Transcript Internationalisation at Home and Abroad: Lessons learned

Internationalisation at Home and
Abroad: Lessons learned from the
EUA Council for Doctoral Education
Dr Thomas Ekman Jørgensen
EDAMBA Annual Meeting 2009
Warsaw School of Economics
Doctoral education between Bologna and Lisbon
Bologna – modernisation of European Universities
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Multilateral (non-EU)
Non-binding principles
Strong involvement of stakeholders (at the European level)
European Higher Education Area
Lisbon Agenda – creation of a European knowledge
society
 EU
 Investment in research (3% of GDP)
 European Research Area
Doctoral Education bridges the two
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Doctoral Programmes
Part of Bologna since 2003 as the third cycle –
political opening of the field
Salzburg principle 2005
 The doctorate is based on original research
 It should be embedded in institutional strategies
Rapid reforms:
 TRENDS IV (2005): ”Most institutions are waiting to finish the implementation of
the first and second cycle before taking on the third cycle, but some are trying to
tackle research training simultaneously with the ongoing educational reforms”
(p. 35)
 TRENDS V (2007) ” “Even if nothing else were happening in European higher
education the speed of change within doctoral education would amount to a mini
revolution” (p. 26)
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The Council for Doctoral Education
Membership service under the EUA established to
promote reforms – 150+ members
Stakeholder
dialogue
- EU and global
Recommendations
and policy
development
Membership activities
- Workshops,
newsletter, networking
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Priorities of the CDE
Salzburg II
 Affirmation of the original Salzburg principles through consultation with member
HEIs
• Affirming the special role of doctoral education
• Underlining the role of research and not least
• Research environment
 Gathering of information and experience
 Recommendations to HEIs as well as to other stakeholders
Aim: to focus on the research environment as the
basis for good doctoral education
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How do the reforms look in the international
perspective?
Bologna has put Europe firmly on the world map
 Global ’Bologna covergence group’
• Brisbane Communiqué 2006 (Asia/Pacific)
– Mobility
– Recognition
– Common QA principles
• Africa
– Looking to Europe for expansion and modernisation of HE
• Latin America
– Looking for models to increase regional co-operation
 Interest from the US – model and competition
 Ethical challenge for Europe: brain drain vs capacity building (brain circulation)
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... Which has increased the international role of
the EUA and the CDE
International dialogue
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Global Summit in Banff 2007 (Banff Principles), in San Fransisco 2009
EU-Asia Higher Education Platform
Africa: Access to Success-project
Co-operation with CUIB (Consejo Universitario Iberoamericano)
Internationalisation Handbook
... but doctoral education is still mainly focused on
implementing individual programmes
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How does internationalisation look from the
institutions?
Which community do you see your institution
primarily as serving?
100%
90%
80%
70%
Regional
60%
National
50%
European
40%
World-wide
30%
20%
10%
0%
TRENDS V
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Regions of interest
TRENDS V
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What happens inside the doctoral programmes?
Doctoral programmes pose different challenges than
the first and second cycle
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Research based – taught courses at best an ’add-on’
Highly individual
Dependent on a research (rather than a teaching) community
Good research communities are international by nature
 No simple ’copy-paste’ of mobility schemes from the first and second
cycle
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Cross-border internationalisation
Mobility has gotten extra attention in the Bologna
Leuven Communiqué:
 “... mobility shall be the hallmark of the European Higher Education
Area. We call upon each country to increase mobility, to ensure its high quality
and to diversify its types and scope. In 2020, at least 20% of those
graduating in the European higher Education Area should have had a study or
training period abroad.”
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Institutions and cross border int.
The challenge for doctoral education is to find diverse
ways of mobility between research communities
 Create dynamic and sustainable joint programmes (joint/dual degrees?)
• Why, with whom and ... Who pays
• Build on existing research network (bottom up)
• Embed in institutions for long-term sustainability
• Clarity about direct and indirect costs as an institutional investment
 Diverse mobility opportunities
• Mobility must make sense for the individual
• Forms depend much on discipline (equipment, sources, field work etc)
• Mobility for its own sake will most likely have negative results (particularly
time to degree)
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Internationalisation at home
Good research communities are (/should be)
embedded in larger, international networks
 Embedding the existing international element explicitly in doctoral education
raising awareness
 Making use of international staff, incoming doctoral candidates and diversity
within the institution
 Create venues for exposure to other research cultures (summer schools)
 Intercultural competencies as part of transferable skills training
 The language question: Is teaching in English an added value?
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Conclusion
Internationalisation includes several strategy options
for doctoral programmes
Internationalisation in doctoral education builds on an
explicit ’acculturation’ into an international research
community
The foundation is the research – supported by strong,
transparent and thought-through institutional
strategies
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Thank you for your attention
www.eua.be/cde
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