Transcript income project tempus scm meda

INTERNATIONALISATION OF HE
MICRO LEVEL ANALYSIS
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INDEX
1. International activities and
internationalisation in a HEI
2. Evaluation of internationalisation
3. Internationalisation of curricula in HEI
4. The internationalisation process
5. IRO Models
6. Debate – IRO SWOT Analysis
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1. International activities and
internationalisation in a HEI
What makes an university “international”?
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1. Undergraduate international students
2. Postgraduate international students
3. Student exchange programs
4. Staff exchanges programs
5. Staff interaction in international context
6. Internationally focused programs of study
7. Attendance to international conferences
8. International research collaboration
9.Internationally recognised research activity
10. Support for international students
11. International institutional links
12. Overseas curriculum
13. Overseas trained staff
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2. Evaluation of internationalisation
2.A. SIMPLE APPROACH
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2.B UNESCO Approach
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1. Mobility of students and teachers is considered to
be the most important reason for making
internationalization a priority and is identified as the
fastest growing aspect of internationalization.
2. Brain drain and the loss of cultural identity are
seen as the greatest risks of internationalization.
3. Student, staff and teacher development; academic
standards and quality assurance; and international
research collaboration are ranked as the three most
important benefits of internationalization.
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4. Lack of financial support at the institutional level is
identified as the most important obstacle for
internationalization.
5. Distance education and the use of ICTs are noted
as key areas for new developments.
6. Faculty are seen to be the drivers for
internationalization, more active than administrators
and students.
7. While two-thirds of the institutions appear to have
an internationalization policy/strategy in place, only
about half of these institutions have budgets and a
monitoring framework to support the implementation.
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 8. Rationales based on academic considerations for
internationalization ranked higher than rationales based on
political or economic considerations.
 9. Intra-regional cooperation is the first geographic priority for
Africa, Asia and Europe. Overall, Europe is the most favoured
region for collaboration.
 10. Issues requiring attention include development cooperation,
quality assurance/accreditation, funding, and research
cooperation.
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3. Internationalization of the
curricula in universities
 "Curricula with an international orientation in content,
aimed at preparing students for performing
(professionally/socially) in an international and
multicultural context, and designed for domestic
students as well as foreign students"
(OECD)
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Main aspects of curricula internationalization
 Curricula which prepare students for defined international
professions;
 Curricula leading to internationally recognized professional
qualifications;
 Curricula leading to joint or double degrees [with other
universities];
 Curricula in which compulsory parts are offered at universities
abroad;
 Curricula with an international subject (e.g. international law);
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Main aspects of curricula internationalization
 Interdisciplinary programs, such as regional studies, covering
more than one country;
 Curricula in which the traditional/original subject area is
broadened by an internationally comparative approach;
 Curricula which address explicitly cross-cultural communication
issues and which provide training in intercultural skills;
 Curricula in which the content is especially designed for foreign
students.
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Main aspects of curricula internationalization
“That an ‘internationalised curriculum’ should create
values and beliefs and intellectual insight through
which domestic and international students participate
in a equally beneficial, internationally and multi-
culturally and ethically aware educational process,
engaging with and creating global up-to-date
knowledge, developing understanding and useful
skills, and preparing students to a concept of life long
learning”.
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4. Internationalisation - Process
ZERO STAGE
INTERNATIONALISATION AS MARGINAL ACTIVITY
There are some free movers
Internationalisation is an exotic and status phenomenon – some
important actors in the organisation travel to congresses
Foreign languages are taught
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Internationalisation - Process
FIRST STAGE
STUDENTS MOBILITY
Student Mobility
Awareness of the need to internationalise
Commitment to planning and implementing different programmes
enhancing the mobility of students
Creation of international offices to take care of the routines of
student mobility
Internationalisation is taken as an end in itself
ECTS becomes an important tool to facilitate counselling and the
acknowledgement of foreign studies
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Internationalisation - Process
SECOND STAGE
CURRICULUM AND RESEARCH INTERNATIONALISATION
Awareness of teachers to internationalise in order to make the
internationalisation of the curriculum and research possible
Organising of teacher mobility
Internationalisation taken as a means to enhance the quality of
education
Different ways to internationalise the curriculum
Nomination of international coordinators to take care of curriculum
and research internationalisation
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Internationalisation - Process
THIRD STAGE
INSTITUTIONALISATION OF INTERNATIONALISATION
Internationalisation is given a strategy and a structure
Networking both through cheap travel and new ICT;
partnerships and strategic alliances
The quality of internationalisation is receiving more
attention
Multiculturalism
Nomination of an internationalisation manager
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Internationalisation - Process
FOURTH STAGE
COMMERCIALISING THE OUTCOMES OF
INTERNATIONALISATION
Exporting education services
Franchising education services
Licensing
Joint ventures
Strategic alliances
Creation of organs to promote commercialisation
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5. INTERNATIONAL RELATIONS OFFICES
MODELS
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Trends in IROs
 How higher education institutions respond to the new
situation (internationalisation / globalisation)?
 How do they prepare themselves to the fourth stage of
the internationalisation process?
 Do they need organisational changes to face this
situation?
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Trends in IROs
FIGURA LUIS
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IRO most common models
Higher Educations Institutions start creating more flexible
structures to cope with this new environment. The most
common examples are:
• FOUNDATIONS (non-profit institutions)
• PRIVATE ENTERPRISES (belonging to the University)
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-
UNIVERSITY
STRUCTURE
Actively involved in the
university policies;
Services very clear for
the university community
Non flexible structures
(human resources, new
activties)
Not closely connected
with the local
environment
FOUNDATION
Financial resources
more readily available;
More Flexible structure
(HR,..)
Not Actively involved in
the university policies;
Not understood by
acedemics
PRIVATE
ENTERPRISE
Brings an outside
perspective;
Complete Flexible
structure (HR, ..);
Synergies between
services offered;
Not Actively involved in
the university policies;
Services and day-today runnings not
understood by
academics
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IRO most common models
WHAT KIND OF SERVICES ARE OFFERING ...?
TYPICAL
• Foreign Students support
• Local Students support to study abroad
• Language Courses
• Promotion of international projects
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New services offered by the
IROs
WHAT KIND OF SERVICES ARE OFFERING ....?
NEW !!
• Travel Agency – Educational tours (International
Programmes)
• Translation Service
• International Congress organisation
• Consulting - International projects
• Internships, etc...
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UNIVERSITY COMMUNITY
S
Y
Language Courses
N
E
R
Students Support
G
I
E
International
Programmes
International Projects
Consulting
Internships
Congress
Organization
Translation Service
S
Travel Agency
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6. Debate – IRO SWOT Analysis
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
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