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Course design in an
international partnership
context
Natalie Jellinek
Educational Development Officer
October 2013
Thematic courses:
Thematic subject courses that are integrated in ongoing
collaborations between SLU research schools, capacity
building programs or major research programs.
WHY!?
Who IS your partner?
“The sum of our partnership
equals something greater”
 What type of partnerships?
 Mutually-beneficial partnerships?
 Needs assessment?

 Shared vision? Ownership?
 Purpose? Common goals?
 Working methods?
 Roles & Responsibilities?
 Sustainable?
 Barriers & challenges?
Higher education is of critical importance to the long-term development
of knowledge societies.
Knowledge generation and innovation to meet both local and global
societal and economic needs.
”The educational systems in different kinds of societies in
the world have been, and are, very different in
organization and content. They are different because the
societies providing the education are different, and
because education, whether it be formal or informal, has a
purpose. That purpose is to transmit from one generation
to the next the accumulated wisdom and knowledge of
society, and to prepare the young people for their future
membership of the society and their active participation in
its maintenance and development.” (p.268)
Julius Nyerere, former President of Tanzania
Freedom and Socialism
Course design
Constructive alignment

alignment = arrangement
constructivism = learning as a process

(mediated by social environments, social
constructivism)
* Students construct their knowledge by what they do
in the course
* The teacher must make sure the learning
outcomes, learning activities, and assessment are
aligned in a clear and logical way.
Constructive
alignment
Intended Learning
Outomes

Assessment
Teaching &
Learning
Activities
Biggs, 2003
Kummel
PhD education in Sweden:
Objectives
Knowledge and understanding

For a degree of Doctor research students must
- demonstrate broad knowledge in and a systematic
understanding of the field of research, together with deep
and up-to-date specialist knowledge in a defined part of
the field of research;
- demonstrate familiarity with scholarly methods in general
and with methods in the specific field of research in
particular.
PhD education in Sweden:
Objectives
Skills and abilities

- demonstrate an ability to engage in scholarly analysis
and synthesis and in independent, critical examination
and assessment of new and complex phenomena, issues
and situations;
- demonstrate an ability to identify and formulate issues,
critically, independently and creatively, and proceeding
with scientific precision, and to plan and, using
appropriate methods, conduct research and other
advanced tasks within specified time limits, and to
scrutinise and evaluate such work;
Skills and abilities
- demonstrate, in a dissertation, their ability to make a
substantial contribution to the development of knowledge
by their own research;
- demonstrate an ability to present and discuss research
and research results with authority, in dialogue with the
scholarly community and society in general, orally and in
writing, in both national and international contexts; demonstrate an ability to identify their need of further
knowledge;
- demonstrate a potential to contribute to the development
of society and support other people’s learning, both in the
field of research and education and in other advanced
professional contexts.
PhD education in Sweden:
Objectives
Judgment and approach
For a degree of Doctor research students must
- demonstrate intellectual independence and scholarly
integrity and an ability to make ethical assessments
relating to research;
- demonstrate deeper insight into the potential and
limitations of scholarship, its role in society and people’s
responsibility for how it is used.
University of Botswana:
Mission & Vision

a. To be a leading academic centre of excellence in Africa
and the world

b. To improve economic and social conditions for the nation
while advancing itself as a distinctively African university
with a regional and international outlook.
Thank you!
natalie.jellinek@slu.se

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Course design in an international partnership context

  • 1. Course design in an international partnership context Natalie Jellinek Educational Development Officer October 2013
  • 2. Thematic courses: Thematic subject courses that are integrated in ongoing collaborations between SLU research schools, capacity building programs or major research programs.
  • 4. Who IS your partner?
  • 5. “The sum of our partnership equals something greater”  What type of partnerships?  Mutually-beneficial partnerships?  Needs assessment?  Shared vision? Ownership?  Purpose? Common goals?  Working methods?  Roles & Responsibilities?  Sustainable?  Barriers & challenges?
  • 6. Higher education is of critical importance to the long-term development of knowledge societies. Knowledge generation and innovation to meet both local and global societal and economic needs.
  • 7. ”The educational systems in different kinds of societies in the world have been, and are, very different in organization and content. They are different because the societies providing the education are different, and because education, whether it be formal or informal, has a purpose. That purpose is to transmit from one generation to the next the accumulated wisdom and knowledge of society, and to prepare the young people for their future membership of the society and their active participation in its maintenance and development.” (p.268) Julius Nyerere, former President of Tanzania Freedom and Socialism
  • 9.
  • 10. Constructive alignment alignment = arrangement constructivism = learning as a process (mediated by social environments, social constructivism) * Students construct their knowledge by what they do in the course * The teacher must make sure the learning outcomes, learning activities, and assessment are aligned in a clear and logical way.
  • 12.
  • 13.
  • 14.
  • 16. PhD education in Sweden: Objectives Knowledge and understanding For a degree of Doctor research students must - demonstrate broad knowledge in and a systematic understanding of the field of research, together with deep and up-to-date specialist knowledge in a defined part of the field of research; - demonstrate familiarity with scholarly methods in general and with methods in the specific field of research in particular.
  • 17. PhD education in Sweden: Objectives Skills and abilities - demonstrate an ability to engage in scholarly analysis and synthesis and in independent, critical examination and assessment of new and complex phenomena, issues and situations; - demonstrate an ability to identify and formulate issues, critically, independently and creatively, and proceeding with scientific precision, and to plan and, using appropriate methods, conduct research and other advanced tasks within specified time limits, and to scrutinise and evaluate such work;
  • 18. Skills and abilities - demonstrate, in a dissertation, their ability to make a substantial contribution to the development of knowledge by their own research; - demonstrate an ability to present and discuss research and research results with authority, in dialogue with the scholarly community and society in general, orally and in writing, in both national and international contexts; demonstrate an ability to identify their need of further knowledge; - demonstrate a potential to contribute to the development of society and support other people’s learning, both in the field of research and education and in other advanced professional contexts.
  • 19. PhD education in Sweden: Objectives Judgment and approach For a degree of Doctor research students must - demonstrate intellectual independence and scholarly integrity and an ability to make ethical assessments relating to research; - demonstrate deeper insight into the potential and limitations of scholarship, its role in society and people’s responsibility for how it is used.
  • 20. University of Botswana: Mission & Vision a. To be a leading academic centre of excellence in Africa and the world b. To improve economic and social conditions for the nation while advancing itself as a distinctively African university with a regional and international outlook.

Editor's Notes

  1. Knowledge ExchangeRoleofWomen, Gender