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International Online Collaboration Competencies (IOCCs) are considered essential for global virtual teams, yet no consensus exists on what experts consider as IOCCs and which competencies are involved. To develop a framework to support higher education in designing learning tasks and evaluation instruments for the acquisition of IOCCs, a three-round consensus study was conducted among a purposive sample of academic and field experts in international online collaboration. The final IOCCs framework includes a definition of IOC and 34 IOCCs within six competency domains: (1) information and communication technology, (2) international and intercultural, (3) communication and language, (4) collaboration, (5) management and organization, and (6) domain-specific. The framework may be a benchmark for program development for Internationalization of the Curriculum (IoC), evaluation, and continuous professional development. Further research is needed to evaluate how this IOCCs framework can be integrated into higher education settings to teach and evaluate IOCCs. [ABSTRACT FROM AUTHOR]

Numerous, mainly Anglo-Saxon, higher education institutions have agreements with foreign providers to deliver their curricula abroad. This trend is gradually making inroads into the medical domain, where foreign institutions undertake to offer their students learning experiences similar to those of the home institution. Not an easy feat, as the national health care contexts differ greatly between institutions. In a bid to export the curriculum, institutions risk compromising their financial resilience and reputation. This article presents an instrumental case study of a home institution's perspective on the establishment of a cross-border student-centered curriculum partnership. It provides the reader with a practical discourse on dimensions that need to be bridged between home and host contexts, and on new working processes that need to be integrated within the home institution's existing organizational structure. We describe the advantages and disadvantages based on our experiences with a centralized organizational approach, and advocate for a gradual move toward decentral interfaculty communities of practice.

Crossborder curriculum partnerships, entailing the transposition of an entire curriculum and the related degree(s) from "home" to "host" institution, are a rather new phenomenon in internationalization in education. The literature describes successful and unsuccessful partnerships, but critical factors for the success or failure of sustainable partnerships remain to be identified. We conducted a narrative literature review to find such factors. Using an iterative approach, we analyzed 39 articles retrieved from Web of Science, Google Scholar, ERIC, PubMed, and PsycInfo and meeting the inclusion criteria. We developed a framework of 13 factors in four domains: students, teachers, curriculum, and soft and hard project management. Simply copy-pasting a curriculum is generally considered to be destined for failure. To overcome challenges, partners should take preventive and affirmative measures across multiple domains. The findings may provide guidance to those considering or engaged in designing, developing, managing, and reviewing a crossborder partnership.