Speakers Educational Congress 2018

We are looking forward to welcoming a wide range of speakers. We will update the list of speakers once the program is confirmed.

As a part of the congress we are also organizing the KIPRIME Symposium. This means that some of the sessions are hosted by The Gunnar Höglund and Anna Stina Malmborg foundation, Karolinska Institutet's Prize in Medical Education Research (KIPRIME). The sessions that are hosted by KIPRIME are indicated in the program as well as the speakers list below.

Keynote 1 - Prof Brian D. Hodges

Brian D. Hodges, is Professor at the Faculty of Medicine and the Ontario Institute for Studies in Education at the University of Toronto, Canada.

Professor Hodges has spent the last 25 years advocating for a closer examination of the role that medical education plays in society. His research focuses on the nature of competence and how it is assessed through demonstrable clinical skills and learning objectives. He has successfully advocated including simulations and assessment of mental health and communication skills in medical examinations.

Professor Hodges is currently working on approaches to enable health professionals throughout their career to engage with challenging simulations to improve their clinical skill, communication and team-based practice.

Educating Health Professionals in the 21st Century: What Will We Need Humans For?

Everywhere we look, dramatic shifts in technology are changing the way we conduct our lives. Banking and buying are on line. We enter a concert, a movie or board a flight with a barcoded piece of paper printed at home. Inside our clinics and operating rooms, robotics and systems that employ artificial intelligence are augmenting, and in some cases will one day replace, the work of human health professionals. The word often used to describe this changing landscape is “disruption”.

Despite this, health professions education is proving very slow in preparing for the changes ahead. Though ripe for their own disruption, education models seem oddly resistant to change. Yet our students will be practicing in 2050 and need an education that will prepare them for this rapidly changing context. Equally important, healthcare professionals in practice today need help to prepare for what will be a very different workplace. Professional scopes of practice are going to change significantly and some professions may be reconfigured or made obsolete. It is time to take a hard look at what aspects of health care should remain firmly in the heads, hands and hearts of human health professionals.

This Keynote is a part of KIPRIME symposium.

Keynote 2 - Prof Betty Leask

Professor Betty Leask Betty Leask is an Emeritus Professor in the Internationalisation of Higher Education at La Trobe University, Melbourne, Australia. Betty is an internationally renowned researcher and thought leader on internationalization of the curriculum and higher education whose work bridges theory and practice in unique ways. She has a broad range of experience in universities, most recently as Deputy Vice-Chancellor Academic at La Trobe University. She has been a Senior Australian Teaching Fellow since 2010. In 2015 she was awarded the IEAA Excellence Award for Distinguished Contribution to International Education and in 2016 the European Association for International Education (EAIE) Tony Adams Award for Excellence in Research.  Betty is also Editor-in Chief of the Journal of Studies in International Education, the leading journal in the field, and an Honorary Visiting Researcher at the Centre for Higher Education Internationalisation at Universita Cattolica del Sacre Cuore Milan.

Day 1: Internationalisation of the Curriculum: Why? What? How? Who?
Internationalisation of the curriculum is an important concept in higher education today and yet it is frequently poorly understood and therefore poorly enacted.  In this keynote a research-based conceptual framework and process of internationalisation of the curriculum will be presented and the critical questions of ‘Why should we bother?’ ‘What is it?’ ‘How do we do it?’, and ‘Who needs to be involved?’ will be discussed.
Day 2: Internationalizing the curriculum – opportunities and challenges
Internationalisation of the curriculum can be an exciting and rewarding process, opening up new opportunities for students and staff. However, for many faced with the task it is difficult to know where to start and how to maintain the momentum that is needed. In this interactive workshop we will explore practical strategies for internationalising the curriculum in your context. (Interactive workshop)


Betty is Editor-in Chief of the Journal of Studies in International Education, the leading international journal in the field of international higher education, and is an Honorary Visiting Researcher at the Centre for Higher Education Internationalisation at the Universita Cattolica del Sacre Cuore in Milan, Italy. Betty was founding Chair of the International Education Association of Australia’s Internationalisation of the Curriculum Special Interest Group and is Chair of its Research Committee from 2010-2012.

Session 3A - Prof Gudrun Edgren

Gudrun Edgren is Professor Emerita at the Faculty of Medicine, Lund University Sweden. Her background is as a researcher and teacher in preclinical medicine and she has been engaged in educational development for the last twenty years.

For ten years, she was the director of the Centre for Teaching and learning. Her main research interests have been in curriculum development, educational climate and students’ learning. During the last few years she has been involved in development of PhD-education and has become interested in PhD-students’ learning within the research context.

The space for PhD-student learning in contemporary medical research

In PhD-education in medicine and health sciences, it is common that students and supervisors work and publish together within the supervisors’ research projects. The projects are usually financed by the supervisors’ research grants and their success, in terms of high quality research publications, is of great importance not only for the students’ theses but also for the supervisors’ academic careers. Supervisors and students could therefore be said to have double roles: the supervisor being also a project leader and the student being also a project worker. Research on this double relationship is scarce.

This session is a part of KIPRIME symposium.

Session 4A - Prof Ed Peile

Ed Peile is Professor Emeritus in Medical Education at University of Warwick, Great Britain. A Fellow of three Royal Medical Colleges, Ed Peile holds the President’s Medal of the Academy of Medical Educators for lifetime achievement in medical education. In 2017 he was also awarded Honorary Fellowship, the Academy’s highest honour.

He was formerly the clinical lead for Health and Social Care for Children at the NHS West Midlands Strategic Health Authority. Since he retired from clinical practice, he has mentored senior clinicians and he chaired the Education, Training, and Professional Standards Committee for the Academy of Healthcare Scientists.

He continues to research and publish on Values-Based Practice (V-BP) through the Collaborating Centre at St Catherine’s College, Oxford and he is developing new training in Health and Well-being Science for the UK.

Teaching and learning to be values-based
Teaching on evidence-based practice is mainstream in medical education. In recent years there has been increasing recognition that balanced clinical decision making has to take account of the individual patient’s values as well as the clinical evidence, and this is now legally mandated in UK.  This talk reflects on 14 years’ experience of developing teaching and research in this area, looking at some of the challenges and some of the more fruitful educational approaches.

This Session is a part of KIPRIME symposium.

Session 5B - Dr Agneta Bladh

Agneta BladhDr. Agneta Bladh is appointed by the Swedish government, 2017-2018, as special examiner of internationalisation at Swedish Higher Education Institutions in order to propose new objectives and a new national strategy for the internationalisation of higher education institutions that include both education and research activities new national strategy for internationalisation of higher education in Sweden.

As an independent consultant, Dr. Bladh is involved in evaluations and other engagements in the field of higher education and research. Dr. Bladh was Rector of University of Kalmar (now part of Linnaeus University), Sweden, between 2004 and 2009. Bladh has long experience of national and international higher education and has since the 80s served in various positions in the Swedish national administration. She was one of the signatories of the Bologna Declaration as State Secretary at the Swedish Ministry of Education and Science.

New national strategy for Internationalisation of higher education institutions in Sweden - Summary in English

Full report in Swedish: En strategisk agenda för internationalisering

What are the new objectives proposed in the higher Education Act and the new national strategy? How can more students gain an international perspective in their education through more students, teachers and researchers, studying or working abroad, and through better internationalisation at home? Agneta Bladh will present the report and proposals and discuss with us the next steps.

This session is a part of the IoC track.

Session 6 - Dr Kevin Haines

Kevin HainesKevin Haines has worked in international Higher Education programmes in the Netherlands since 1992 and has been working on the International Classroom project at University of Groningen since 2013. Recently, he has worked as an educational consultant with the International Bachelor in Medicine Groningen. He currently specialises in guiding university lecturers and ’students as partners’ in international classrooms across the university.

He has published several articles on the impact of the international classroom and English Medium Instruction on learning processes in both the formal and the informal curriculum. He is co-author of the IntlUni Principles and is currently coordinating the EQUiiP Erasmus+ project, which designs continuing professional development for international higher education.

Connecting the policy to the practices. Building understandings of the International Classroom with teaching staff and students as partners. 
“I don’t really know what Internationalisation of the Curriculum (IoC) means in practice.”

This remark will be familiar to anyone working with teaching staff to build international classrooms in the early 21st century university. This may mean: “I don’t know what IoC means for me and my colleagues in our teaching practices”. And it may also mean: “I don’t know what IoC means for our students and what they need to learn in practice”.

Making the link between IoC policy and practices in teaching and learning demands considerable time and attention because it involves changes both in content and in the people themselves (see Haines et al 2015). The implementation of the IoC in teaching and learning therefore involves working closely in partnerships with teaching staff and students to reach understandings of how international and intercultural elements can become meaningful in their daily experience.

Kevin Haines will discuss the IoC in practice, using examples taken from his work at the International Classroom project at the University of Groningen (2013-2018, ongoing). In particular, he will discuss his work over the last year with senior academics working towards their Senior Teaching Qualification and with student board members of Study Associations. Both the academics and the students are addressing the question of what the IoC means for them as they build the ‘international’ in both the formal and the informal curriculum.

This session is a part of the IoC track and will take place on the second day of the congress.

Robert Wilkinson

Robert (Bob) Wilkinson (University of Ulster, University of Edinburgh) has been working at Maastricht University, the Netherlands, since 1984. An applied linguist he was a member of the team under Prof. Geert Hofstede that started the first complete English-medium degree programme in the mid-1980s.

He has published widely on the experience of Maastricht University as it has changed from a Dutch-medium institution to one that is bilingual, where most programmes are now English-medium. He has also advised other universities that are in the process of offering English-medium instruction, for example Universidad de Extremadura (Spain), University of Freiburg (Germany), the National University of Malaysia, and in 2018 Padjadjaran University (Indonesia).

Bob Wilkinson is currently chair of the association Integrating Content and Language in Higher Education (ICLHE). Below is a short video of him commenting on Maastricht university’s education prize in 2016.

Workshop: Emotions: Understanding EMI challenges and opportunities in a multicultural setting
English-medium instruction (EMI) has become one of the most visible faces of higher education internationalization. This workshop addresses the challenges and opportunities EMI presents for teaching staff. How do you cope in exchange contexts where you switch to English because of the presence of one student who doesn’t speak the local language? How do you cope in full English-medium programmes where you are confronted with very diverse multicultural participants who may include speakers of English as a first language? In such contexts, do you experience mixed emotional reactions? Fear and anxiety? Uncertainty and annoyance? Or perhaps interest and surprise? Enthusiasm and acceptance? Do you perceive EMI as a threat to the vitality of the local language as an academic language? Or could it be an opportunity to play a role on a global stage? The workshop will delve into teachers’ variable reactions that may depend on course, programme, and context, and look towards managing and coping. In the process we will endeavour to understand how EMI can question teacher professional identity, in that the medium of instruction affects the fundaments of what (the disciplinary constructs) and how (the methodology) one teaches. In parallel, the workshop will aim to perceive challenges as opportunities that may lead to novel approaches to teaching and learning.


This session is a part of the IoC track and will take place on the second day of the congress.

Esko Koponen

Esko Koponen is Specialist in Strategic Services for Teaching at the University of Helsinki. His main responsibility is in the strategic management of international education, including the development of programmes in English.

He has over 25 years of experience in international education, having previously worked in the Centre for International Mobility with European cooperation programmes and in the University of Kuopio in international student services. Esko has run several sessions and workshops on English-Medium Instruction (EMI) in both national and international contexts.

This session is a part of the IoC track and will take place on the second day of the congress.