The challenges of implementation: The world out there

EUA Leadership Seminar Lausanne, 11-14 June 2006 Arthur Mettinger

Institutional background 1: UoV

       Founded in 1365, research + education 67.000 students (14% int‘l), 7.000 staff Annual budget 400.000.000 Euro Degrees in „traditional“ system (Mag./Dr.) Degrees in „Bologna“ system (Bakk./Mag./Dr./*PhD) Legal basis for double degrees, joint degrees Strategic development plan „UoV 2010“

Institutional background 2: UNICA

Founded 1990 41 (comprehensive) universities in capital cities of Europe 1,700.000 students, 120.000 staff Activities: Bologna Lab, Working groups, Meetings & Seminars (IROs, Rectors, Research coordinators, …)

http://www.ulb.ac.be/unica

„International relations“ at the UoV Phase 1: „Memoranda of understanding“

- mainly research collaboration - decentralised, no strategy, no monitoring, IR Office established

Phase 2: „European programs“

- focus on (student) mobility - SOCRATES: EPS as first strategic document (institutional commitment) - central infrastructure with decentral ‚contact points‘, bottom-up, monitoring

Phase 3: „profiling the institution“ through internationalisation

- set up strategic goals & lines of development in education and research - develop targets - develop instruments + budget lines - develop infrastructure + convince – persuade – force implementation

Strategic goals & lines of development

  Place the UoV among the best research universities in Europe/the world → focusing research activities + looking for appropriate partners Position the UoV in the EHEA through high quality educational programs → change to learning outcome-based, student centred (Bologna) system,

 → augment employability through curriculum reform including European/international dimension Make the UoV attractive for young researchers esp. from Central and Eastern Europe → set up doctoral programs (discipl. + interdisciplinary) with appropriate (European) partners

Develop targets

 Degree of participation in EU framework programs  Proportion of graduates with study abroad period  Proportion of courses taught in languages other than German    … Restructuring of all curricula by 2008 Number of Joint Degree programs Number of Doctoral programs

Develop instruments + budget lines

     Competitive calls for doctoral programs Support for Bologna implementation Support for Joint Degree development Support for EU applications Support for eLearning (technical, didactic, eBologna)  Support for mobility of young researchers, academics, administrators  … Support for publications in English

Develop infrastructure

      „Student Point“: information and counselling in 12 languages „Research Services and International Relations Office“ Personnel Development Office Diversity Management University Language Centre Diversified admission procedures + service levels

UNICA: Joint Degree Programs (at Master, Dr/PhD levels)

UNICA should be (one of) the most competetive Higher Education network(s) in Europe and a competent global player The position of UNICA universities in the European Research Area should be strengthened

Advantages of joint Masters/PhDs for the universities

   Improving educational profile and European/global visibility  Attracting more intelligent/interested students Improving research collaboration Getting more programs for less money

Advantages of joint Masters/PhDs for students

 Increase in number and diversity of educational programs  Increase in vertical mobility („European dimension“, different educational systems)  Getting better qualifications for European labour market/research market

Advantages of joint Masters/PhDs for UNICA

 Compilation of a growing portfolio of European („UNICA“) Masters/PhDs  Increase in attractiveness for non European students  Closer cooperation between UNICA members

Threats to this vision

 Different (legal & cultural) framework conditions    Different speeds of development „institutional egotism“ Uncertainty as to „actors“ within institutions

„Internationalisation“

 is but one element in institutional profiling      is multi-dimensional involves strategic choices entails changes within the institution needs an integrative approach challenges university leadership