INTERNATIONALISATION STRATEGY 2014

FACULTY OF BUSINESS, ENVIRONMENT AND SOCIETY

INTRODUCTION

Over the last 30 years or so, international education has had a profound impact on individuals, institutions and nation states as witnessed by the growth of the international knowledge economy. This has accelerated significantly over the last decade. Coventry University has been a part of these developments.

Coventry University has defined itself as a dynamic, global and enterprising university. It has an ambitious internationalisation growth agenda measured by a broad range of metrics. The details of the University’s strategy is articulated by its ’ 2020 Internationalisation Strategy’, a strategy approved by the University Leadership Team (ULT) and the University’s Board of Governors in early 2014.

1

THE FACULTY OF BUSINESS, ENVIRONMENTAND SOCIETY -BRIEF OVERVIEW

2

Figure 1: Where do our students come from?

54% HOME STUDENTS

46% OVERSEAS STUDENTS

148 NATIONALITIES

12%

1%

BES has a pro-active approach to internationalisation. It was the first Faculty in the University to appoint an Associate Dean responsible for Internationalisation in 2011 and a Faculty Head of Internationalisation in 2014. Additionally, it was the first Faculty to establish and resource International Champions in every academic department (see Appendix 1) and also the first Faculty to employ a Faculty Internationalisation Manager with a supporting Faculty Internationalisation Administrative Assistant.

Investing in such resources signals the Faculty’s commitment to the internationalisation agenda and the embedding of all aspects of internationalisation within the Faculty. The resulting structure has provided BES to support a growing agenda that brings benefits for all our students both domestic and international through offering each and every student a range of internationalisation opportunities at both course level (credit-bearing) and also at Faculty level (non-credit bearing) as well as opportunities related to curriculum initiatives and student mobility.

A broad range of metrics encapsulate our successes:

• Doubling our international student numbers over the past 5 years• Establishing dual awards with premium Universities such as Southwest University of Political Science and Law in Chongqing and TAR University College in Malaysia.

• Creating collaborative partnerships with organisations of educational repute such as Kadir Has University, Istanbul, Turkey, Emirates Aviation University, Dubai, and SCOPE, located within City University, Hong Kong

• Facilitating the greatest number of university students on short and long term outward mobility

• Building excellent working relationships with prominent international organisations such as the British Council and the European Association for International Education (EAIE)

1%1%

25%

12%

international student

recruitment

collaborative student

numbers

the pre-eminent

UK University regarding

the interna-tionalisation experiences provided to our students

ourcapacity andcapabilities tosupportig the implementa-

tionof our

strategy

our international platform to

enhance our reputation,

ourresearch and

rankings

Figure 2:The 5 Pillars of Internationalisation of the University’s 2020 strategy

INTERNATIONALISATION METRICS

Internationalisation can be viewed on three levels; firstly, in terms of the institution; secondly, in terms of academic faculty; and thirdly, with regard to the individual student and staff member. With respect to the institution, metrics may include the global ranking of the University and its academic subjects, its research standing and recognised public accolades; at Faculty level, metrics may include the impact of internationalisation upon the curriculum, how students teaching and learning experiences have been enhanced, and the increasing opportunities for staff and student mobility; and, finally, at individual level, indices may include overall student satisfaction and how internationalisation leads to an enriched educational experience, improved global employability prospects and extended personal networks.

In short, demonstrating the evidence of the impact of internationalisation is essential if universities wish to prove to a range of stakeholders how universities create benefits for society through their internationalisation activities and from leveraging the context of an interconnected world.

The University’s Internationalisation Strategy

This paper illustrates how the Faculty’s internationalisation strategy has been successfully aligned to that of the University but adapted to our specific context. It demonstrates how the Faculty has contributed to the University’s internationalisation strategy. It also summarises key future action points the faculty will pursue over the next period of time.

3

GROW INCREASE BECOME DEVELOP EXPLOIT

4

THE FACULTY’S INTERNATIONALISATION STRATEGY

BES contributed actively to the creation of the ‘University’s 2020 Internationalisation Strategy’ and its integral component elements. The following outline how these ‘pillars’ are contextualised within the Faculty, how the plans are being developed and supported and how the challenges of capacity and capabilities will be recognised and addressed.

KEY OBJECTIVES

The Faculty shapes and continuously reviews its strategy to complement the University’s Internationalisation Strategy but in a manner firmly embedded in its own context. We seek to:

• Create a shared understanding of the Faculty’s internationalisation direction, our challenges and risks

• Ensure an appropriate international dimension in all our educational policies e.g. curriculum, teaching, learning and assessment, staffing and structures

• Leverage internationalisation to enhance our brand and our competitiveness through differentiating ourselves from our competitors

• Provide timely and relevant data to both students and staff to ensure informed choices regarding the opportunities offered by our internationalisation agenda

4

PILLAR ONE:GROW INTERNATIONAL STUDENT RECRUITMENT

BES has been incredibly successful in growing international student numbers over the past period. Our success has been due to a variety of factors most notably designing an attractive portfolio of competitively priced courses at UG and PG level, proactively supporting the working of the International Office (IO) and also the Academic Partnership Unit (APU) and having a significant number of staff actively engaged in both recruiting and supporting overseas students.

An international student is defined as a non-European student i.e. someone who pays international student fees. Each department’s growth trajectory for postgraduate and undergraduate international student numbers is shown in figures 3 and 4.

These tables demonstrate the significant increase in international student numbers over the past 5 years. It does not show however the degree of hard work and resource investment that was undertaken to support such a large volume or to sustain and enhance a high quality student experience for all.

It is particularly worth noting that the rise in undergraduate international student numbers occurred simultaneously improvement of the University’s and the Faculty’s ‘National Student Satisfaction’ (NSS).

5

Figure 3: BES Undergraduate international students

Postgraduate student numbers also rose between the same years. However, unlike UG student growth where growth was mainly concentrated within EFA, SAM, Marketing and Law, PG growth was across nearly all departments. EFA, SAM, and Marketing continued to experience significant growth but the most spectacular growth was GED whose numbers rose over three times over the period to being at one point the largest recruiter of international postgraduate students in the Faculty. There was also significant % increases for HROB and DEL as well.

Figure 4: BES Postgraduate international students

0

50

100

150

200

250

300

350

400

2009 2010 2011 2012 2013

Num

ber o

f stu

dent

s

PG International Students

EFA

MKT

SAM

SEM

HROB

DEL

GED

ISSS

Law

0

50

100

150

200

250

300

350

400

450

500

550

600

650

2009 2010 2011 2012 2013

Num

ber o

f Stu

dent

s

Undergraduate International Students

EFA

MKT

SAM

SEM

HROB

DEL

GED

Law

ISSS

6

FACULTY INTERNATIONAL STUDENT GROWTH PLANS FOR 2014 ONWARDS

The University’s 2020 Internationalisation Strategy states that the target for the Coventry campus will be 6500 international students by 2020. By the end of academic year 13-14, the University had just over 4800 international students. The growth to 2020 equates to 5% pa and thus in Faculty terms, this predicted growth would correspond to a sustained net growth of around 960 international students over the next 6 years.

The Faculty recognises there are many issues associated with rising international student numbers that require constant review and evaluation, namely:

• Growth will never be even across the Faculty with some courses experiencing rapid growth and others maturing – staff planning and resourcing requires constant review.

• Space capacity acts as a constraint to student growth; growth can only be implemented successfully by establishing a close working relationship with Estates. We seek to find additional space to house students and staff and also to use our existing estate more efficiently.

• There are Faculty specific issues and challenges that will require managerial attention, namely:

• Supporting the academic and English levels of international students on entry

• Maintaining a proportionate balance of international to home students on all BES courses wherever possible

• Ensuring the necessary support structure is provided to international students with respect to both English Language Support as well as Academic Skills support at both Faculty and Departmental level

• Enhancing the inter-cultural competencies of academic and professional staff

• Designing a curriculum that embeds internationalisation as an integral element of teaching, learning and assessment.

• Ensuring a very high level of international student satisfaction

PILLAR TWO: INCREASE COLLABORATIVE STUDENT NUMBERS

The University’s ‘2020 Internationalisation Strategy’ states that by 2020, Coventry University will have 16,000 students enrolled on its collaborative programmes. The Faculty actively contributes to meeting the University’s target.

The Faculty’s strategy for selecting appropriate partners has evolved over the recent years. Today, the Faculty seeks to work with those institutions who are broadly comparable or higher ranked than ourselves and who share our aspirations to being a higher quality institution with a range of globally recognised accreditations.

The Faculty’s criteria for selecting its collaborative partners can be encapsulated by this statement:

A Higher Education institution in the Global 500 OR aspiring to be in the Global Ranking list or an institution with globally recognised quality accreditation criteria such as AACSB, AMBA, EQUIS or EPAS OR aspiring to those accreditations within a relatively short period of time.

There are a number of specific criteria that BES expects a collaborative partner to demonstrate before a partnership proposal is formally supported. In addition to the new partner satisfying the University’s financial and business due diligence tests, the new collaborative partner would be expected to demonstrate at least three of the following criteria and that the partner should show willingness and a commitment to address the remaining criteria:

• A sound financial return in absolute terms based upon a projected number of students within a 3 year period

• A good record of demonstrating sound quality assurance practices• The potential to be a partner for both student and staff mobility• The potential to be a partner for joint research

7

In order to carry out strategy, a number of older partnerships have been terminated and new partners have been added as the Faculty repositions itself in line with its strategy for quality. BES has undertaken a number of initiatives through leveraging its own network of contacts and through working closely with the APU.

In 14-15, a number of new collaborative partners are commencing. Each of these new partners meets at least three of the four conditions and provides a platform for sustainable academic development.

Partner Partnership Type Student Numbers

South West University of Political Science and Law, Chongqing, China

Dual Award 100

TAR University College, Kuala Lumpur, Malaysia Dual Award 750 – 1000

Kadir Has University, Istanbul, Turkey Dual Award 20

PSB, Singapore Franchise 125 – 250

International Business Academy, Kolding, Denmark Validation 50St Marie Lyon, France Validation 175Lazarski University, Poland Validation 290Emirates Aviation College, Dubai Franchise 75Ghana Telecom University Validation 261IAA, Arusha and Dar-Es-Salam Validation 122SCOPE, City U, Hong Kong Franchise 50SHAPE, Hong Kong Franchise 180NTTU, Ho Chi Minh, Vietnam Validation 40TOTAL COLLABORATIVE STUDENT NUMBERS 2238

Figure 5: BES Partnerships

FACULTY CONSIDERATIONS WITH RESPECT TO COLLABORATIVE PROVISION

There are a number of factors the Faculty must monitor with respect to collaborative delivery. In conjunction with the University’s Academic Partnership Unit, the Faculty will:

• Develop the capabilities and skills of appropriate Academic Link Tutors and monitor their performance

• Ensure appropriate and suitable staff development on a planned basis with both new and existing partners

• Implement the APU’s commissioning model to reward academics for their time in the start-up and in the normal operational and quality assurance procedures

• Develop a range of educational and on-line support material for use with collaborative partnerships

8

PILLAR THREE: BE THE PRE-EMINENT UK UNIVERSITY REGARDING THE INTERNATIONALISATION EXPERIENCE PROVIDED TO OUR STUDENTS

The University’s aim is to produce global graduates with attributes and capabilities enabling them to become global professionals and global citizens and successfully enter the global world of work.

Internationalising the student experience is done by carefully designing courses that produce graduates who are able to understand, analyse, and collaboratively problem-solve multi-cultural and global political, economic, and social issues. The internationalisation of the student experience requires a dynamic, multi-dimensional approach.

The purpose of this pillar is not to prescribe a particular model or a set of objectives but to recognise a diversity of approaches to the internationalisation experience and allow each department to choose its own path consistent with its courses, its resources and its students. Figure 7 illustrates the elements that contribute to the internationalisation of the student experience.

STUDENT MOBILITY

INTERNATIONALISATION ON CAMPUS

INTERNATIONALISATION OF CURRICULUM

ONLINE INTERNATIONAL LEARNING AND

VIRTUAL MOBILITY

INC

LUS

ION

OF

OV

ER

SE

AS

STU

DE

NTS

Figure 6: Internationalisation of student experience- A student centred approach

9

STUDENT MOBILITY

Student mobility refers both to the outward flow of students to other countries to engage in an international educational experience and also to the inward flow of international students to study at our campus.

The University has accelerated the ‘experiential’ forms of internationalisation and students increasingly understand the contribution that a mobility experience adds to their employability prospects. The University’s ‘2020 Internationalisation Strategy’ notes that we are:

• Ranked 1st UK University for outgoing mobility• Ranked 1st Modern University for Erasmus• Top 6 for Erasmus amongst all UK Universities

Current figures for 2013-14 demonstrate that BES leads the University with respect to providing a broad set of internationalisation opportunities for both incoming and outgoing students. Figure 9 summarises BES activity with regards to outgoing mobility.

Short term mobility continues to be the most popular form of international experience among BES students. A large number of students participated in credit and non-credit bearing field trips last year. What is equally pleasing is that there was a significant increase in students participating in the Erasmus study and work abroad programmes and other study abroad options.

Figure 7: University and Faculty outward mobility student numbers

10

Faculty Number of students

Percentage of CU

BES 1313 53%

EC 364 15%

CSAD 444 18%

HLS 315 13%

CULC 34 1%

TOTAL CU 2470

Figure 8: International experience by type of project

0

50

100

150

200

250

300

350

400

GED ISSS SEM EFA SAM DEL MKT LAW HROB

INTERNATIONAL EXPERIENCE 2013-14

Figure 9: The uptake of students in the Faculty’s department

3% 3% 2%

12%2%

64%

14%

Work Placement

Volunteering

Erasmus Work

Erasmus Study

Study Abroad, Studyplacement, study in ChinaField Trip

Other Outgoing IEIndividual Project

OUTGOING MOBILITY

BES students travelled to 63 different countries across all continents. The most popular destination continues to be USA followed by Spain, Germany, China and France.

Figure 10: BES short-term mobility destinations

INCOMING MOBILITY

One of the strengths of BES is its diversity of its student population. This diversity provides potential for students to interact with their peers from different cultural and linguistic backgrounds. Pillar 1 captures that diversity with respect to the total student numbers and the number of European and International students. Additionally, the Faculty also leads the University with respect to incoming mobility.

BES has witnessed a 186% increase in incoming exchange student numbers via programs such as Erasmus over the past 3 years and this helps to further enrich the mix of our student body. Figures 11 and 12 highlight the evidence of our success.

Figure 11: summarises BES growth in incoming exchange students

Figure 12 summarises % of BES incoming exchange students by country11

26%

25%10%

10%

7%

6%

3%3%

2%

2% 2%

1%

1% 1% 1%

Exchange Students at CU in 2013/2014

France

Spain

Netherlands

Sweden

Malta

China

USA

Belgium

0 50 100 150 200 250

2010/11

2011/12

2012/13

2013/14

INTERNATIONALISATION OF THE CURRICULUM

The Faculty recognises three levels that create a comprehensively internationalised student learning experience: individual modules, degree programmes and academic disciplines.

• Internationalised modules: BES encourages staff to build a globally-focused curriculum from the

ground up, starting in their own classrooms.

• At the degree level: Globalized course outcomes guide programme content ensures that all

students, regardless of their academic specialisation, are exposed to global world issues and can achieve the student learning outcomes.

• Departments assess how their internationalisation efforts should play out in their teaching, learning and assessment according to their disciplines. Academic associations, national and international accreditation agencies and other professional organisations play an important role in defining field-specific international content and student learning outcomes that complement institutional efforts.

OIL (ON LINE INTERNATIONAL LEARNING)

“The aim of OIL is to allow staff and students to set-up and develop virtual working relationships with international higher educational institutes but also overseas networks and partners”. (IEMS Annual Report July 2013)

OIL projects are an excellent example of our commitment to equality in terms of bringing the field-trip learning and associated educational experiences to a larger number of students.

The Faculty has engaged with the OIL agenda and worked closely with IEMS supporting 12 OIL projects. There are distinct variances in activity by department. One of the challenges is to share the OIL best practice to encourage all departments to engage in this activity which benefits students and staff alike. This fosters additional teaching and research collaboration opportunities between partners.

12

KEY OBJECTIVES OF PILLAR THREE:

A number of key themes form the foundation of the international experience provided to our students:

• Give all BES students the opportunity to enhance their studies with an international experience.

• Enable all BES students to acquire Inter-Cultural Competences (ICC) through development of an internationalised curriculum and increased participation in OIL projects

• Work with Departmental International Champions to highlight Best Practice to enable increased mobility across all BES departments

• Support internationalisation on campus activities through the promotion of the Culturae Mundi and Linguae Mundi programs to foster an internationalised mindset outside the classroom

• Contribute to the development and success of the University’s Summer Schools Programme

• Build staff capacity and capabilities to contribute to the internationalisation experience provided to our students

13

PILLAR FOUR:DEVELOP OUR CAPACITIES AND CAPABILITIES TO SUPPORT THE IMPLEMENTATION OF OUR STRATEGY

The ability to develop and sustain our international strategy is conditional on our stock of resources and their associated capabilities. To to support more international students, more high quality collaborative partnerships and more inward and outward student mobility, we will require more staff being engaged and enhanced capabilities to be involved in the wide range of our internationalisation activities.

Achieving Faculty goals requires significant staff development in a variety of areas both internal to the Faculty and external regarding our collaborative partners. Within the Faculty, there will be a requirement to invest in sufficient resources to support teaching and learning associated with international students, to design suitably internationalised curricula containing culturally appropriate assessments and to provide exemplary international student support. Externally resources have been and will continue to be invested to sustain and enhance the development of our collaborative partnerships and effective quality assurance practices.

To this end, the Faculty will incorporate the following as action points over the next academic period:

• Enhance the Faculty’s ’Internationalisation Support Office’ to allow it to undertake relevant analysis and evaluation of key activities, to play a greater Faculty role in co-ordinating the Faculty’s internationalisation activities and to disseminate best practice through various media. In addition, there will be a reconfigured office and additional staff

• Review and extend the role, reach and effectiveness of Departmental ‘Internationalisation Champions’ and to provide a planned programme of staff development activities

• Provide increased ‘International Student Support’ through employing subject specific specialists to monitor identified cohorts of international students and to provide (a) additional English Language support and (b) additional Academic Skills support

• Provide staff development activities and appropriate Training sessions for identified ‘Flying Faculty’ staff

• Ensure that the Faculty will have robust internal quality assurance and enhancement procedures through which we can be confident in our processes and the standards of our awards

14

PILLAR FIVE:EXPLOIT OUR INTERNATIONAL PLATFORM TO ENHANCE OUR REPUTATION, OUR RESEARCH AND OUR RANKINGS

An institutional reputation and the leveraging of its reputation is recognised as a crucial factor both in terms of attracting high quality students and also good academic and professional staff. Reputation is central to the ability to engage with higher quality partnerships in both teaching and research on a global scale.

In addition, a growing reputation permits the Faculty to develop a wider reach and network with all the advantages associated with access to additional resources and further educational opportunities. Developing our reputation to enhance our global presence enables further scholarly relationships to be built, thereby further enhancing the likelihood of the Faculty to be a more recognised institution.

The Faculty has a good reputational platform which we seek to develop further. Over recent years, there has been substantial success for both the University and the Faculty as evidenced by a continued rise in different university league tables and recognition through a number of awards.

A selection of these awards is shown below:

• Placed 27th (out of 116) in the Guardian League Table of UK Universities 2015• Placed 42nd (out of 123) in the Times Higher & Sunday Times Good University

Guide 2015• Top UK University for Student Experience NSS 2014• Coventry featured for the first time in the 2013/14 QS World University

Rankings• European Association for International Education (EAIE) Institutional Award for

‘Innovation in Internationalisation’, 2014• Modern University of the Year 2014 & 2015 in The Times Good University

Guide (first University to achieve this in successive years)• West Midlands Most Innovative University, 2014 Midlands Business Awards• Small Business Chartermark 2014 awarded to Coventry Business School• Entrepreneurial University of the Year 2011, Times Higher Education Awards

15

KEY OBJECTIVES OF PILLAR FIVE

To this end, the Faculty will incorporate the following as a guideline when pursuing our strategy to enhance our international reputation:

• Acquire a range of global accreditation marques reflecting the transparent and auditable quality of our educational provision

• Commence by seeking EPAS accreditation for at least two of our business programmes and then to commence further accreditation procedures e.g. AACSB, AMBA.

• Continue to be an active participant, develop stronger relationships and offer to host events in conjunction with professional business and management organisations such as the EFMD (European foundation for Management Development), PRME (Principles for Responsible Management Education) and the ABS (Association of Business Schools).

• Continue to play an active educational and networking role in the events and activities of the British Council, NAFSA: Association of International Educators and the EAIE (European Association for International Education)

• Continue to seek to welcome and attract Visiting Scholars from high quality global partners and to provide them with first class research facilities

• Continue to seek joint scholarly activities in the field of business and management and disseminate the results widely on a global basis

16

App

endi

x 1

Dep

artm

enta

l ‘Int

erna

tiona

lisat

ion’

Cha

mpi

ons

Each

Facu

lty D

epar

tmen

t hav

e a

dedi

cate

d ‘In

tern

atio

nalis

atio

n Ch

ampi

on’ a

ppoi

nted

in co

njun

ctio

n be

twee

n th

e D

epar

tmen

tal H

ead

and

the

Ass

ocia

te

Dea

n (In

tern

atio

nal).

He/

she

rece

ives

an

annu

al a

llow

ance

of 5

0 ho

urs

per a

cade

mic

yea

r, th

e eq

uiva

lent

of h

alf a

day

per

wee

k

Thes

e ne

w a

cade

mic

rol

es m

ust

be v

iew

ed in

con

junc

tion

with

the

Fac

ulty

’s In

tern

atio

nalis

atio

n M

anag

er, A

lbin

a Sz

eles

. The

se r

oles

are

inte

nded

to

sup

port

and

fur

ther

bro

aden

the

Fac

ulty

’s in

tern

atio

nalis

atio

n ag

enda

in

a nu

mbe

r of

key

ide

ntifi

ed a

reas

inc

ludi

ng l

eadi

ng o

n cu

rric

ulum

in

tern

atio

nalis

atio

n, c

urric

ulum

mat

chin

g ex

erci

ses

with

pro

pose

d in

tern

atio

nal p

artn

ersh

ips,

prov

idin

g ac

adem

ic s

uppo

rt to

inte

rnat

iona

l stu

dent

s, su

ppor

ting

stud

ent m

obili

ty b

oth

outg

oing

and

inco

min

g an

d to

pro

mot

ing

stud

ent a

nd s

taff

exch

ange

pro

gram

mes

.

For

clar

ity, D

epar

tmen

tal ‘

Inte

rnat

iona

lisat

ion

Cham

pion

s’ ar

e no

t ch

arge

d w

ith m

anag

ing

spec

ific

inco

me

gene

ratin

g co

llabo

rativ

e re

latio

nshi

ps –

th

at re

mai

ns th

e ro

le o

f the

var

ious

Fac

ulty

Lin

k Tu

tors

; nor

are

they

dire

ctly

invo

lved

in th

e fo

rmal

mar

ketin

g an

d pr

omot

ion

of B

ES p

rogr

amm

es to

po

tent

ial s

tude

nts

– th

is is

the

role

of t

he D

epar

tmen

t’s R

ecru

itmen

t Tut

or. I

nter

natio

nalis

atio

n ch

ampi

ons’

depa

rtm

enta

l rol

es a

re in

dica

ted

belo

w:

a.

Dep

artm

enta

l res

pons

ibili

ty fo

r the

inte

rnat

iona

lisat

ion

of re

leva

nt c

ours

es a

nd m

odul

es w

ith s

peci

fic re

fere

nce

to c

urric

ulum

, tea

chin

g,

lear

ning

and

ass

essm

ent

b.

Dep

artm

enta

l res

pons

ibili

ty fo

r und

erta

king

cur

ricul

um m

atch

ing

exer

cise

s fo

r art

icul

atio

n or

cre

dit b

ased

par

tner

ship

pro

gres

sion

ar

rang

emen

ts w

ith n

on U

K ed

ucat

iona

l ins

titut

ions

c.

Dep

artm

enta

l res

pons

ibili

ty fo

r pro

vidi

ng a

cade

mic

inpu

t dur

ing

indu

ctio

n an

d on

-goi

ng c

ours

e su

ppor

t to

all i

nter

natio

nal s

tude

nts

incl

udin

g pr

ovid

ing

repo

rts,

whe

re n

eces

sary

, on

coho

rt a

cade

mic

per

form

ance

d.

To p

rovi

de n

eces

sary

aca

dem

ic s

uppo

rt to

inco

min

g ex

chan

ge s

tude

nts;

act

as

depa

rtm

enta

l coo

rdin

ator

/adv

isor

to s

tude

nts

and

staff

in

conj

unct

ion

with

BES

U19

2 Co

ntem

pora

ry S

tudi

es c

ours

e di

rect

or.

e.

To p

rovi

de th

e ne

cess

ary

acad

emic

sup

port

to in

com

ing

staff

exc

hang

e an

d vi

sitin

g s

chol

ars

with

in th

e de

part

men

t

f. D

epar

tmen

tal r

espo

nsib

ility

for l

eadi

ng o

n st

uden

t ‘su

mm

er’ c

amps

and

exc

hang

e vi

sits

bot

h ou

tbou

nd a

nd in

boun

d

g.

To p

rovi

de re

port

on

the

depa

rtm

enta

l int

erna

tiona

lisat

ion

activ

ities

onc

e pe

r sem

este

r (by

15t

h of

Dec

embe

r 201

3 an

d 15

th o

f Jun

e 20

14)

h.

Liai

sing

on

pert

inen

t iss

ues

with

the

Dep

artm

enta

l Rec

ruitm

ent T

utor

and

any

iden

tified

Lin

k Tu

tors

resi

ding

with

in th

e de

part

men

t

i. Li

aisi

ng w

ith th

e Ac

adem

ic P

artn

ersh

ips

Man

ager

s w

ithin

the

Acad

emic

Par

tner

ship

Uni

t (A

PU) a

nd c

olle

ague

s w

ithin

the

Inte

rnat

iona

l Ex

chan

ge a

nd S

tude

nt M

obili

ty U

nit.

17

DRA

FT -

Dep

artm

enta

l ‘Int

erna

tiona

lisat

ion’

Cha

mpi

ons

(14/

15) R

OLE

1

Each

Fac

ulty

Dep

artm

ent h

ave

a de

dica

ted

‘Inte

rnat

iona

lisat

ion

Cham

pion

’ or

Ch

ampi

ons

appo

inte

d in

co

njun

ctio

n be

twee

n th

e D

epar

tmen

tal

Hea

d an

d th

e A

ssoc

iate

Dea

n (In

tern

atio

nal).

He/

she

rece

ives

an

annu

al a

llow

ance

of h

ours

per

aca

dem

ic y

ear (

depe

nden

t on

size

and

sco

pe o

f rol

e).

Thes

e new

acad

emic

role

s mus

t be v

iew

ed in

conj

unct

ion

with

the F

acul

ty’s

Inte

rnat

iona

lisat

ion

Man

ager

, Alb

ina

Szel

es. T

hese

role

s ar

e in

tend

ed to

su

ppor

t an

d fu

rthe

r br

oade

n th

e Fa

culty

’s in

tern

atio

nalis

atio

n ag

enda

in

a n

umbe

r of

key

ide

ntifi

ed a

reas

inc

ludi

ng l

eadi

ng o

n cu

rric

ulum

in

tern

atio

nalis

atio

n, c

urric

ulum

m

atch

ing

exer

cise

s w

ith p

ropo

sed

inte

rnat

iona

l par

tner

ship

s, pr

ovid

ing

acad

emic

sup

port

to in

tern

atio

nal

stud

ents

, sup

port

ing

stud

ent m

obili

ty b

oth

outg

oing

and

inco

min

g an

d to

pro

mot

ing

stud

ent a

nd s

taff

exch

ange

pro

gram

mes

. Fo

r cl

arity

, D

epar

tmen

tal

‘Inte

rnat

iona

lisat

ion

Cham

pion

s’ ar

e no

t ch

arge

d w

ith

man

agin

g sp

ecifi

c in

com

e ge

nera

ting

colla

bora

tive

rela

tions

hips

– th

at re

mai

ns th

e ro

le o

f the

var

ious

Fac

ulty

Lin

k Tut

ors;

nor

ar

e th

ey d

irect

ly in

volv

ed in

the

form

al m

arke

ting

and

prom

otio

n of

BES

pr

ogra

mm

es to

pot

entia

l stu

dent

s –

this

is th

e ro

le o

f the

Dep

artm

ent’s

Re

crui

tmen

t Tu

tor.

Inte

rnat

iona

lisat

ion

cham

pion

s’ de

part

men

tal

role

s ar

e in

dica

ted

belo

w:

a.

Wor

k to

war

ds n

ew p

artn

ersh

ips

and

fund

rais

ing

oppo

rtun

ities

w

ith IE

MS.

b.

Dep

artm

enta

l res

pons

ibili

ty fo

r und

erta

king

cur

ricul

um

mat

chin

g ex

erci

ses

for a

rtic

ulat

ion

or c

redi

t bas

ed p

artn

ersh

ip

prog

ress

ion

arra

ngem

ents

with

non

UK

educ

atio

nal i

nstit

utio

ns.

c.

Dep

artm

enta

l res

pons

ibili

ty fo

r lea

ding

on

exch

ange

vis

its b

oth

outb

ound

and

inbo

und.

d.

Liai

sing

with

the

Acad

emic

Par

tner

ship

s M

anag

ers

with

in

the

Acad

emic

Par

tner

ship

Uni

t (A

PU) a

nd c

olle

ague

s w

ithin

the

Inte

rnat

iona

l Exc

hang

e an

d St

uden

t Mob

ility

Uni

t.e.

D

epar

tmen

tal r

espo

nsib

ility

for s

uppo

rtin

g st

uden

t ‘su

mm

er’ c

amps

alo

ngsi

de th

e A

HoD

(dev

elop

men

t) a

nd th

e ot

her

depa

rtm

enta

l int

erna

tiona

lisat

ion

cham

pion

for S

AM

. App

lies

to b

oth

inte

rnat

iona

lisat

ion

role

s.f.

To p

rovi

de th

e ne

cess

ary

acad

emic

sup

port

to in

com

ing

staff

ex

chan

ge a

nd v

isiti

ng s

chol

ars

with

in th

e de

part

men

t. A

pplie

s to

bot

h in

tern

atio

nalis

atio

n ro

les.

g.

To p

rovi

de a

repo

rt o

n th

e de

part

men

tal i

nter

natio

nalis

atio

n ac

tiviti

es o

nce

per s

emes

ter.

App

lies

to b

oth

inte

rnat

iona

lisat

ion

role

s.

App

endi

x 2

SAM

Dep

artm

enta

l ‘Int

erna

tiona

lisat

ion’

Cha

mpi

ons

DRA

FT -

Dep

artm

enta

l ‘Int

erna

tiona

lisat

ion’

Cha

mpi

ons

(14/

15) R

OLE

2

Each

Fac

ulty

Dep

artm

ent h

ave

a de

dica

ted

‘Inte

rnat

iona

lisat

ion

Cham

pion

’ ap

poin

ted

in c

onju

nctio

n be

twee

n th

e D

epar

tmen

tal

Hea

d an

d th

e A

ssoc

iate

Dea

n (In

tern

atio

nal).

He/

she

rece

ives

an

annu

al a

llow

ance

of 5

0 ho

urs

per a

cade

mic

yea

r, th

e eq

uiva

lent

of h

alf a

day

per

wee

kTh

ese

new

aca

dem

ic ro

les m

ust b

e vi

ewed

in co

njun

ctio

n w

ith th

e Fa

culty

’s In

tern

atio

nalis

atio

n M

anag

er, A

lbin

a Sz

eles

. The

se r

oles

are

inte

nded

to

supp

ort

and

furt

her

broa

den

the

Facu

lty’s

inte

rnat

iona

lisat

ion

agen

da

in a

num

ber

of k

ey i

dent

ified

are

as i

nclu

ding

lea

ding

on

curr

icul

um

inte

rnat

iona

lisat

ion,

cu

rric

ulum

mat

chin

g ex

erci

ses

with

pr

opos

ed

inte

rnat

iona

l par

tner

ship

s, pr

ovid

ing

acad

emic

sup

port

to

inte

rnat

iona

l st

uden

ts, s

uppo

rtin

g st

uden

t m

obili

ty b

oth

outg

oing

and

inco

min

g an

d to

pro

mot

ing

stud

ent a

nd s

taff

exch

ange

pro

gram

mes

. Fo

r cla

rity,

Dep

artm

enta

l ‘Int

erna

tiona

lisat

ion

Cham

pion

s’ ar

e no

t cha

rged

w

ith m

anag

ing

spec

ific

inco

me

gene

ratin

g co

llabo

rativ

e re

latio

nshi

ps –

th

at re

mai

ns th

e ro

le o

f the

var

ious

Fac

ulty

Lin

k Tut

ors;

nor

are

they

dire

ctly

in

volv

ed in

the

form

al m

arke

ting

and

prom

otio

n of

BES

pro

gram

mes

to

pote

ntia

l stu

dent

s – th

is is

the

role

of t

he D

epar

tmen

t’s R

ecru

itmen

t Tut

or.

Inte

rnat

iona

lisat

ion

cham

pion

s’ de

part

men

tal r

oles

are

indi

cate

d be

low

:a.

D

epar

tmen

tal r

espo

nsib

ility

for t

he in

tern

atio

nalis

atio

n of

re

leva

nt c

ours

es a

nd m

odul

es w

ith s

peci

fic re

fere

nce

to c

urric

ulum

, te

achi

ng, l

earn

ing

and

asse

ssm

ent.

b.

Dep

artm

enta

l res

pons

ibili

ty fo

r lea

ding

on

OIL

pro

ject

s.c.

D

epar

tmen

tal r

espo

nsib

ility

for p

rovi

ding

aca

dem

ic in

put d

urin

g in

duct

ion

and

on-g

oing

cou

rse

supp

ort t

o al

l int

erna

tiona

l stu

dent

s in

clud

ing

prov

idin

g re

port

s, w

here

nec

essa

ry, o

n co

hort

aca

dem

ic

perf

orm

ance

.d.

To

pro

vide

nec

essa

ry a

cade

mic

sup

port

to in

com

ing

exch

ange

st

uden

ts; a

ct a

s de

part

men

tal c

oord

inat

or/a

dvis

or to

stu

dent

s an

d st

aff in

co

njun

ctio

n w

ith B

ESU

192

Cont

empo

rary

Stu

dies

cou

rse

dire

ctor

. e.

Li

aisi

ng o

n pe

rtin

ent i

ssue

s w

ith th

e D

epar

tmen

tal R

ecru

itmen

t Tu

tor a

nd a

ny id

entifi

ed L

ink

Tuto

rs re

sidi

ng w

ithin

the

depa

rtm

ent.

f. D

epar

tmen

tal r

espo

nsib

ility

for s

uppo

rtin

g st

uden

t ‘su

mm

er’ c

amps

alo

ngsi

de th

e A

HoD

(dev

elop

men

t) a

nd th

e ot

her

depa

rtm

enta

l int

erna

tiona

lisat

ion

cham

pion

for S

AM

. App

lies

to b

oth

inte

rnat

iona

lisat

ion

role

s.g.

To

pro

vide

the

nece

ssar

y ac

adem

ic s

uppo

rt to

inco

min

g st

aff

exch

ange

and

vis

iting

sch

olar

s w

ithin

the

depa

rtm

ent.

App

lies

to b

oth

inte

rnat

iona

lisat

ion

role

s.h.

To

pro

vide

a re

port

on

the

depa

rtm

enta

l int

erna

tiona

lisat

ion

activ

ities

onc

e pe

r sem

este

r. A

pplie

s to

bot

h in

tern

atio

nalis

atio

n ro

les.

18

WE ARE A

DYNAMIC, GLOBAL

ENTERPRISING

UNIVERSITY

October 2014