Latest Module Specifications
Current Academic Year 2025 - 2026
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Description The benefits of an international exchange programme are much lauded, yet under theorised (Grünzweig & Rinehart, 2002) often with an emphasis on language acquisition through immersion and classes and on the acquisition of intercultural competence, using a “grand tour” model (Lederman, 2007). The international exchange experience does have the potential to be transformative, but this does not happen in isolation (Lederman, 2007; McAllister, Whiteford, Hill, Thomas, & Fitzgerald, 2006; Root & Ngampornchai, 2013). The transformative experience identified by students contrasts with the emphasis on classroom-based learning adopted by those responsible for the international exchange programmes (Engle & Engle, 2002). While the benefits of international exchange programmes are spoken about in terms of intercultural competence and personal development in recruiting students, the emphasis is placed on learning in the foreign classroom, rather than on the interactions and experiences of the international exchange students when students are actually travelling (Hoffa, 2002). This contrast between informal and formal learning suggests that more traditional assessment structures (a straight exchange of ECTS credits, for example) fails to capture the true benefits of the exchange experience, and the learning that takes place therein. This module scaffolds students through the study abroad period, providing them with specific prompts related to the module learning outcomes, to allow them to reflect on critical incidents. In effect, it uses the strategy of “teach(ing) explicitly” (Burwood, 1999) to encourage the “multilayered, rich, and complex processes of transformation” (Cuthbert et al. 2008, p. 269) arising from the international exchange experience. It acknowledges the exchange experience as experiential learning (Kolb, 2014), above and beyond the exchange of credits. It builds on the reflective skills developed by students in ENI1012 and BAA1045 in first and second year, representing another step in the development of students as reflective practitioners (Schon, 2017). The monthly reflection process allows students to consider their own agency and ability to affect the outcomes of the study abroad programme while still in situ, responding to Pedersen's (2010) call for on-site interventions. The short, structured nature of these reflections with feedback provides students with support, minimising the risk being overwhelmed in the new culture and closing themselves to their new environment (Citron, 2002; Shepherd, 2016). | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate knowledge of one or more cultures other than their own primary culture (including a minimum CEFR A1 level in an official language of the country of exchange) 2. Provide evidence of understanding and appreciation of cultural differences 3. Critically reflect on the imact of culture on academic and professional practice and on personal development 4. Demonstrate an understanding of themselves and their ability to cope and adapt in an unfamiliar learning environment. 5. Seek out opportunities for international engagement 6. Reflect on their experience of the year abroad including challenges, difficulties, opportunities and requirements 7. Demonstrate how the learning undertaken contributes to their academic, professional and personal development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Intercultural Competence (LO1, LO2, LO5) This theme is explored through the reflective journal entries, suported through Loop resources and activated by prompts such as: • This month, please reflect on a time when you engaged with a cultural event, festival or holiday in your host country. • This month's reflection might focus on issues such as the cultural differences that you have noticed on arriving and settling into your host country, and your host university. • This month's reflection should focus on how you are interacting in an international environment. What is the exchange student experience? What intercultural differences have you observed in your interactions with those from your host country and from other locations? • This month, please consider the coverage of an international event of your choice in your country of residence. Do you believe this coverage is different in Ireland? Have you been surprised by the reactions of people/ media/ institutions in your host country? What factors might have impacted on the coverage or response? To what extent is international news different in your host country and why might this be? Intercultural Competence Language Competency (LO1, LO2, LO5) Language Competence represents a separate component of intercultural awareness. Bearing in mind the diversity of the experience, and varying language levels students may have when arriving in the host country, this is a very flexible component and students are encouraged to consider how they might best accomplish and evidence this learning in their own context. Suggestions include: • Taking an introductory language module in the host university and submitting the credits as proof of accomplishment. • Taking the EU designed OLS course for the host country and submitting proof of level and achievement. • Arranging a weekly language exchange with a local student, keeping a (very brief) weekly log of meetings and topics discussed. There should be at least 10 meetings. • Signing up to Duolingo and completing an appropriate number of lessons. This is tracked automatically through the module classroom on Duolingo. • Should students identify other options, they should email in advance for approval. Personal Development (LO3, LO4, LO6) The material provided on Loop encourages students to consider the experience of study abroad in a rigourous manner, informed by literature. The reflective journal entries on this theme include: • This month you should consider yourself as a student in a new learning environment. What differences have you noticed? How have you coped with the transition? • This month, please reflect on how you have stepped outside of your comfort zone this year. This might involve extracurricular activities, modules you have taken, cultural engagement, or just general 'adulting'! Documenting the Learning Journey (LO6, LO7) It can be difficult to make the soft skills gained through the year explicit to students, so the original reflective journal entries provide them with contemporaneous accounts of the issues they faced throughout the year. In submitting the final eportfolio, students are asked to re-engage with the earlier posts and to consider these in light of what they have now learned, and how their own understanding has progressed. In the course of this exercise, it is expected that students will realise the value of their reflective practice throughout the year. Loop Reflect Support Monthly drop in clinics on using Loop Reflect are available via Zoom to students Reflective Practice Resources on reflection and reflective practice are made available to students on Loop | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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| Incorporating Gary's suggestions and the correction of a few typos! | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||