Fachhochschule Campus Wien

Internationalisation of the Curriculum – Internationalisation in the study programme Dietetics

When revising the curriculum, the bachelor’s study programme Dietetics at FH Campus Wien placed its focus on internationalisation and has seen great success in its implementation.

Objectives

The main goals of the curriculum revision within the bachelor’s programme Dietetics were to guarantee that all students develop inter- and transcultural competences and to provide them with the opportunity to gain international experience, irrespective of their ability to travel abroad during their studies. Two issues were of particular importance: firstly, the integration of global, international, and transcultural content into well-defined learning outcomes at all levels of the curriculum (study programme, modules, courses); secondly, developing teaching content with respect to its disciplinary relevance. This requires tailoring internationalised learning outcomes to the professional realities and needs of dietologists. This is of particular relevance as food is a global issue – not just in terms of its production, but also with respect to new international dietary trends, movements, and discourses (e.g. planetary health diet) that are gaining prominence. The needs of various stakeholders are becoming more diverse, as are the diets and ways of eating represented in our society. Parallel to this, there is an increasing awareness of how diets are intrinsically linked to forms cultural, social, and religious identity and belonging. These factors significantly impact the professional field and daily practices of dieticians. The health care sector is greatly affected by migration and demographic shifts in our society, presenting novel challenges for dieticians that require new ways of thinking. A central aim is to prepare the students for the increasingly diverse needs and demands of their patients. To succeed in the field of Dietetics, it is vital for them to gain intercultural perspectives and transversal competences. Ideally, students should develop an awareness of different socio-cultural settings. They should gain an understanding of diverse socio-cultural contexts, appreciate culturally and religiously specific dietary needs, and be able to use different communication strategies during consultancy and therapy based on to their patients’ backgrounds. The internationalisation of the study programme also contributes to the national and international relevance of dieticians. Additionally, given its status as a relatively new profession, knowledge of international standards in treatment and prevention and international scientific exchange are essential for anyone working in the field.

Background

The curriculum revision was deeply influenced by FH Campus Wien University of Applied Sciences’ internationalisation strategy 2025, which views internationalisation as an integral part of any curriculum updates. Internationalisation was also furthered by the head of programme and lecturers themselves and their insights were actively considered throughout the revision process. Research undertaken ahead of the revision, including demand and acceptance analyses, market analyses, as well as round tables with stakeholders, former graduates, and adjunct lecturers provided further insights. These were an important guide in formulating and defining learning outcomes. The entire Dietetics study programme was involved in the revision to ensure coherence and complementarity of content. Other departments such as the Language Centre, the International Office, and the Academic Institutional Development unit played supporting roles in conceptualising an implementing internationalisation.

(Implemented) Activities

> Introduction of new internationally focused courses. > Implementation of Internationalisation@home (IaH) initiatives as part of courses such as “International/Interprofessional Cooking” or within the framework of a prevention project with nearby school. > Representation of internationalisation throughout the curriculum – at programme, module, and course level – to ensure systematic competence development. > Establishment of a physical mobility window in the 5th semester within the framework of a 26-week-long professional internship that can be undertaken abroad and is accompanied by a reflective phase. > Defined time window within the curriculum allowing students to participate in “International Days” at FH Campus Wien University of Applied Sciences. > Funding of participation in international workshops and conferences.

Results

> Students incorporate ethnic, religious, and cultural considerations into dietary consultancy and therapy. > Students recognise that their profession and the competences required can vary across different national contexts. > Internships abroad facilitate personal and professional development for students, and for the field of dietetics as a whole.

Lessons learned

The internationalisation of the curriculum requires a great deal of thought and reflection regarding its goals, long-term planning of at least a year, and the involvement of the entire study programme team. The cooperation of lecturers and teaching staff is essential in designing and implementing internationalised study content that is comprehensive and offers a progressive learning experience. Successful internationalisation of a study programme requires lecturers to actively engage in its implementation. They need to be willing to integrate new content and formats into their own teaching and to make internationalisation explicit in the learning outcomes they set for their courses, as well as offering English language classes. Regarding mobility windows, it is important that course coordinators take a close look at the curricula and timetables of the cooperating institutions and coordinate their teaching content with their own curriculum. IaH are particularly helpful for providing all students with the opportunity to gain international experience and experience transcultural learning. COIL projects may demand significant effort, but they deliver added value for everyone involved. COIL projects are often the only way for students with caregiving responsibilities to participate in international exchange with other students of their own discipline, and to benefit from the expertise of lectures from different countries. Additionally, COIL projects offer lecturers the opportunity to gain new perspectives. Internationalisation should be understood as a process. It does not end with the final revision of the curriculum. Thus, it’s important to keep an eye on the developments in one’s own discipline and profession, to regularly reflect upon the contents and structure of the study programme, and to think about improvements that can be made in subsequent curriculum revisions.

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