Managing Diversity in International Educational Environments Competence Matrix

The Managing Diversity in International Educational Environments Competence Matrix is a theory and research-based tool for enabling quality assurance in international educational settings. The matrix was developed to support Finnish-educated educators when they take up positions in other countries. It has been designed using empirical data provided by Finnish-educated professionals having experience of working abroad in a variety of countries. Data comprising ‘voices from the field’ has been examined alongside topical research on diversity management in education.

The matrix is structured according to 15 thematic competence areas. Click on each area to see indicators specifying a set of attitudes (mindset), knowledge, and skills needed for managing diversity in international educational environments.

Global Open-Mindedness
being receptive to new ideas when encountering different socio-cultural contexts and situations

Positive Mindset
being able to approach ‘difference’ and challenging situations with a positive attitude

Reflective Analytical Mindset
being ready and able to analyse and critically reflect on own behaviour and teaching practices, and to use this to strengthen performance

Collaborative & Teamwork Orientation
• being open to working closely with others by engaging in different types of collaboration and multi-professional practices

Constructive Interactional Skills
• being able to build, nurture and sustain good relations with students, parents, colleagues through constructive and meaningful interaction

Situational Adaptability
• being open and able to adapt effectively to different situations, conditions, expectations, uncertainties, and other work environment factors

Responsiveness to Diversities and Interculturality
• being willing and able to approach diversity and interculturality in a multidimensional way

Bilingual Methodologies
• being actively plurilingual and creating rich CLIL learning environments

Managing Educational Contexts through English
• being able to communicate effectively and appropriately in the English language

Enabling Innovation through Creativity
• being receptive and pro-active in introducing and supporting innovation in education

Lifelong Learning Orientation
• being open to personal and professional development

Situating Curricula in International Environments
• being able to adopt, adapt, design and operationalize curricula in complex environments

Subject Expertise and Transversal Skills
• being able to teach subjects and subject content across the curriculum on the basis of deep content expertise and thematic inter-connectedness

Managing and Leading Classrooms
• being able to use a variety of high-impact methods, strategies, activities, and technologies to support learning alongside classroom management in diverse contexts

Self-confidence as a Professional
• being able to respond to professional demands with a high level of personal self-confidence