INCOME PROJECT TEMPUS SCM MEDA INTERNATIONALISATION OF HE MICRO LEVEL ANALYSIS.

INCOME PROJECTTEMPUS SCM MEDA

INTERNATIONALISATION OF HE

MICRO LEVEL ANALYSIS


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


1. International activities and internationalisation in a HEI

What makes an university “international”?


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


2. Evaluation of internationalisation

2.A. SIMPLE APPROACH


2.B UNESCO Approach


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.


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.


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.


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)


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);



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.



“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”.


4. Internationalisation - Process

ZERO STAGEINTERNATIONALISATION 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


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

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



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



FOURTH STAGE COMMERCIALISING THE OUTCOMES OF

INTERNATIONALISATION

Exporting education services Franchising education services Licensing Joint ventures Strategic alliances Creation of organs to promote commercialisation



5. INTERNATIONAL RELATIONS OFFICES MODELS


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?


Trends in IROs

FIGURA LUIS


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)


+ -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-to-day runnings not understood by academics


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


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...


Internships

Congress Organization

Translation Service

International Projects Consulting

Language Courses

Students Support

S

Y

N

E

R

G

I

E

S

L O C A L E N V I R O N M E N T

International Programmes

Travel Agency

UNIVERSITY COMMUNITY


6. Debate – IRO SWOT Analysis

STRENGTHS WEAKNESSES

OPPORTUNITIES THREATS

INCOME PROJECT TEMPUS SCM MEDA INTERNATIONALISATION OF HE MICRO LEVEL ANALYSIS.

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