Strategies for the new University. ASTANA. Dec 08 Internationalization and the Implications for the...

Strategies for the new University. ASTANA. Dec 08

Internationalization and the Implications for the New

University’s Strategy

John Fielden


The agenda

• Some definitions

• The extent of internationalization

• Why do it – country’s motives

• Why do it – university’s motives

• Some internationalization strategies

• Types of academic partnership


The 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.


More definitions

• Trans-national education is where an educational provider is delivering education outside its home country.

• A multi-national university is one where a significant proportion of its turnover is generated outside the country of origin.


Key definitions

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

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


An “internationalized university” means

• 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• plus a commitment to Int’l development work?


World class

• A world class university MUST be internationalized.

• But not all internationalized universities are world class!


Implications of being internationalized

• It is a long process – 5-10 years

• It involves everyone; all students, all staff

• All the curriculum is affected

• On campus activities are important as well as international activity

• Global research partnerships essential

• Teaching partnerships of all kinds at many levels.


Why do it? – national motives

• Australia: “Internationalisation is a major priority for our universities. It must remain so if Australia and its universities are to be internationally competitive and lay claim to quality education.” AVCC, 2001

• USA: “In the long run those who can move seamlessly between different nations, cultures and languages will be positioned to capitalise on the next scientific, technological or information revolution.” ACE, 2001

• Canada: “International students are vitally important to Canada’s future.They make an enormous contribution to the academic endeavour and over the long term they become ambassadors for Canadian trade and political interests abroad.” AUCC, 2002


IAU’s ranking of why nations want to internationalize

• Increased national economic competitiveness. (28%)• Development of strategic alliances (political, cultural,

trade, academic etc). (20%)• Building human resource capacity. (15%)• Promote international solidarity and co-operation. (14%)• Further cultural awareness and understanding. (9%)• Strengthen the educational export industry. (7%)• Contribute to regional priorities and integration. (7%)

Source: International Association of Universities, 2005 IAU Global Survey Report.


Australian attitudes to I.

• In 1996 all but one university had an explicit policy on I. in its Mission Statement.

• Strong federal support and Vice Chancellors’ backing for growth in international students and off shore activities.

• The majority of universities have country specific plans.

• Financial policies in institutions provide incentives for International work. It is seen as “a plus” in career and promotion terms.

• 95% have a post of PVC (International).


Top reasons for internationalizing in Canada

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: Association of Universities and Colleges of Canada: 2006 internationalisation survey update


UK – Specific Objectives of the Prime Minister’s Initiative

• Position the UK better in the global market for students and increase the numbers coming to the UK by 70,000.

• Double the number of countries sending more than 10,000 students to the UK.

• Show improvements in the satisfaction ratings of international students with their UK experience.

• Significant growth in the number of strategic collaborations between UK and overseas universities.


Why universities do it – from the IAU survey, 2005

• 22% - internationalize faculty and students• 21% - strengthen research capacity• 18% - create an international profile• 14% - contribute to academic quality• 13% - increase diversity of faculty &

students• 8% - promote curriculum innovation• 4% - diversify income


University of Leiden, Netherlands

“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


University of Guelph, Canada

• In 1985 it committed itself to “incorporate an international perspective into all parts of the University”.

• Its motive was academic and developmental (300/750 staff had worked abroad).

• Until recently there was no financial incentive to recruit international students.

• A strong central International Office.


Why UK universities are internationalizing

• 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”.

• Generate income – see LSE and Leicester


0

2

4

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14

Homestudents

Int'lstudents

part timestudents

Distancelearning

£m 2003


LSE Income, £m., 2007

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10

20

30

40

50

60

HEFCE grants

Home tuition

Overseas tuition

Other fees

Endowments

Research

Residences

Other


Internationalization by numbers in the UK university sector

• 10% of students are from non-EU countries• 19% of staff are non-UK nationality (and 40% of

these are researchers)• Half the UK’s PGR students are from abroad• 7% of income is from international students• 65% of HEIs have students offshore (c. 1,800

different academic programs)• Most universities have some high level overseas

strategic partners.• About eight have offshore campuses.


Some I. Strategies - 1

Institute of Education, Univy of London– To 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


Some I. Strategies - 2

City University’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


Vision of the University of Bath

“to be a world class university, comprising an international community committed to partnerships with other world class institutions, inside and outside academia, to produce research of global significance and value and graduates with commitment and skills for life and work in the global community”.


Two types of I. strategy

• 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.


Types of partnership

• One to one staff teaching or research exchange• Small flows of Masters and PhD students

(following up on Bolashak contacts?)• Formal UG franchise (eg: 2+2) with partner’s

degree (with some “flying faculty”)• Formal joint UG degree (eg: 3+1) (less time with

partner HEI)• UG programs offering dual degrees from both

universities (eg: 3+1)


Their selection criteria

• Shared values with you• Your national and international reputation• The level of autonomy and academic freedom• Your position in the league tables• Number of existing individual links• Mix of disciplines or specialisms• Physical location – town or country• Financial stability• Personal empathy with the leadership• Membership of Associations (eg: IAU)


Partnership risks – their view

• National regulatory barriers (eg Vietnam, new Indian legislation, Chinese uncertainty).

• National tax and financial rules – can any surpluses be repatriated?

• National QA processes and criteria.• Your academic staff capacity and skills.• Your internal quality assurance processes. • Financial guarantees • The national policy on international providers (eg

South Africa).


Conclusions

• Internationalization is one route to being world class.• The new University must define its reasons for

internationalizing in its strategy.• Strategic partnerships are at the heart of

internationalization.• A high proportion of MOUs never bring results, as

developing an effective partnership is hard work.• Consider what type of academic partnership you want.• You will need to convince your partners that you meet

their criteria and that there are no risks. They have many, many HEIs wanting links with them.

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