To design, set up and maintain a number of web pages within the ENPHE domain, that can be used to share best practices on internationalisation among ENPHE-members. We will be using the 10 key-elements from the model developed by Elspeth Jones (Jones, 2011). These dimensions, see picture below, of strategic internationalization development will used as base.


  • Diane Breedijk – Rotterdam University of Applied Sciences (NL)
  • Angelique Hagen – Utrecht University of Applied Sciences (NL)
  • Katrijn D’Herdt – Vrije Universiteit Brussel (BE)
  • Priscila de Brito Silva – Denmark
  • Noemí Valtueña Gimeno – Spain
  • Henk Nieuwenhuijsen – HAN University of Applied Sciences (NL)

Work in Progress

From competence model to learning outcomes and assessment
The first step is to develop learning outcomes defining steps in developing competences for a global competent physiotherapist. With the defines the learning outcomes we continue with the following steps of gathering or creating examples of direct and indirect assessment of intercultural competences in physiotherapy.




The Working Group Internationalisation developed in collaboration with participants of ENPHE  a modified model of international competence, based on the Nuffic Model (2017). ‘The International Competences in Physiotherapy’ was presented at the conference in Prague (2023) and discussed among the participants which delivered us some new small adjustments.

The model is a collection of competences needed for a global competent physiotherapist.  A list of knowledge, attitudes and skills is further defined, matching the context on Physiotherapy and was discussed and developed with the group of participants. The result is the document ‘The International Competences in Physiotherapy’. Feel free to use it!

International Competences for Physiotherapists (RECENTELY UPDATED!)


For all the ENPHE members, on each of the key-elements of the Jones-model, at least 5 (English written) examples are available, ready to use within curricula, activities and policy development at higher education institutions. The web pages are easily accessible, members only, have a clear overview, and the documents are easy to download. The links will be provided soon.


1. Policy / Strategy for internationalisation

An effective and comprehensive policy or strategy for internationalisation linked to the university’s vision and values has been determined and clearly communicated.

Is understood by academics/departments and support staff at all levels across the university as well as academic committee, the Governing Body and external stakeholders.

Download: Resources for Members - Enphe


2. Governance, leadership, management

Importance and relevance of internationalization is recognized by the Supervisory and Executive Board and all management, and demonstrated as such across the university.

Explicit in all key university policies and strategies, incorporated into planning processes, aligned and delivered through normal line management routes.

Key areas to include are positioning and profiling, learning and teaching, research strategies, human resources policy, assessment, subsidies (local, national, international) and facilities.


3. Internationalisation incorporated in all curricula

University-wide strategy is translated to internationalised curricula and international learning outcomes across the university – global perspectives and developing intercultural awareness and sensitivity.

Content, pedagogy, assessment processes and graduate outcomes.

Varied international mobility opportunities to support the international curriculum: e.g. academic study abroad, work placement, international volunteering.

Intercultural learning opportunities in international classrooms, multicultural workplaces.

Build an international reputation in the field of applied research.

Download: Resources for Members - Enphe

4. International campus culture and informal curriculum for all students

An international and multicultural campus culture is evident, well established in the region, including student union clubs, societies and informal gatherings.

Forms the basis of the informal curriculum for students.

International events, displays and activities to support internationalisation at home.

Students are trained to make full use of the international campus culture to deepen their intercultural competences

Download: Resources for Members - Enphe

5. Student diversity

Vibrant divers international and multicultural student community as active participants in campus life.

Students valued for the way in which they enrich classrooms and campus culture.

Download: Resources for Members - Enphe


6. Guidance and support for students outside the classroom

Effective system and services provide support to support internationalisation, including language and intercultural competence development.

Promoting and encouraging internationalization for all students.

Language, cross-cultural capability, academic support, relevant advisory and counselling services.

Download: Resources for Members - Enphe

7. Staff development, recognition and reward

Wide range staff development and recruiting programme to support internationalization, including language and intercultural competence development.

Identification of need along with recognition and reward for engaging in any aspect of international dimension of the university life offered systematically through performance review or appraisal.

Download: Resources for Members - Enphe


8. Meaningful, broad and deep, international partnerships

Well-maintained and fully utilized (inter)national network of partnerships with universities (applies and research), alumni, industry, research institutes, (local) government, non-governmental organizations and public service organisations.

Be the leading university in triple helix, both in practice and research, to create innovation and build on global citizenship amongst staff and students.

Download: Resources for Members - Enphe

9. Resources follow strategy

Resource allocation and the engagement of management to ensure that the commitment to integrated internationalization can be delivered.

Travel and human recourses policies support international activities, education and research.

Dedicate support to build and maintain combined partnerships (triple helix).

Consistent internal and external communication of positioning and strategy.

10. Monitoring, reflection, evaluation and review

Body or individual with overarching responsibility for internationalization incorporated within management structures.

Report regularly on progress.

Benchmarking of performance.

Continuous enhancement of internationalization activities and strategy through feedback, reflection and evaluation process.

Revisions to policy and practice.



Jones, E. (2013). The Global Reach of Universities: leading and engaging academic and support staff in the internationalisation of higher education. In Sugden, R., Valania, M. & Wilson, J.R. (Eds) Leadership and Cooperation in Academia: Reflecting on the Roles and Responsibilities of University Faculty and Management. Cheltenham: Edward Elgar. pp 161-183.