Bloom’s Taxonomy of Learning Domains and following the Bologna guidelines for developing learning outcomes (Kennedy, Hyland, & Ryan, 2010), the process of

internationalisation of the curriculum became synonymous with ‘speaking the language of learning outcomes’. It is important to note at this point, that the process of defining learning outcomes per se, and not necessarily internationalised learning outcomes, was and still is, one of the key elements in which internationalisation of the curriculum is understood in this case.

The concept of learning outcomes was not only addressed at the level of individual courses, but also picked up at the programme level with the aim of refining overall academic clarity by defining learning outcomes for the entire programme and getting lecturers to work towards shared goals. The academic team started to meet regularly and the first task was to

define programme learning outcomes. The following programme learning outcomes were defined and they since serve as a basis for continuous discussion, updates and reflection for the entire programme. Graduates of the Technological Marketing department are expected to achieve the following outcomes:

1. Develop auto-didactic skills for high-tech industry professionals.

2. Communicate intelligibly with various communities of practice in the high-tech industry, in professional English.

3. Analyse complex technology systems in terms of design, functions and components.

4. Analyse and forecast technology trends (e.g. “hype cycle”).

5. Identify and screen customer needs.

6. Generate and screen valuable innovative ideas.

7. Develop strategies for a viable global high-tech business.

8. Develop and appraise business plans for technology initiatives.

9. Implement project and product management skills.

10. Form a set of professional soft skills in an ethical, value-driven business environment. Once these learning outcomes were defined, every lecturer was requested to formulate their own course learning outcomes and examine how they correspond with the above. Lecturers presented their course philosophy and learning outcomes in a group, a process which lead to identify redundancies, refine course objectives and get everyone in line with the general goals.

6.1.4.4 Developing speciality tracks. One of the major outcomes inspired by the process of internationalisation of the curriculum, was the realization that graduates should develop a unique expertise in marketing during their course of studies, which will in turn, place them in an even more competitive position in the job market. As seen in Table 11, four main areas of marketing expertise were identified by the academic team and the specialty

tracks were developed and launched. By the end of their second year, students select a specialty track of interest for their third year. It is important to note that the academic programmes of the specialty tracks are enriched with site visits in relevant industries, practical experience and guest lectures. Year three concludes with a final project submitted by the students on a real-life business case, implementing all theoretical and practical knowledge accumulated until then. The students are individually mentored by a designated project advisor who has the relevant professional experience.