Multilingual and intercultural communication competence - Movi supporting internationalisation

In curriculum guidelines and the strategy of the university, one of the key objectives is the internationalisation and cultural awareness of our students. Movi supports the achievement and concretisation of these objectives from both student guidance and competence perspectives. Movi's internationalisation team helps faculties and departments to define and concretise how internationalisation competence and its development are seen as part of the development of students' academic expertise.

Internationalisation plan for students in faculties and departments

The internationalisation competence objective of the internationalisation plan is implemented in close cooperation with the faculties and departments of the university. The internationalisation plan is a plan done at the faculties and departments,  where personal study plan guidance plays central role and Movi actsas a facilitator, initiator and co-facilitator of the process. The internationalisation plan is also part of the students' communication and language studies which on their part support the development of the student's overall expertise.
 

Read more about the internationalisation and intercultural competence for students
Read the pilot report 2020–2021 (in Finnish only)
In the field of intercultural communication alternative models and
ways of understanding and looking at interpersonal skills have been presented, but the concrete learning outcomes or examples to articulate competencies are still rare. In the context of higher education and in situations where students' primary needs to integrate their own multilingual and intercultural competences into their academic expertise, concrete pedagogical tools and instruments are needed to articulate and develop this competence.
Kokkonen & Natri, 2024

Publications on the subject

  • Kokkonen, L., Natri, T., & Moisio, J. (2025). Bridging the gap between policy and practice: The individual perspective on internationalisation as a part of curriculum development. In A. Frame & B. CuryÅ‚o (Eds.), The European Universities Initiative and the ‘Euro-internationalisation’ of European Higher Education (1st ed.). Routledge.
  • Kokkonen, L. & Natri, T. (2025). Multilingual practices in Higher Education for enhancing (critical) interculturality. In Fred Dervin (Ed.) Handbook of Critical Interculturality in Communication and Education (pp. 161 – 175). Routledge. 
  • Károly, A., Kokkonen, L., Gerlander, M., & Taalas, P. (Eds.) (2024). Driving and embracing change: learning and teaching languages and communication in higher education (pp. 19-44). Ä¢¹½Ö±²¥. JYU Studies, 1. 
  • Kokkonen, L., & Natri, T. (2022). Student experiences of critical multilingual and intercultural communication competence assessment in higher education. In M. Sommier, A. Roiha, & M. Lahti (Eds.), Interculturality in Higher Education: Putting Critical Approaches into Practice (pp. 60-76). Routledge. 
  • Kokkonen, L.; Jager, R.; Frame, A.; Raappana, M. (2022) Overcoming Essentialism? Students’ Reflections on Learning Intercultural Communication Online. Educ. Sci.2022, 12, 579. 

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