Internationalising HE - challenges and responses John Fielden, CHEMS Consulting

Internationalising HE - Internationalising HE - challenges and responseschallenges and responses

John Fielden, CHEMS ConsultingJohn Fielden, CHEMS Consulting

UCET. 6th October 2008UCET. 6th October 2008

Our agendaOur agenda

• Aim:

to describe what internationalisation is, to show what UK universities are doing as regards internationalisation, to identify the key issues and to describe some of the management challenges.


Some of the big questionsSome of the big questions

• What does “internationalisation” mean?

• Why are universities doing it? What are their strategies and motives?

• Is “I. at Home” the poor relation?

• How do we improve student mobility?

• How does one get international partnerships right?

• How is the I. process managed?


The classic definitionThe classic definition

• “Internationalisation is the process of integrating an international/inter cultural dimension into the teaching, research and service functions of the institution”.

• Knight, J. (1994) Internationalisation: elements and checkpoints .Ottawa. Canadian Bureau for

International Education.


Key definitionsKey definitions

• “Internationalisation abroad” – flows of staff and students in both directions, strategic alliances, joint programmes with overseas institutions, overseas campuses.

• “Internationalisation at home” – reform of curriculum and teaching method, study abroad, recruiting international staff, Bologna, study and social support for international students.


An “internationalised university”An “internationalised university”

• An international mix of students• An international mix of teaching and

research staff• Curricula that are culturally independent,

where relevant• Domestic students that study abroad• International collaborations in T & R that

may involve business partners• Commitment to development work.


Implications of thisImplications of this

• A long process

• Involves everyone; all students, all staff

• Curriculum is affected

• On campus activities

• Off campus relationships in community

• Global research activity

• Teaching partnerships of all kinds


Why universities are Why universities are internationalising internationalising

• I. is a key element in achieving/maintaining world class status.

• Creation of strategic partnerships with peers globally.

• Ensuring students graduate with ability to live as global citizens.

• Preparing students for employment in a multi-cultural/international environment.

• Positioning the university to contribute to solving global problems – pay “its debt to society”.


Top reasons for internationalising in Top reasons for internationalising in CanadaCanada

94% Prepare internationally knowledgeable graduates

62% Build strategic alliances with institutions abroad

54% Promote innovation in curriculum and diversity of programs

35% Ensure research and scholarship address international issues

35% Respond to Canada’s labour market needs

Source: AUCC 2006 internationalisation survey update


Why are we doing it?Why are we doing it?

Leiden University:“Internationalisation as a quality

enhancement that:* attracts excellent students and staff* adds dimension of intercultural adaptability for both staff and students* Produces better graduates* makes a better academic environment”

Source: Dr Robert Coelen, Vice President International


Conflicting strategies?Conflicting strategies?

• University-centred: An I strategy that is focussed on improving the university’s profile globally and getting it accepted an a truly world class research institution.

• Student-centred: An I strategy that is focussed on students – ensuring that they acquire an understanding of other cultures and graduate with an international outlook.


I. Strategies - 1I. Strategies - 1

• IoE, London– Identify countries of greatest strategic interest

to our mission and prioritise activities accordingly

– Strengthen knowledge and understanding of education systems outside the UK

– Embrace different pedagogical cultures– Be strategic in developing partnerships


I. Strategies - 2I. Strategies - 2

• City’s International Strategy

“Our vision is to be celebrated as London’s premiere internationalist university for professional policy, practice and applied research, dedicated to preparing students for global careers and working with global practitioners, and research and teaching partners”

Source: City University Senate Papers. May 2006


Internationalisation at homeInternationalisation at home

• What does “I. at home” mean?• Is it the same in every institution? (London Met

vs Exeter?)• How does one do it? By formal means

(curriculum) or informal (social)? • Does everyone understand what

internationalising the curriculum means?• How can I. students and home students inter-

relate better?• How give I. students a better on campus

experience?


Outward student mobilityOutward student mobility

• Poor record of the UK in numbers that study abroad (US and Australia as bad)

• Change in student composition is a key factor limiting mobility

• Blockages are strategic, staff-related, resource-related, and personal to individuals.

• There are ways of removing the blockages (cf. UCL’s 25%)

See Global Horizons for UK students (CIHE for DIUS, July 2007)


International partnershipsInternational partnerships

• A key feature of most I. strategies

• Three levels of partnership:– One. Strategic, centrally funded– Two. Faculty level, faculty funded– Three. Individual, often one to one.


How do you get international How do you get international partnerships right?partnerships right?

• Strategic partnerships require central involvement and monitoring.

• Ditto for any with QAA/student exchanges.

• Selecting strategic partners for the institution – what criteria?

• How does one “deepen” the partnership?

• How are they best managed? Top down?


Managing the internationalisation Managing the internationalisation processprocess

• Can something so all-embracing be managed centrally?

• What is the role of the responsible SMT member?

• How should the professional support be structured?

• How will we know when we have succeeded? (particularly if we have a student-centred strategy)


Committees and co-ordinationCommittees and co-ordination

International Board(oversees the strategy)

Chaired by SMT person responsible and Includes other PVCs (eg: PVC (R))

Country working groups (egChina, India) to co-ordinate

and inform

Specialist advisers for particular countries/regions

Assistant Deans (International) in faculties


So many support services involvedSo many support services involved

Knowledge transfer

Research Office

Careers

EstatesHuman

Resources

English Language

Marketing and PR

Alumni

Finance

Welfare support

Internation-alisation


The expanding International OfficeThe expanding International Office

I. Marketing I. Enquiries I. Admissions Student support

Managing partnerships

Staff travel and research

Welfare for students

Exchanges and study abroad

English language support

Managing overseas offices

Responsibility for Int’l strategy

Alumni relations

Incoming visitors and Int’l PR

Due diligence on partners

Global employability

I. at home oversight


ConclusionsConclusions

• Internationalisation is a question of embedding a culture throughout.

• Achieving it is a long haul.

• Partnerships are central, and are rarely achieved just from the top down.

• Managing internationalisation requires an element of rigour (targets, some central monitoring etc)

Documents

Internationalising HE - challenges and responses John Fielden, CHEMS Consulting