Making international experiences accessible to all

 

The first student board of Una Europa in 2020

You might wonder why you should read about internationalisation in the time of COVID-19. This pandemic has, for the first time in our lifetime, shut down borders and quite literally grounded us. Does it really make sense to talk about international experiences without physical mobility? Topias Tolonen’s answer is ‘yes’. As this crisis has shown us, we need to rethink what internationalisation means and how we make it accessible to everyone, maybe even right here at home. 

Topias Tolonen is not new to the conversation about the value and challenges that comes with internationalisation. He is currently in the International Affairs Group at the University of Helsinki, which is where everything that has to do with internationalisation is debated. In addition, he is actively involved with the Student Union of the University of Helsinki, where he also deals with issues of international affairs among other things. In January 2020, he was selected to represent the University of Helsinki in the Una Europa Student Board and he just finished his term this August. Una Europa is an alliance with eight member universities, the University of Helsinki is one of them. The alliance has embarked on a journey towards a more integrated European Education Area and a common European campus. This means imagining the future of higher education through joint degrees, virtual mobility, living labs and much more.

But for Topias Tolonen the interest and passion for internationalisation started long before applying for the student board of Una Europa.

“I have been active in the Student Union for years, most recently I’ve started working as a specialist on the topics of higher education policy and internationalisation. I have been thinking about what it means for a university to be international and what that might look like in practice. The reason why I applied to join the student board of Una Europa is that I saw this alliance as an opportunity to learn. I wanted to see their approach to this question and get an example of a concrete manifestation of what an international university could look like.”

Reflecting on his time as a student representative in Una Europa, he argues that it was not just about understanding how this alliance might help or support internationalisation. In Topias’ opinion, it was also a way to get engaged and potentially impact the European landscape of higher education. Una Europa is an entry point to participate in and shape that conversation.

This is a big endeavour, and many challenges lie ahead but also plenty of opportunities. Topias was working with seven other students, each representing one of the other participating universities. Their role was to bring the student voice to this alliance, to make sure that what is being done in the different working groups has relevance to students and is addressing students’ wants and needs. Initiatives include joint bachelors, masters and doctoral programs, virtual mobility, newTopias Tolonen pedagogical approaches, challenge-based learning and much more.

The student board of Una Europa sends representatives to the steering and executive committee meetings. The goal is for the student voice to be present and to have a clear link between the high-level decision-making taking place in the steering groups and working groups and the students on each campus. Topias really sees it as quality assurance of the work that is happening to make sure that it is benefiting students and other stakeholders. The money for the project is coming from Erasmus, so students should definitely have a clear voice in Topias’ opinion.

“It is challenging when you are part of a newly started project. How to put the structures in place that keep students involved and informed continuously and make sure that we as the student board were kept informed about new information and knowledge being circulated.”

Topias Tolonen is very clear on the value of international experiences and would like more students to benefit from it. He sees Una Europa as a possibility to remove the obstacles and challenges that students might be facing when considering an international experience.

“Based on the Eurostudent VIII study, one of the key points that keeps Finnish students from applying to go abroad is financial matters. The cost can be high and they lose the income from their job while abroad. There are also many practical questions and just many unknown factors that make people think twice. Una Europa is piloting virtual mobility, which is very interesting, but I’m also curious to see the potential and implementation of blended mobility.”

Topias really wants to expand and rethink the idea of mobility. He wants it to be accessible to a broader range of students and work to break down as many barriers as possible. He argues that there are many initiatives that could make the process of going abroad easier, such as centralising information and making the application process clear and simple.

“I still believe that the threshold to applying to go abroad is too high. That is an issue. But again, if everything goes according to the plan, an alliance like Una Europa will support us in breaking down these barriers and making the technical and administrative side of things much simpler. I think that is very valuable and something that all students should really be excited about!”

Topias Tolonen has finished his term as a Student Board member, he is now focusing his energy working at the Student Union of University of Helsinki (HYY) as a specialist in higher education policy. This conversation took place in the fall of 2020. 

Since September this year, Teemu Turkki is the new student board member for Una Europa.

“Let’s do this big”: Sustainability transition by co-created learning objectives

One of the most powerful features of Una Europa, to me, is the combination of value-based shared goals and boldness to reach for new solutions. Commitment to sustainability is one of the fundamental values that the University of Helsinki and Una Europa share.

For the University of Helsinki, embedding aspects of the UN sustainable development goals in all our educational offerings​ is one of our strategic goals for this decade. A tangible measure toward this goal is our brand new sustainability course launched this spring and piloted as we speak.

Una Europa, with sustainability as one of its five focus areas, is determined to address the sustainable development goals via dialogue between natural sciences, social sciences, health sciences, engineering, arts and humanities from all eight partner universities. The goal is to co-create innovative formats for education that enable a new holistic approach to sustainability teaching. All academics within the University of Helsinki are welcome to influence their shape and direction.

In concrete, the Una Europa community is working on both a joint bachelor’s degree and a master’s level micro-qualification in sustainability science. The bachelor’s programme in sustainability is a unique initiative as a step toward truly joint degrees: co-created by sustainability researchers from all universities, earning the students a degree recognised by all degree awarding universities. The micro-qualification in sustainability represents a new European opening designed to answer the needs of master’s students, individuals switching fields and life-long learners alike with a 20 ECTS module of four MOOCs.

What can these new approaches to sustainability teaching mean for us at University of Helsinki in practice? To find out, the second UH-Una Open Forum on 31 March set out to discuss our university community’s expectations for Una Europa collaboration. An active group of researchers, teachers, students and specialists sparked discussion circulating around expectations, benefits and needs for Una sustainability cooperation.

The following are my takeaways from the discussion – ideas I intend to keep at heart as we continue paving the way towards our shared goals.

High expectations 

Quality and collaboration were two keywords characterising the participants’ expectations for Una Europa collaboration. The level of ambition and excitement was epitomised in the output of one of the group discussions: “Let’s do this BIG – gather students & researchers & professionals all over Europe to join forces for the sustainability transition!”

Quality expectations were connected to the content and pedagogy of sustainability education but also to the process of creating the joint bachelor’s degree and the micro-qualification. Personally, I am inclined to see precisely the collaborative working method as a solution for increased quality in content. Genuinely co-created contents and methods for education will build on expertise and best practices from all eight universities. However, such a goal can pose needs for a kind of creation process we may not be used to.

Co-created goals to guide collaboration 

In the Open Forum discussion on the needs for successful collaboration, one need named was getting to know each other to create mutual understanding and ultimately shared goals. This is indeed a crucial starting point. It is also something that requires dialogue and proper time and patience given to the process.

Because we also want to advance at pace, the process needs guidance. Intercultural collaborative processes like this can get fuzzy as we come together from our different viewpoints to build something completely new. We easily get lost in mapping out our existing course offerings and figuring out how to best combine them into a new whole, or which practical obstacles to consider as permanent and justified limitations and which ones to work around.

A solution simplifying such decisions is putting our learning objectives to use as the guiding light for our co-creation process. For the micro-qualification, the learning objectives have been defined this spring and the process is well on its way for the Joint Bachelor as well.

Reminding ourselves of these objectives from time to time can solve many problems for us. When in doubt, ask which solution brings us closer to the objective of, say, students critically reflecting the sustainable development goals in different cultural contexts. This can tilt the balance for executing a given course as a joint online course to enable dialogue and participation from all universities.

Keeping learning objectives in mind as our core goals is both a way of keeping focused and building the joint degree and micro-qualification into something more than a reassembling of the courses we already offer – into more than just the sum of the parts, as called for in our Open Forum.

Keeping all on board 

Another insight form the Open Forum was the need for coordination. Fostering participation opportunities and bottom-up development of our sustainability education should be balanced with providing a clear framework supporting the stakeholders involved – students, teachers, administrative specialists, employers and others.

Regular follow up events and updates to keep everyone involved were concrete wishes we should live up to. Here are some of the ways already in use to distribute information and engage interested UH community members.

Updates and viewpoints on Una Europa collaboration are published regularly in this blog. The third UH-Una Open Forum on 19 May will discuss Una Europa seed funding with the aim of supporting the initiation of long-term collaborative activities between the partner universities.

The design of the micro-qualification was created in the leadership of prof. Pirjo Kristiina Virtanen, advancing novel MOOC co-teaching within Una Europa. From May 2021 on the implementation of the MOOCs will be led by Laura Riuttanen.

Hands-on work shaping the Joint Bachelor in sustainability is about to get a boost from a new preparatory group with the task of coordinating teaching for the Una Europa joint bachelor’s degrees in sustainability and European studies. A call for members to the group will be open during the first two weeks of May – stay tuned for more information!

Jenna Sorjonen, planning officer for Una Europa’s 1Europe project

Tips for teaching an international online classroom

It has now been almost a year since international travel became fraught with new hazards as the new coronavirus made its way around the globe. With the spread of the pandemic, most physical mobility of students and staff came to a halt.

We had just come back from Brussels, attending the kick-off conference for Una Europa’s 1Europe pilot project, when the pandemic hit. It soon became evident that 1Europe’s aim to extend the benefits of physical mobility to 50 % of our students, ambitious to begin with, had become all but impossible.

Yet, we also realised that for virtual mobility the pandemic gave unexpected new momentum.

Even a year ago I, for one, had only a vague idea of what virtual mobility might entail. For Una Europa, however, it was always envisioned as  a vital element for buiding a joint European campus and enabling intercultural experiences for all students regardless of their social background and financial situation.

At the onset of the global pandemic, mobility experts from the different Una Europa universities came together. They devised a way to cut through the red tape and came up with “Virtual Mobility in Emergency” – a scheme to allow courses from different universities to be opened to students accross Una Europa. The first edition of the scheme ran in the fall, and the second is about to start.

From teachers the transfer of courses online has required new skills, both technological and pedagogical. For students, attending courses from distance can be exhausting.  Add to both an international element – students from different cultural and academic backgrounds attending the class from various geographical locations and  timezones – and the challenges may well multiply.

Despite the challenges, the situation does also open new opportunities.  To gain from each others’ experiences, the first UH-Una Open Forum discussed ideas, tips and good practices for teaching an international online classroom.

Here are some of the takeaways of the opening presentations and the discussion that followed.

1. Aim for learning by developing things together

In the upheaval of last spring, trying to figure out Zoom settings and video standards, you might not have appreaciated the advice too much, if somebody would have told you to consider your metaphors. Yet, this is what Minna Lakkala, university researcher in the Technology in Education Group, would have us do.

Minna’s advice is based on an insight by Sami Paavola and Kai Hakkarainen that there are three kinds of metaphors that guide our understanding of learning and expertise. The metaphor where learning is seen as knowledge creation is best suited to elicit and understand processes of knowledge advancement that are important in a fast evolving, heavily co-dependent and knowledge-intensive environment.

In addition to individual cognition and social interaction, the metaphor of learning as knowledge creation emphasises co-development of shared objects and practices – in other words, collaboration. For online teaching in particular, Minna and her colleagues have devised Stairs of Collaboration. While online teaching may increase isolation, the stairs of collaboration demonstrate, step by step, how tools that are endemic to the online environment can be used to actively mediate the process of knowledge-creation, including its social aspects.

Stairs of collaboration in online teaching and learning by Lakkala et al 2009

In the current environment, new tools for collaboration are mushrooming and Minna too has been involved in their development. Nice hints for using tools that are readily available at the UH have been collected here. Regardless of the tools, sharing outcomes, results and discussions between course participants can be used to create a sense of community even without synchronous meetings.

2. Take advantage of the students’ different backgrounds and geographical locations

Even in a monocultural setting (if such a thing even exists), writing a joint report or coming up with a solution to a specific problem develop our skills for communication and interaction. In an international classroom, these skills  extend to understanding of different cultural perspectives, open-mindedness and courage to interact with people from other countries.

Friederike Lüpke, professor of African studies and researcher of multilingualism, has been teaching a joint course with colleagues from Brasil. After some initial confusion – think of vastly differing time zones and various practices in terms of daylight savings time! – the course turned out to be a positive learning experience for all involved.

I learned in class that Brazil celebrates Black Consciousness Day today. A great side effect of having a course on African multilingualisms that brings together students from @helsinkiuni with students and professors from Brazilian universities. Advantages of covid-era teaching!

By opening up our courses we can create possibilities and support equal oppotunities for students abroad and work “for the world” according as we promise.

In addition, differences of cultural background and geographical context can be actively used to promote not only intercultural skills but a more nuanced understanding of the suject matter. Instead of grouping Finns and “foreigners” separately for convenience, mixing students from different backgrounds together opens the path to new discoveries.

For a subject such as multilingualism, the benefits of bringing students together from different linguistic backgrounds is perhaps obvious. Yet, encouraging the active use different backgrounds as contextual information is possible whether we are talking about public health or climate change. To do this, ask for concrete examples to combine abstract issues to everyday practice.

In exact sciences, cultural differences might manifest as different pedagogical norms and ways of learning and a discussion on these might benefit the whole group.

3. Create a safe space and manage expectations

Incorporating cultural differences to teaching, whether online or face-to-face, requires a psychologically safe space.

To create such a space, Henna Pursiainen, educational visionary and UH master’s student, stresses the importance of setting out norms and rules. But instead of imposing a ready-made etiquette, it is worth while to try and discuss cultural differences openly and set the ground rules in collaboration with the students. Introductions with pictures from one’s home town, for example, could be a nice way to increase familiarity.

Example of an introductory assignment for an online course

Based on her experience with an international interactive learning festival, Henna encourages teachers to embrace the unfinished nature of on-line sessions and allow for discussion, feedback and thinking out loud. To ensure that everyone feels encouraged to speak, there should also be room for “imperfection”. And as Friederike would like us remember, this applies to “imperfect” language and mix of different languages.

To tackle other pitfalls of learning online in a multilocational context, managing expectations is key. Take into account the different time zones (remember daylight savings!) and pedagogical standards, start with warm-ups and use quick and easy questions to get everyone on board. To make sure that tasks and assignments are understood and submitted on a timely basis, use various methods of verbal and visual coding (mindmaps, drawings, memes, drawings).

Maija Urponen, Una Europa operational lead at UH

 

Una Europa at the University of Helsinki

One of the finest moments of my university career is listening to the speech of Chancellor Angela Merkel in the Great Hall of the University of Helsinki in March 2015.

The audience was mainly students of the University of Helsinki who also had the opportunity to ask questions to perhaps the most influential woman in the world. One of the students asked Merkel what advice she would give to young people who are about to graduate. The question surprised Merkel and I would say that she was even a bit moved as she pondered the answer. The answer was so big.

In her response, Chancellor Merkel talked about her background in the Cold War in East Germany, where the student’s international free movement was out of the question. She urged students at the University of Helsinki to take note of the opportunities offered by the current internationalisation of universities. “Go see the world and get to know different ways of living and thinking,” was the message she conveyed. Us older members of the audience were very much in agreement. During our studies, there were hardly any exchange opportunities, and as we age and get settled somewhere and with someone, going abroad gets more difficult.

The French president Emmanuel Macron conveyed a similar spirit for internationalization in his speech in September 2017, when he put forward a motion towards European Universities. Speking at the Sorbonne University in Paris, Macron pictured the new European Universities as acts of conquest for future generations and the glue that will hold Europe together amongst its national differences. By joining forces from accross the continent, they would, visioned Macron, be drivers of educational innovation and the quest for excellence.

In such a quest for excellence, and to promote such internationalisation and mobility of its students, the University of Helsinki joined Una Europa in October 2019.

Una Europa is one of the by now 41 European University alliances funded under the European Universities Initiative by the Erasmus+ programme. In the spirit of both Merkel and Macron, the European Universities Initiative is designed to significantly strengthen mobility of students and staff, and foster the quality, inclusiveness and competitiveness of European higher education.

For the University of Helsinki, being part of Una Europa means that we are building an entirely new kind of strategic partnership with our seven partners from all four corners of Europe, from Bologna to Edinburgh and Krakow to Madrid.

Mobility and its enhancement are key to Una Europa partners and our common future. Once the pandemic allows us to travel again, physical encounters between students and staff from different universities are crucial for the Una Europa community. Yet, we are also strongly investing in virtual learning environments and means of communication to build opportunities for accessible and environmentally sustainable virtual mobility between our universities.

Indeed, Sustainability is one of the academic focus areas that Una Europa has initiated its collaboration. The other four focus areas are Data Science & AI, Cultural Heritage,  European Studies, and One Health. Together, the focus areas and their cross-fertilization will boost the solving of the grand challenges of our time.

This blog is here to help us imagine together, what Una Europa means to us at the University of Helsinki. What are the opportunities that it offers? What can we, together, achieve by belonging to this new type of alliance?

Una Europa offers us a chance to be bold, to build a new kind of a university and a new kind of a university ecosystem. What does the university of the future look like and how can we at the University of Helsinki be part of shaping it?

Hanna Snellman, Vice-Rector for International Affairs