The project activities are structured around five phases: Baseline study, Learning intervention, Evaluation, EMIC Toolkit development, and Dissemination. Each phase is designed to fulfil a specific objective of the project:
- Objective 1 – Baseline study,
- Objective 2 – Learning intervention and Evaluation
- Objective 3 – EMIC Toolkit development
- Objective 4 – Dissemination
I) Baseline study During the Baseline study, in-depth qualitative analysis will be undertaken based on a critical incident interview methodology. Semi-structured interviews within four test EMMC courses: first and second year students and alumni, academics in charge of the course, and potential employers for the EMMC in question. The results of the Baseline study will be used to develop a contextualised EMIC Learning Programme.
II) Intervention In the Learning intervention phase, the data and findings of the EMIC Background study and the Baseline phase will be used to develop an EMIC Learning programme, organised in four test EMMCs. The EMIC learning programme will consist of a face-to-face Learning event supported by an online platform. The intercultural competence online platform will be used for learning activities by participants that extend the learning process and allow for reflection and contextualising the learning within participants everyday experiences.
The Learning intervention phase will include development of learning activities for the face-to-face Learning event, based on qualitative data and real-world experiences of EM students. The face-to-face Learning event will be led by project partners who are experienced in designing and facilitating interactive workshops. Emphasis will be placed on collaborative work, participative learning and reflection around intercultural issues experienced by the participants throughout their participation in the EM programme.
The intercultural competence online platform will be used for learning activities, before, during and after the Learning event. The platform will include a personal intercultural competence reflection tool, collaborative learning activities, information on the main concepts related to intercultural competence and resources for further reading and exploring intercultural competence. The online tool will allow participants to reflect on their own experiences, exercise the use of intercultural competence concepts learned throughout the Learning event, discuss intercultural issues with other participants and find other resources to support their fluid learning7 about intercultural competence. Individual learning will be complemented by facilitated online hang-outs where participants can discuss specific issues related to intercultural competence based on their experiences during the EM programme as well as discussing the use of relevant intercultural competence knowledge, awareness, skills and attitudes outside the EM course.
III) Evaluation The Evaluation phase will use four methods to collect feedback: 1) pre- and post-learning tests, to ascertain whether participants intercultural competence have improved; 2) the Learning event feedback forms; 3) am Impact survey, administered three months after the Learning intervention; and 4) semi-structured interviews with coordinators of the four EMMCs.
IV) Training Toolkit In the EMIC Toolkit phase the findings and ideas about how to support developing intercultural competence in EM programs will be gathered in a user-friendly, customisable EMIC Toolkit. The Toolkit will be based on the EMIC training programme developed in Phase II and fine-tuned based on the results of Phase III. It will be made available as an OER.
V) Dissemination In the Dissemination phase the results and of the EMIC programme will be disseminated to relevant stakeholders. In addition, the EMIC Toolkit will be made available online to interested users.