<< Background >>The COVID-19 pandemic put universities in an unprecedented situation, which led to the cancellation of face-to-face courses and their relocation to the online environment, generating major changes in teacher’s work. The rapid digitalization required teachers and students to use more complex technologies, generating stress related to a lesser-known working and learning environment involving unfamiliar teaching rules. Negative emotions, loneliness, uncertainty, and stress exacerbated the effects of the need to rapidly adjust to emergency remote teaching in the context of the lack of substantial prior experience of using technologies. The COVID-19 crisis heavily impacted education and accelerated the digital transformation of HEI sector.Our project answer the following needs of the target group: the need for support, overcoming digital fatigue, pressure to learn new things, uncertainty, low work engagement. Therefore, the rationale of this project is to help universities to find a balance between digital and nondigital tools in teaching:-The end of crisis will offer information about digital skills which could be integrated and further developed to sustain the teachers use of digital tools with direct impact on the quality of education-Lack of systematic training for the development of digital skills and the use of online teaching methods in neither of the partners’ countries-Unawareness of HEI’s about the consequences of the inefficient use of technology on their own wellbeing and on student well-being and engagementThe target group are university teachers who struggle with the need to adjust to digitalization which become more accentuated during the pandemic, leading to negative emotions, low institutional attachment, digital fatigue, technostress and low well-being. By supporting them to develop their competences to self-regulate their well-being, the project will enhance the quality of the university education and the preoccupation for continuous teacher training. The positive effects will be visible also on the students’ engagement.<< Objectives >>Teacher well-being is highlighted as a topic of concern in education. The use of digital technologies is considered and important aspect of the teaching profession but the link between the use of technologies and their influence on teacher well-being has received limited attention to date. The main target group of the project will be the university teachers working in a more and more complex and digitally challenging environment. The specific objectives of the project are the following: - Raise the awareness of HEIs about the need to implement strategies increasing the well-being of teachers with direct impact on student learning engagement and performances and sustaining an efficient adjustment to the digital era.- Provide teachers tools supporting both work and learning engagement, and digital well-being and resilience.- Develop teachers’ digital competences in the context of the emerging trends of integrating technologies in teaching and learning.The objectives contribute to the development of a healthy and sustainable learning and working environments. Promoting digital well-being eases the inclusion of digitalization in HEI’s more as a job resource than a negative effect. The lessons learned lead to positive effects such as the inclusion of digital skills in the teaching routines, increased collaboration teachers-students or between teachers, increased productivity, and satisfaction.<< Implementation >>Teacher well-being and the use of digital technologies to support teaching and learning) represent one of the main priorities of the European funding programs in education – digitalisation. Therefore, it is crucial to develop instruments and programs able to positively support teacher well-being. The activities in the project will focus on the need of HEI’s to enhance academics’ digital skills and competences for the digital transformation and also to help them cope with the increasing technostress. Teachers need the confidence and skills to use technology effectively to support student learning, to ensure access to learning resources (Digital Education Action Plan, 2021-2027). The specific activities implemented will be: - a quantitative research study on the factors affecting digital well-being of teachers in different European countries; - a transnational training activity for the mentors in each university; - the implementation of a mentoring program for university teachers and the development of a Virtual Centre for Academic Well-being. Mentoring programs will include workload support, coping with negative emotions, disengagement and burnout, dark side of digitalization affecting well-being. The project will focus on solutions to support teachers who experience digital fatigue and those waiting for a return to the “normal”. The results of the project focus on strategies to encourage to use digital tools even after the pandemic;- the development of useful tools to use in the mentoring program and in different teacher training programs ad support activities;- national dissemination activities.<< Results >>The main aim of this project is to enhance teachers digital skills both in the teaching activity and in coping with uncertainty, negative emotions, digital fatigue and stress given the prolonged online remote activity during the COVID 19 pandemic. To achieve this aim, the following results will be developed: -A research report - Quantitative study on the factors affecting digital well-being – An international perspective. -A mentoring program including relevant results such as a workbook for the mentors and a Booklet - Digital Wellbeing: A guide for teachers. These would be relevant outputs which will be used during and after the project, as an innovative approach for handling digital fatigue and challenges in the digital transition era. -Online tools and resources and an e-Learning course for teachers at university level (The Virtual Centre of Digital Well-Being) – as an important supporting tool for teachers.The project will be developed in close cooperation of 4 university partners from 4 countries. All the partners involved in this proposal because their key experts have identified the pressing need for support for university teachers on how to work effectively & efficiently in the digital transition era.

"<< Background >>The online operation of organisations during the global pandemic demonstrated that virtual communication requires more concentrated attention in a radically shorter period of time than before. Business efficiency became a compelling issue in the digital world: information spread faster and communicating online needs to be more convincing power. That is why the BESPOKE project chose the adaptation of the pitch method as a tool for fostering digital business presentation skills to enhance employability in the European labour market.Fostering employability by developing a variety of skills has been an important aim both at the level of the European Union as well as at the level of the Member States for higher and further education. Preparation for being successful in a rapidly changing global economic environment and in the European labour market featured by local and regional specificities is a major challenge. It requires concerted efforts from all stakeholders of European higher education institutions to meet this challenge. Concerning international business education the higher education institutions need to work tirelessly on updating their curricula by incorporating the latest developments in the various economic sectors, with special regard to the advancement of the fourth industrial revolution. The consortium members of this project are specifically cognizant of the EU policies and the governmental policies of their countries on the digitalisation of the economy and the related initiatives for digitalising higher and further education in this context. The consortium members are all representatives of practice-oriented higher education and firm believers in fostering employability by transferring knowledge and developing skills in line with EU and national policies, and with the expectations of the European labour markets. These digitalisation-related policies and expectations were dramatically underscored by the global pandemic. Because of the impacts of the COVID-19 pandemic, the usage of online communication tools became the “new normal” in higher and further education, resulting that international business education and related skills development needed to move fully to online platforms.Within this context of digitalisation, intra- and inter-institutional discussions among the consortium members took place. Both the higher education institutions and their business partners experienced the challenges related to presentations in the digital world. The discussions confirmed that the desirable direction in international business education is to move beyond the ‘traditional’ pedagogic methods, where meetings are face-to-face and learning is assessed in the ‘classic’ learner-reports-to-instructor way. In accordance with the European quality standards for higher education (ESG 2015), representatives of employers would need to be involved not just in the design and the delivery of the various subjects of international business education, but also in the assessment procedures themselves. Such involvement would strengthen the practice-oriented approach and further ensure fairness of assessment.With regard to these inter-related needs for digitalising international business education and involving employers into assessment procedures, the consortium established for the BESPOKE project focuses on developing English-language business communication, presentation and subject-specific problem-solving skills by adapting the pitch method in a digital environment, in collaboration with employers. The consortium is composed of five higher education institutions from four different EU member states (Czech Republic, Germany, Hungary, and Poland), with expertise in digitalisation of international business education, and a not-for-profit association of employers and associate partners including companies active in various areas of international business, to ensure the participation of employers.<< Objectives >>The primary aim of the project is to enhance employability chances of learners by fostering their skills in business presentation, business communication and business problem solving in a virtual and international working environment. Since international business education is interpreted as formal learning activities not just at tertiary (higher education) level, but also in further education, the term ‘learners’ refer to both fulltime students in international business undergraduate (Bachelor) programmes and to employees participating in short training courses related to one or more areas of international business. The primary aim is planned to be achieved by meeting the following, inter-related objectives:a/ The novelty of the BESPOKE project lies in the methodology, which adapts pitch presentations to the subjects of applied international business undergraduate programmes and related short company trainings, delivered via digital platforms. The pitch presentation is originally used for selling an idea in a convincing manner to potential investors. The format of the pitch, the concise presentation followed by a question and answer session, will be adapted and transformed to be an assessment instrument used in international business undergraduate (Bachelor) subjects and in short training courses related to one or more areas of international business. The learner (as mentioned above, either a fulltime student enrolled in an international business undergraduate programme, or an employee participating in a short training) will be expected to demonstrate her relevant competences by delivering a short presentation about the nature and solution of a particular business problem, and answer questions asked by instructors and representatives of employers. The sessions of the undergraduate subjects and the short training, as well as the pitch-type assessment will be conducted in a digital environment (via MS Teams or Zoom).b/ The strengthened and widened involvement of the representatives of employers is a cardinal issue to attain. The respective consortium members and the various associate partners not just participate in each and every stage of the BESPOKE project, but also contribute to the revision of the curricula by defining new challenging issues, commenting on the generic and the subject-specific materials, by actively participating in the pilot of the digital pitch-type presentation assessments in both the selected undergraduate subjects and the company trainings, and by sharing the project results internally within their networks. c/ The project also purports to train faculty members on how to prepare students to deliver pitch-type presentations and to give appropriate responses to the employers’ questions related to the presentation, both in a virtual area. The collaboration among business communication and subject-specific experts internally and also within the consortium ensures efficiency and engagement by faculty members.d/ With regard to employability, the project also aims to create the digital portfolio of students’ professional competences. Video records of students’ digital pitch-type presentation on a business matter and the discussion with potential employers could be a great proof of employability competences, readiness, and capability for providing good performance in the digital economy. The project’s website will support the participating students in interaction with employers by strengthening their applications with making the videos of their digital pitch-type presentations available.<< Implementation >>The core activity of the project is digital advancement of learners’ business communication skills. The term ‘learners’ refer to both fulltime students in international business undergraduate (Bachelor) programmes and to employees participating in short training courses related to one or more challenging areas of international business. This core activity has the following components:1/ The first step is the development of a methodology handbook on adapting the salient features of digital pitch-type presentations to various academic subjects of applied undergraduate business programmes, and to company trainings. The handbook will be construed by faculty members of the universities participating in the project. These faculty members are experts in business communication and presentation skills, and will seek opinion on the draft handbook from the staff of the consortium member, representing employers.2/ When the generic methodology handbook is ready, another group of faculty members of the universities participating in the project will commence to work on the subject-specific elements. Five subjects of the undergraduate international business programme were selected for this part of the project: Entrepreneurship, Finance, Logistics, Marketing and Sustainable Management. This new group of faculty members are experts in these fields and they will be trained as to the methodology on how to design and introduce digital pitch-type presentations into their courses (both the academic subjects and the company trainings) by the first group, the business communication experts, using the handbook.3/ After the training these faculty members will work in multi-country subject-specific groups and develop e-learning materials helping the learners to be familiar with successful delivery of a digital pitch-type presentation. E-learning materials will be prepared for each of the five academic subjects (see their list above), as well as for short company trainings.4/ The next activity is the pilot. Twelve-twelve learners per academic subject (total 60 learners) will participate in the pilot of digital pitch-type presentation from various partner universities. Eight-eight learners per company trainings (one company training per each partner university, total 40 learners) will participate in the pilot of digital pitch-type presentation from various associate partners. During the preparation for the digital pitch-type presentation the learners will have online classes or online training sessions on topics related to the selected subjects, and will have access to the subject-specific e-learning materials. Each one of the 100 learners participating in the pilot will deliver a short and concise presentation via MS Teams or Zoom to a group composed of faculty members and representatives of employers, followed a question and answer session. At the end of the pilot each learner will receive meaningful feedback from the faculty members and representatives of employers. 5/ Using the available features of digital communication platforms, the performances of the learners (both the presentation and the question and answer session) and the feedback they receive at the end of the pilot of digital pitch-type presentation will be recorded. These recorded videos will be edited and uploaded to a password-protected part of the project website. The videos as a ""digital portfolio of professional competence"" will be available for the learners to support their future job applications.6/ At the end of the project the results will be shared internally, as well as during multiplier events in each country organised by a consortium member, and other events by associate partners, local chamber of commerce or national association of higher education institutions.The core activity will be complemented by the necessary project management activities.<< Results >>The results of the BESPOKE project can be summarised in the following numbers, in relationship with the above listed activities:- 10+25 faculty members will develop the methodology handbook (Methodology WG + inputs from WG1-WG5)- 1 methodology handbook developed in 5 languages- 25+5 faculty members trained for online pitch at the transnational training event (WG1-WG5 + Methodology WG)- 5 e-learning materials in 2 versions developed (v1 for the HEI students and v2 for the adults at the company trainings)- 100 learners participating in the pilots (5x12 students + 5x8 employees)- 30 videos published as ‘good practice’ (5 best videos from the different subject areas + 1 video per country from the company trainings)- 1 detailed and informative project website – for the usage of the e-learning materials and the good practice videos as well- 5 multiplier events with 30-40 attendees eachThe other outcomes of the project can be described as a list of benefits. Innovation and efficient communication are critical success factors in the academy and industries, therefore the participants will directly be impacted, whereas other stakeholders of the business life (e.g. local and central governments) will indirectly be benefited by the results of the project. The participating educational institutions will have invaluable gains by being familiar with the new online platform-based communication methods and will learn the new viewpoints and approach of employers regarding their online competitiveness and the respective requirements towards workforces. The new pitch-type method and its literacy will create innovative content in the curriculum systems of university partners and their cooperation will strengthen the mutual recognition of diplomas within the EU Member States.The company training session will strengthen the partnership between higher education institutions and employers, with special regard to developing an executive training portfolio, further to the academic programmes offered by the participating universities. The internal human resources development processes of the representatives of employers will be enriched by the company training sessions.The participating learners will enjoy long-term benefits in their careers through gaining competences via the digital pitch-type presentations and the following discussions with faculty members and representatives of employers. The learners’ mind-sets will be enriched by integrated thinking, by methods to articulate problems and to tackle them regarding the perspective and interests of companies. The participating employers will learn how to revise the “obsolete” negotiations techniques and replace them with ones that are appropriate in virtual area, to improve the competitiveness of their mainstream business and the supporting activities. These associate partners will also realize gains by getting to know potential employees in a business environment where they are deprived of direct signs of personalities and personal impressions."

<< Background >>The knowledge produced by universities significantly contributes to the economic growth, competitiveness and welfare of the European Union by creating and sharing innovative solutions. The export of this knowledge has various forms such as education of foreign nationals, participation in research groups with non-European institutions or joint operation of projects such as laboratories with exporting companies. However, innovations contain highly sensitive items and data as well. The protection of the critical information and the conformity with export control rules are also paramount for the economic development and security of the EU. Higher education institutions are traditionally involved in a wide range of activities related to international business education. Beyond the academic programmes, these institutions are providers of executive education programmes and applied research projects, to and in collaboration with businesses, in the context of a rapidly changing, highly interconnected global environment. Both the content and the delivery of such activities are expected to be in line with regulatory requirements, among which foreign trade regulations are becoming of great importance.The involvement of foreign students and international scholars into the academic life generates both economic and scientific benefits, since the performance of non-domestic professors and students contributes to the success of both the host and the home country. However, international collaborations have always raised concerns because the participants in these activities coming from various jurisdictions also bring with certain security and legal risks. The EU and other highly developed states (especially the United States of America) are cognizant of this peculiar conflict, and keen to find a sustainable and healthy balance between the tradition of the open-minded academic society and the public interest, in terms of public security and foreign trade policy, protecting valuable information related to businesses.To reach this important balance, universities and their SME partners would need to be familiar with the phenomenon of ‘deemed export’, which includes any release of technology, information, data, or their source (e.g. IT codes) in relationship with the items that are subject to the export control rules of the EU or the USA. The dissemination of R&D results in case of controlled items or the presentation of sensitive information to foreign students and professors can confront such rules. The universities and their SME partners are therefore subject to the rules of deemed export. International business education is based on the collaboration of higher education institutions and their business partners and available for foreign participants. The institutions and their SME partners have access to valuable information about their corporate partners, engaged in activities related to items regulated by export control regimes (such as data processing with A.I. in logistics) and exposed to the risks of infringement of the respective rules.Multinational companies have internal regulations, trainings and processes to ensure compliance with export control rules, and so should the higher education institutions and their SME partners. However, based on the analysis of the relevant international and national legal instruments, professional sources, and discussions with their governmental, corporate and SME partners, the members of the COMMITTED consortium found that many European universities and partner SMEs involved in international business education lack such internal regulations, trainings and processes. Faculty and staff members of higher education institutions, as well as the staff of their SME partners participating in the delivery of international business education and research have urgent need to learn the regulatory environment of export control to abide by its rules.<< Objectives >>The export of goods and services was always subject to the rules of foreign trade and security policy of states and of the EU. As the academic knowledge has become a crucial part of exported services, its affectedness and connectedness with export control rules significantly increased. The new 2021/821 EU regulation issued on September 9th, 2021 is relevant to our project as it refers to the task of raising awareness of compliance of academic activities with foreign trade regulations as follows: „In particular, academic and research institutions face distinct challenges in export control due to, inter alia, their general commitment to the free exchange of ideas, the fact that their research work often involves cutting edge technologies, their organisational structures and the international nature of their scientific exchanges. Member States and the Commission should, where necessary, raise awareness among the academic and research community and provide them with tailored guidance to address those distinct challenges.”The academic knowledge produced by universities can be split into three categories:a/ data, processes etc. relating to military products, which are permanently and strictly controlled by the authorities.;b/ software, patents, patterns, or source codes as the result of joint research and development projects, which are protected by intellectual property rights of universities and industry;c/ data, information gained in application of science relating to dual use items (goods and technologies that may be used for both civilian and military purposes). These items need a new approach and handling from the universities. The export of sensitive information pertaining to education, research or operational activities associated with dual use items can violate the strategic, economic, and political interests of the EU and confront its international undertakings. The rules on how to carry out compliant academic activity have been set out in the term of ‘deemed export’. In line with the above, the main aim of the COMMITTED project is to contribute to the safe and secured sharing of innovative ideas in the EU by developing international business educators' and their SME partners' understanding of deemed export, and thus supporting compliance of academic activities in the field of international business with foreign trade regulations.The project purports to detail situations where possible infringement of the EU's public interests may occur to two interrelated audiences involved in international business education and research. The project intends to increase the risk awareness of academic and administrative staffs at universities to prevent losses, and unlawful or abusive use of innovative knowledge. The project also intends to disseminate the term of deemed export among small and medium-size enterprises to support them in exporting and in various international collaborations. With regard to these two audiences, the project would raise awareness of the importance of compliance of academic activities with foreign trade regulations of the EU and the US, and to share good practices of multinational businesses in preparation of employees and suppliers for compliant behaviour in the field of deemed export.In order to achieve these objectives the project will compile a manual on deemed export in academic activities for international business educators and their SME partners, and develop a related vocational training programme to prevent breach of foreign trade regulations relating to deemed export in academia, and to mitigate the consequences of such incidents. The explanation of security and competitiveness concerns for which the deemed export rules give proper response, is a new activity of academia. By the development of this vocational training programme, specific professional skills are also planned to be fostered: critical thinking related to compliance, and conducting due diligence in handling public security issues.<< Implementation >>The COMMITTED project intends to compile a manual on deemed export in academic activities for international business educators and their SME partners, and to develop a related vocational training programme based on the manual. The project activities are grouped according to these two major project results: the manual and the vocational training programme.Regarding the very complex nature of ‘education export’ and therein the special and strict rules of deemed export, the project participants are going to scrutinize the currently effective laws of their countries and of the EU and the US as a first step. This activity focuses on collecting applicable rules and identifying any gaps in the legislation relevant to deemed export in academic activities. The project participants will also explore relevant internal rules, regulations, policies and best practices of various companies active in international business education and research. Furthermore, relevant regulations of universities focusing on academic areas other than business will also be investigated. The practices and solutions of both EU and non-EU (especially US) universities will be explored. Project participants will compile a manual on deemed export containing the findings related to legislation and corporate and university regulations and practices. Based on the findings, recommendations will be made to governments on introducing or amending legal instruments in relationship with deemed export, as appropriate. A model regulation for universities and their SME partners will also be developed according to the identified best practices. The manual will be finalised according to feedback received from associate partners (companies and professional organisations).The working group composed of experts in foreign trade policies and regulatory issues, who prepared the above compilation and recommendations, will train a group of university faculty and staff members on the manual. This training is the beginning of the second group of project activities, related to the development of the vocational training programme on deemed export. The trained university faculty and staff members will develop a training programme on foreign trade compliance in academia, based on the manual. The programme contains face-to-face workshops and e-learning materials. The training materials will cover important information from the manual and focus on different scenarios related to education (lectures, seminars, factory visits), applied research (laboratory works, collaborative projects), recruitment (advertisement and enrolment) of foreign students, and dissemination events (workshops and conferences): situations where there is a possible threat for being involved in violation of EU rules. The training materials will be finalised according to feedback received from associate partners.The final stage of the project is composed of two consecutive pilot trainings. After the development of the common framework of the delivery and the evaluation of the training, faculty and staff members at each partner university will participate in the first pilot. During the pilot training sessions, participants will work in groups on various scenarios and prepare digital presentations on a given scenario. Based on the feedback of training participants, the training programme will be updated, as necessary. Then the second pilot will be delivered to SME staff, who will also prepare digital presentations on various scenarios. Selected digital presentations will be added to the learning materials, as the last step of finalising the training programme.After the finalisation, the project results will be shared both internally within project partners and also during multiplier events in each country organised by a consortium member, and other events by associate partners.Each activity will be complemented by the necessary project management activities.<< Results >>The results of the COMMITTED project can be described by the following planned indicators:a/ PR 1 and PR 2:- 12 staff members from consortium members will make a collection of the regulations (about 15 pages) and develop recommendations to governments (about 15 pages)- The same 12 staff members will develop 1 manual on deemed export in academia for international business educators and their SME partners (about 60 pages)- The manual will be developed in English and then be translated into 3 official EU languages: Czech, German and Hungarian (Dutch and Finnish translations are not needed, as in the Netherlands and in Finland the English language version will be used).b/ PR 3:- 10 university faculty and staff members from consortium members will be trained on the manual - These trained university faculty and staff members will develop 1 training programme on deemed export in academia in relationship with international business education and research- This programme has face-to-face parts and e-learning elements – about 2 x 4 hours of F2F and 2 x 8 hours of e-learning - This training programme will have 2 pilots- 1 pilot training will be conducted for 50 university faculty and staff members- 1 pilot training will be conducted for 50 SME staff membersc/ With regard to sharing project results:- 1 project website will be developed and populated with detailed information about project events and results- 5 multiplier events will be held to a total min. 210 attendeesThe other outcomes of the project can be identified as direct benefit and indirect benefits. As the direct benefit and effect, the academia’s preparedness is worth of mention. Universities and research institutions will be familiar with principles and rules of service-export in higher education and will learn on how to apply the rules of deemed export in their operations. Being aware of the risks in distribution of strategic and sensitive knowledge, the industry-university relations can also improve and extend to new fields.As indirect benefit of the project the higher protection of entities’ intellectual property rights in the European Union, the increased competitiveness and the better assertion of public security interests can be underscored. By having understood the links between international business higher education activities with EU foreign trade and security policy, universities will be cognizant of new tendencies and aspects of public economic and security interests of the EU. Special skills of the participants will also be fostered: critical thinking related to compliance, and conducting due diligence in handling public security issues. All these might enhance the complex treatment of innovations and their utilization.

In the Rome Declaration, of 25 March 2017, EU leaders’ called for ’a Union where citizens have new opportunities for cultural and social development and economic growth’ and pledged to work towards ’a Union where young people receive the best education and training and can study and find jobs across the continent’. Therefore, in higher education great emphasis has already been placed on internationalisation in order to develop the transversal skills of students. In contrast, currently widespread methods of mobility reach only a very limited number of students. Especially considering the many social and physically disadvantaged students in Europe, this is an intolerable situation. Moreover, a modern workforce simply requires employees possess interpersonal skills to act as real European citizens. In addition to the international aspects, employers in a globalised world seek graduates with skills related to digitalisation and interdisciplinary competencies. This is where “New Modes of Mobility” (NewM) addresses students, teachers and higher educational institutions. By creating modules and courses with aspects of virtual and hybrid mobility, barriers to gaining experience in internationalisation and digitalisation will be lowered. With this inclusive approach, socioeconomic, financial and health issues can be overcome, and a substantially higher number of students will be able to benefit from a state-of-the-art educational system. All the partners – University of Applied Sciences Würzburg-Schweinfurt (FHWS) in Germany, Seinäjoki University of Applied Sciences (SeAMK) in Finland, Stichting Fontys in the Netherlands, University of Zielona Góra (UZ) in Poland, Lucian Blaga University of Sibiu (ULBS) in Romania and University of Debrecen in Hungary – will test the developed modules and courses. These are expected to increase•amount of students involved in international teaching and learning concepts – at least by 100%•awareness of internationalisation and transversal skills among students•knowhow of teachers as well as curriculum designers•joint course and curriculum design and implementation•number of students applying for learning mobility.The results will be presented at national and European level conferences and networks. Open access to the material developed - new models of mobility, virtual guide to build the capacity of the teachers to implement internationalisation at home, framework on a curriculum level, and New-Modes eBook - will be provided to other HEIs. National level education authorities will be sensitised on the results in order to present internationalisation at home as a vital option for educational institutions at all levels. Internationalisation at home should become a norm rather than an exception.