Internationalization of Higher Education in Project’s...

WP2 - Comprehensive research of the level of internationalisation of HE&R&I in countries participating in the

project – PARTNERS

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Internationalization

of Higher Education

in Project’s Partner

Members: Internal

Survey

Research conducted within HARMONY

project, KA2 Erasmus + Programme –

Capacity Building

Report



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Introduction

The main objective of the project HARMONY is the development of approaches to

harmonization of comprehensive internationalization strategies in higher education, research

and innovation at EU and Partner Countries (Armenia, Belarus and Russian Federation) that will

be translated into recommendations for the PC Ministries participating in the project.

The main project activities include development of a Framework of a comprehensive

internationalization strategy in higher education, research and innovation that will be

harmonized with the European Higher Education Area, its adaptation to Partner Countries’

Universities in accordance with the national interests of the countries involved (Armenia,

Belarus and Russian Federation), piloting, analysis of the piloting results and development of the

recommendations for harmonization of internationalization strategy including the case studies.

The Project specific objectives will be achieved through the implementation of 7 main Work

packages: 1) Methodology development; 2) Survey and document analysis; 3) Development of

a Framework for a Comprehensive internationalization strategy; 4) Tool kits for harmonization

of internationalization strategy in EU and Partner Countries; 5) Quality Control Plan; 6)

Dissemination & Exploitation; 7) Project management.

WP1 targeted to development of a common methodology of a survey of the level of

internationalisation of HE&R&I and in-depth analysis.

WP 2 - Survey and document analysis – has as Leader - Instituto Politécnico de Tomar (IPT) and

Co-leader- Eurasia International University (EIU).

WP2 planned a comprehensive research of the level of internationalisation of higher education,

research and innovation in countries participating in the project that includes:

1. desk and field study of the practical experience of implementation of internationalisation

strategies in higher education, research and innovation in EU HEIs.

2. analysis of European and national policies for higher education, research and innovation,

official documentation, HEIs reports of internationalization to National Ministries and other

relevant official papers in each Partner country (Armenia, Belarus, Russia) and EU countries. The

results of this study will be made available for consultation.

3. survey implemented on the materials of interviewing and data collecting. The result of these

activities will be a description of the survey results.

The SWOT analysis will be implemented based on the study of the official documents and reports

and survey conducted. The analysis will be performed by four teams (EU, RU, BY, AM) in order

to reflect the specificities of the countries involved.

As a result of these activities, an e-book of analytical materials will be prepared.



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The purpose of the present analysis is to provide a brief characterization of the project’s partner

members who answered the Self-Assessment tool questionnaire (SAQ/SAT):

University of Seville (SP) – Coordinator, Aston University (UK), Kassel University (DE), Sapienza

University of Rome (IT), Polytechnic Institute of Tomar (PT), Alexander Technological

Educational Institute of Thessaloniki (GR), Eurasia International University (AM), Russian-

Armenian (Slavonic) University (AM), Belarusian State University (BY), Belarusian Trade and

Economics University of Consumer Cooperatives (BY), Voronezh State University (RU), Southern

Federal University (RU), Penza State University (RU).

Brief Description of Partners

The University of Seville (US) is a highly ranked university in Europe and one of the top-ranked

in the country with a student body of over 50.000. US has extensively developed structures for

the development and management of international cooperation with the International Relations

Office employing 60 staff; in addition to highly specialized structures for international research,

Innovation & Technology Transfer. It ranks second among Spanish HEIs in terms of the number

of Erasmus students & has international cooperation agreements with approx. 15 international

organizations and with more than 50 universities around the globe. Alone in 2009 it managed

more than 4000 mobilities.US participates in various European and international programmes

and projects. In 2010 US has been granted the International Campus of Excellence Award by the

Spanish Ministry of Education including extra € 70m to foster its expansion in South America and

strategic development in Asia.

Aston University was founded in 1895 and had the legal status of University since 1966, being a

long established research-led University known for its world-class teaching quality and strong

links to industry, government and commerce. It is ranked 13th out of 113 UK Universities by the

2010 Complete University Guide, and 19th in the Guardian rankings 2010, confirming its place

amongst the elite of UK Universities.

Aston Business School (ABS) has been ranked in the top 10 in the UK in the Eduniversal rankings

for the 3rd year running in 2013. As one of the largest and most successful business schools in

Europe, ABS is committed to influencing organisations and their leaders worldwide through

world-leading research, inspirational learning and teaching, and business engagement.

Aston is a leading university for graduate employment success for over 25 years. The

employability of our graduates, and their continuing success, is of huge importance to us.

According to the Financial Times Global MBA 2010 we are the 1st in the UK and the 5th in the

world for career progression. Aston University is ranked 5th in the UK and 1st outside London

for the percentage of graduates entering employment who achieve graduate level jobs. ABS

degree programmes hold accreditations from all the leading professional bodies and is among

just 1% of business schools worldwide with triple accreditation from AMBA, AACSB and EQUIS.

Therefore, ABS has a long tradition of internal and external quality assurance.



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Kassel University founded in 1971, is the newest university in the state of Hessen. At present, it

has about 22.900 students. The number of staff is more than 2,120, including 307 professors,

approximately 900 other academic staff, and about 2000 tech. & adm. staff. Kassel University

offers a wide range of undergraduate and postgraduate study programmes (50 Master

Programmes 12 of which are international ones). All study programmes are open to German and

international students alike. Interdisciplinary research is a priority for the University of Kassel.

This includes research co-operation and dialogue with research institutions from all over the

world.

Kassel University puts specific emphasis on technology transfer. It is top ranked in Germany for

its activities in developing new areas of knowledge transfer.

The East-West-Science Centre (OWWZ) is the Hessian competence Centre for exchange with

Central and Eastern Europe in science and technology transfer. OWWZ provides information on

science and technology landscape in Central and East European countries and establishes

networks and project activities in R&D.

It is the coordinator of the German-Russian Science Network Environmental Research, German-

Russian Network Biotechnology (2005-2014), and German-Russian Network Nanotechnology

(2012-2014). The OWWZ was a partner of the FP6 Project RegionERA (Regional Network for

Support of Scientific and Technological Cooperation between European Union and Russian

Regions) and the FP7 Project E-URAL (European Union and Russia Link for S&T co-operation in

the area of the environment). It coordinated a DAAD project establishing a Network for Alumni

scientists from Central and Eastern Europe (www.owwz.de).

Sapienza University of Rome, founded in 1303 by Pope Boniface VIII, is one of the oldest

universities in the world and the second largest University in Europe, greatly able to manage its

outstanding numbers: 120.000 enrolled students, 8.000 of them coming from outside of Italy

and 1.000 incoming and outgoing exchange students each year, 11 faculties which cover any

kind of scientific and social area with their 63 departments, more than 4.700 professors and

researchers and 4.300 administrative and technical staff.

Sapienza offers a vast array of courses: around 260 degree programmes at Bachelor and Master

level, 80 PhD courses, one-to-two year professional courses and Specialization Schools, Master

degree programmes entirely taught in English (including a full 6-year degree in Medicine and

Surgery), plus many English-taught individual courses in various subjects.

Sapienza is also one of the few Italian public Universities with a lead position in international

rankings, active member of several international networks such as UNICA, UNIMED, the

SANTANDER GROUP and many others and therefore plays a fundamental role in the

international academic scenario.

Aware of the importance of the internationalization of education and training, the sharing of

expertise and know-how, the collaboration in institutional and capacity building, Sapienza

University has been engaged for many years now in a wide range of international cooperation

projects and actions with almost every geographical area of the world: from Asia to the Balkans,

from Australia to the Middle East, from America to the ACP countries.

This longlasting experience has brought Sapienza to an extensive knowledge of the international

cooperation that made our University able to develop a wide and now tested range of

management and operational skills in the field.



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For the past 25 years, Instituto Politécnico de Tomar (IPT) has been a benchmark higher

education institution in Portugal. The implementation of the Bologna process was deeply

influenced by the institution’s history and philosophy.

Today with about 3000 enrolled students, IPT offers a vast array of programmes including

foundation courses (CETs) and degree programmes at undergraduate and master’s level in a

wide range of areas. The study programmes are constantly updated and reviewed to suit the

industrial needs of the region and the country.

The Institutions’s strategy is to combine the offer of regionally-focused programmes with some

programmes of national and even international impact. The IPT has been able to promote

various European networks and to foster mobility involving its students and staff. The second-

cycle programme that hosts more than 50% of non-Portuguese students (an Erasmus Mundus

Master) is a result of such strategy.

IPT joined a Regional Erasmus Consortium of several polytechnic institutes.

The main objectives of mobility are clustered around three areas: quality, innovation and

employability.

IPT’s experience in European and international project management is in research, technology

transfer, culture programmes but especially in the academic and mobility programmes such as

Socrates, LLP Erasmus, Erasmus Mundus (IMQP, MACLANDS, DYCLAM, and TEMPO). IPT has

been awarded the E.C. Golden Prize 2008 for Intensive Programmes and the ECTS/DS Label since

2008, renewed for the 2013-2016 period. IPT is currently participating in Erasmus Mundus

Masters “IMQP” and “DYCLAM”, in the Erasmus Mundus Partnerships “TEMPO”, Creative

Europe Project “Carnval” and is coordinating the Strategic Partnership (Action2) APHELEIA.

Alexander Technological Educational Institute of Thessaloniki (ATEITH) was founded in 1970 as

Lower Educational Technological Institutions. It was reformed to Higher Technological

Educational Institute in 1983.

Alexander Technological Educational Institute of Thessaloniki, the second largest Technological

Educational Institute of Greece, with about 18.000 students, 286 teaching staff (Lecturers,

Assistant Professors, Associate Professors, Professors) and about 600 staff.

It comprises 5 schools (faculties) and 23 Departments offering, in total, over 2000 course

modules for local students: School of Agricultural Technology, Food Technology and Food

Nutrition; School of Business Administration and Economics; School of Health and medical Care;

School of Technological Applications.

A great number of the modules are offered in English, supported by state of the art laboratory

equipment and highly qualified personnel.

The main objectives of ATEITH are to provide a type of education based on both theoretical and

practical approach, to maintain close collaboration with various sectors of economy, to

collaborate with other Greek and foreign universities and institutions for better achievement of

its aim and to organize and conduct projects mainly in applied research.

ATEITH was listed in the 2013 Webometrics University Ranking Report as the top Greek

Technological Educational Institute, ranked higher than 10 Greek Universities and within the top

7.5% of the highest ranked Universities worldwide.



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Eurasia International University (EIU) was founded in 1996. In 2002 according to the Decision of

the Ministry of Education and Science of the Republic of Armenia, EIU was conferred state

accreditation and vested with authority to award diplomas of state standard. Currently EIU is in

the process of redesigning the internal quality assurance system to adapt the European

Standards and Guidelines of Quality Assurance. In line with the Bologna system, the University

is aimed at promoting student, academic and research staff mobility, it has adopted

internationalization as one of the core focus areas in the 2010-2015 strategic plan. EIU has a

solid and rapidly growing international experience: the university is a member of three Erasmus

Mundus consortia, acts as the local co-ordinator of TEMPUS IV ASPIRE project, has a Dual Degree

with European Universities in Electronic Business Administration etc. EIU is a member of

eLearning Network in Armenia supported by Deutsche Gesellschaft für Internationale

Zusammenarbeit (GIZ).

Russian-Armenian (Slavonic) University is one of the leading universities in the South Caucasus

region, founded under the joint authority of the Russian Federation and the Republic of Armenia

in 1997. 5 RAU Institutes with 32 academic departments offer training in almost all branches of

modern science and humanities. Currently, the University offers 18 Bachelor, 42 Master, 4

specialist (one-cycle Master) and 50 PhD programmes. In average 30% of students enrolled at

RAU are foreign students. Upon graduation, students receive Double Diplomas accredited by

both Armenian and Russian Ministries of Education and Science.

RAU is one of the few institutions in Armenia to provide multi- and double-degree Master

programmes jointly with European universities (http://international.rau.am/eng/study-

abroad/joint-programs). Through the implementation of these programmes the University

accomplishes one of its most important strategic objectives that is the internationalization of

education and enabling the transfer of knowledge between EU and Armenia.

Additionally, it is to be mentioned that RAU has extensive experience in capacity building

initiatives by the virtue of participation in various international projects, including EU-funded

projects (http://international.rau.am/eng/international-projects).

Belarusian State University (BSU) is a classical public university ranked as the leading university

in Belarus. Total personnel employed at the BSU is 8400 (including 7 580 full-time specialists),

including over 2 400 academic staff members. The total number of students enrolled at all levels

of education – 34 200, including more than 2000 international students from more than 40

countries worldwide. BSU offers Higher Education Programs in 56 specialities and 256

specializations, Master Programmes in 47 specialities, and PhD Programmes in 114 specialities.

With 16 Faculties and 4 Educational Institutes, including two major educational bodies – the BSU

Lyceum and BSU Law College, – BSU is acting as an integral educational and research complex

being the national leader in international cooperation in education and science. BSU belongs to

a highly internationalized university community and follows its strategic priorities set in the

Internationalization Strategy Plan adopted in 2012. 25-30 international projects within such

programmes as Tempus, Erasmus Mundus, Jean Monnet, EU Cross-Border Cooperation, DAAD,

FPB-Belarus, CIMO and many others are implemented at the BSU annually. Academic exchanges,

joint researches and joint educational programmes are implemented in the framework of more



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than 250 international agreements with institutions from Europe, Asia and America. Being

aimed at broadening international contacts and increasing participation in international

projects, BSU actively participates in calls for proposals held by international funds and

institutions and promotes project proposals aimed at modernization and building capacity of

university management, enhancing quality of education, organization of mobility and

development joint programmes and cooperation.

The Belarusian Trade and Economics University of Consumer Cooperatives (BTEU) is the higher

educational establishment of Belcoopsoyuz (state recognized HEI). Founded in 1964, today the

university consists of three faculties including 13 departments of full-time, correspondent and

distance education. The University trains specialists in 14 specialties and 22 specializations in

Communications, Law, Economics and Management, Entrepreneurship activity etc.

At present, the educational system at the university is being modernized in line with the strategy

of the information society development (development of distance learning forms) and in

accordance with the principles of the Bologna Declaration.

International activity of BTEU aims at improving the educational system at the University

through studying the advanced experience of foreign universities. Its International Relations

Department was founded in 2001. BTEU established contacts with higher educational

establishments in Russia, Ukraine, Tajikistan, Greece, Spain, and Bulgaria.

BTEU has experience in the development of strategic plans for internationalization in BTEU as

well as National Recommendations and Basic Requirements for Internationalization of HEIs in

the Republic of Belarus approved by the Ministry of Education of the Republic of Belarus within

the TEMPUS project “Internationalization in Central Asia and Eastern Neighbouring Area” –

ICAEN.

Voronezh State University (VSU) is one of the largest and oldest scientific and educational

centres of Russia. It was founded in 1918. The structure of VSU academic departments includes

17 faculties, 5 research institutes, 14 joint laboratories with the Russian Academy of Sciences.

About 21,000 students including 1000 foreign students study at VSU. International students are

taught and guided by the Institute of International Education. At present VSU is actively

modernising its academic models in line with the principles of the "Bologna process". The

university extensively uses teaching quality management and student academic progress

monitoring. Innovative teaching technologies are widely used at VSU. Long-term educational

and scientific international cooperation is based upon direct agreements with 92 universities

and research institutes of the world. It participated in a number of projects as part of European

programmes including 10 TEMPUS/TACIS projects (since 1994).

Southern Federal University (SFedU) is the biggest research and educational centre in the South

of Russia. The Program of SFedU development is based on the achievements of all former

educational institutions incorporated into SFedU: Rostov State University, Teacher’s Training

College, Radio-Technical University and the Academy of Architecture and Arts. It has 5 Faculties,

11 Academic Institutes, 3 Academies, and the Business school, 206 chairs that conduct training

in 79 Bachelor, 200 Master programmes of studies and 24 PhD programmes. SFedU has 2

campuses in Rostov and Taganrog. About 5700 entrants are annually enrolled in SFedU. Now



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there are 33125 students at SFedU including more than 1000 international students. The

University trains students in five areas: in natural sciences and mathematics, engineering,

humanities, architecture and education.

SFedU international activity is aimed at developing partnership relations with HEIs worldwide,

and involves teaching international students, doing joint research, taking part in academic

exchanges, organizing international conferences. SFedU closely cooperates with over 247

international institutions and higher education organizations from about 44 countries. It is

involved in international cooperation, study programmes and research (Tempus, Erasmus

Mundus, DAAD scholarships, Marie Curie, Jean Monnet. 7FP). The EU centre in the South-West

of Russia is established within the Institute of History and international relations. It is aimed at

promoting the EU studies in the Southern Federal District. Experienced and skilled staff for

international affairs supervises student academic mobility programmes based on Learning

agreements and the ECTS. One of the ways to attract exchange students is to develop double

degree programmes (7) and to launch courses/programmes in foreign languages. The Russian-

Spanish centre operates under the support of Bank Santander. SFedU is a member of ECIU, EUA,

IMHE, IAU.

Penza State University is a comprehensive teaching and research facility, the biggest institution

of higher professional education of the region. The university operates according to the

guidelines of a classical university, i.e. providing solid foundations in core subjects in the fields

of science and technology. At the same time, it is striving to provide its students with skills for

their future careers.

The university provides teaching and research in four key areas: modern technology (Polytechnic

Institute), teacher training (Institute of Teacher Education), medicine and healthcare (Medical

Institute), sports (Institute of Sport and Physical Training). There are educational programmes in

economics (Institute of Economics and Administration) and legal training (Institute of Law).

The university offers multi-level training: bachelor (62 programmes); master (26 programmes);

specialist (15 programmes); post-graduate (75 programmes)

Over the last years, Penza State University has acquired a truly international outlook. The

university welcomes students from all world regions: Asia, Africa, Europe, CIS countries and

others. There are more than 1000 international students from 40 countries across the world.

University researchers are endeavouring to achieve results relevant not only at the national but

at the international level as well. They are actively collaborating with research teams of

universities, business enterprises from other countries. The university organizes a number of

international forums, conferences, practical workshops annually.

The university is working on the development of a comprehensive internationalization

programme. The students are encouraged to participate in international mobility programmes.

The teaching staff and researchers are given support and encouraged to participate in

international programmes.

The university aims to be open to world experience, it is implementing the best experience of

other universities in the sphere of internationalization.



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Quantitative Data

General Data

The Harmony Consortium is composed by a diversity of Higher Education Institutions,

comprising Universities and Applied Sciences Universities from 9 countries: Spain, United

Kingdom, Germany, Portugal, Italy, Greece, Russia, Belorussia and Armenia with a number of

students ranging from 564 (the smallest one) to 105655 (the biggest one); all institutions offer

Bachelor, Master and PhD degrees, with the exception of the Portuguese and Greek Applied

Science Universities.

Chart 1. HEI’s Student Dimension

The Consortium also presents varying figures regarding staff, from 7703 (the biggest one) to 59

persons (the smallest one) that include administrative, academic and research staff. Due to the

fact that both professors and research staff are engaged in research activities, it is very difficult,

and in some cases impossible, to separate these 2 categories.



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Chart 2. HEI’s Staff Dimension

Internationalization of Management

Chart 3 shows that some HEI’s are well-resourced with experienced teams with the majority of

people working there for at least 5 years (BTEU, IPT, RAU, VSU, US and Sapienza). Within the

group BSU, BTEU and VSU present relevant figures considering the staff sent abroad compared

to the staff working at IROs.

Chart 4 shows that 6 HEI’s present budgets for Internationalization equal or higher than 3% of

the global budget (BSU, Aston, EIU, RAU, US and Kassel) and 6 of them (IPT, VSU and PSU) do

not have budget for internationalization. We may conclude that internationalization in these

Institutions is financed through national or international funding programmes. Taking into

consideration that budget is always a sensitive issue and that we are dealing with a diversity of

national backgrounds, the collection of data should have in the future specific guidelines in order

to be comparable. Some HEI’s added notes considering that it is not possible to have accurate

information on these issues and understood the components of budgets in several and different

ways.



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Chart 3. Internationalization of Management Staff

Chart 4. Budget for Internationalization

3

6

0,065

1

8

0

4

1

0

3

0 0,0083

4

0

1

2

3

4

5

6

7

8

9

10

% Internationalization Budget/Global Budget



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International Mobility Students - Outgoing

Chart 5 shows the outgoing mobility of students. Nor all HEI’s have all the types of mobility

considered into the questionnaire, neither all of them have registration of some type of mobility

because they have no national or institutional funds. Aston University only collected figures from

Business School. Being limited in our study and having in mind the data in Chart 1, the bigger

Institutions do not present the bigger percentages of mobility of students. For instance,

Sapienza, SU, SFU, Kassel and PSU with more than 20000 students have in general lower

percentages of mobility students compared to some Institutions with less than 5000 students

such as EIU, IPT and RAU. All types of outgoing mobility are below 3%.

Chart 5. Outgoing Mobility of Students

Academic Mobility - Incoming

Chart 6 shows incoming mobility of students. Here we have the same situation and not all HEI’s

have all the types of mobility considered into the questionnaire, nor all of them have registration

of some type of mobility. Taking into consideration the data in Chart 1, the bigger Institutions

do not present the bigger rates of student mobility, and the situation does not present so many

discrepancies. In student incoming mobility, IPT - one of the smallest Institutions - still presents

higher rates of incoming students. Nevertheless, in all HEIs all types of incoming mobility are

below 3,5%.



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Chart 6. Incoming Mobility of Students

Chart 7. Pre-university Cycle – Degree-seeking Students



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In what concerns the pre-university cycle some HEIs do not present any figures aparently

because there is no offer. As we can see in Chart 7. ATEITH, EIU,IPT, Sapienza and Kassel are in

this case. In RAU, BSU and VSU studentincoming rates are above 1,5%.

We have the same situation in Incoming degree-seeking PhD students: 2 HEIs do not offer PhD

degree due to national legal restrictions ( IPT and ATEITH) and one without legal restictions also

does not have incoming PhD students (EIU).

Chart 8. Degree-seeking Students

Internationalization of Academic Staff

The data in Chart 9 on the internationalization of staff is limited as the majority of HEIs do not

collect this type of data or do not differentiate the categories analysed, especially the incoming

data or the outgoing data if not financed.



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Chart 9. Internationalization of staff

Internationalization of Curriculum

The data collected on the Internationalization of curricula does not comprise global data of

programmes, so there is no interest in comparing or analysing the importance of joint, double

and multiple programmes or programmes offered in English or foreign languages. Therefore,

this data will be commented only in the section on the qualitative data analysis.

Internationalization - Impact and Visibility

Chart 10. No. of Foreign Languages Used to Promote the Institution’s Website

5

1 1 1 1 1

3

1

6

2 21 1

0

2

4

6

8

No. of Foreign Languages Used to

promote the Website



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The majority of HEIs offers the website only in the national language and in one foreign language

(Chart 10). The main language used to promote the HEIs abroad is English (Chart 11) with the

exception of Aston (Chinese), RAU ( Russian) and VSU (French).

Chart 11. Foreign Languages Used to Promote the Institution abroad

HEIs language 1 language 2 language 3 language 4 language 5

BSU (BY) English German Chinese Spanish

ASTON(UK) Chinese French Hindi Russian

ATEITH(GR) English

BTEU(BY) English Turkish Azeri Turkmenian

EIU(AM) English Russian

IPT(PT) English

RAU(AM) Russian

SFU(RU) English German Spanish French Chinese

VSU(RU) French Spanish German Chinese Arabic

US (SP) English Chinese

PSU(RU) English German

SAPIEN(IT) English Chinese

KASSEL(DE) English Spanish French

Internationalization – Research and Educational Projects

The analysis of this issue will be based only on qualitative data.

Qualitative Data

The Consortium HEIs also answered on the similar issues but in a qualitative way; the

questionnaire included 7 sections on the following themes, made to 4 or 5 managerial

staff/members of faculty in each HEIs and the data considered reflect the average of their

answers in each Institution:

1) Implementation of EHEA instruments

3-cycle higher education system

Support to academic mobility

Use of ECTS

Quality Assurance

Representation of students in governing bodies



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Weak points explanation

2) Internationalization of management

Strategic planning

Legal frameworks

Centralized/decentralized management

Methodological support


3) Academic mobility – outgoing

Information and counselling

Selection process

Foreign language courses / testing

Orientation

Evaluation of results


4) Academic mobility – incoming

Information and counselling

Welcome services

Support during studies/work

Orientation

Follow-up activities


5) Internationalization of teaching/learning and the curriculum

Teaching in English

International academics

International joint study programmes and mobility windows

Incorporation of international content into curricula

Evaluation of study programmes


6) International impact and visibility

Communication in foreign languages

Participation in international rankings



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Participation in international fairs


7) Research and educational projects

Developing project proposals

Project implementation

Evaluation


Chart 12 gives the evaluation scale where 1 is the lowest mark and 10 the highest.

Chart 12. Evaluation Scale in Qualitative Questions

Quantitative Evaluation Final Qualitative Evaluation

9-10 Excellent

6-7-8 Good

3-4-5 Satisfactory

1-2 Poor

Global Analysis – Radar Charts

Based on the average results of the interviews conducted, we created, in a first phase, web or

radar charts to make a general analysis of the results.

In each chart we grouped the evaluation obtained from all HEIs under each general issue, as

explained before.

In Chart 13 on the Implementation of EHEA Instruments we analysed: the 3-cycle HE system, the

use of ECTS, and the support to academic mobility, quality assurance and students’

representation in governing bodies. In a global way the use of ECTS, the support to academic

mobility and the quality assurance got marks below or equal to 5 (Satisfactory or Poor).

In Chart 14 on the Internationalization of Management the only item worst evaluated is the

centralized/decentralized management, even with satisfactory; the others items as strategic

plan, legal frameworks and methodological support obtained higher scores.

In Chart 15 on the Outgoing Academic Mobility the only 2 items that are marked below 5 are

foreign language courses and the evaluation of results; information and counselling, selection

process and orientation scored above 5.

In Chart 16 on Incoming Academic Mobility the only item marked below 5 is follow-up activities;

all the others i.e. information and counselling, welcome service, orientation, and support during

studies/work are evaluated above 5.

In Chart 17 on the Internationalization of the Teaching Curriculum one of the worst global

evaluations is observed, since all the items (teaching in English, international teachers,



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international joint study programme) received evaluations below or equal to 5 from at least one

HEI.

In Chart 18 on the International Impact and Visibility all items – communication in foreign

languages, participation in international rankings and participation in international fairs -

received marks equal or below 5 at least from one Institution.

In Chart 19 on Research and Educational Projects only the item evaluation is scored from one

Institution with 5; All the other items (developing projects and project implementation) are

better scored and above 5.

Chart 13. Implementation of EHEA Instruments

0

2

4

6

8

10

BSU (BY)

ASTON(UK)

ATEITH(GR)

BTEU(BY)

EIU(AM)

IPT(PT)

PSU(RU)RAU (AM)

SFU (RU)

US (SP)

VSU(RU)

SAPIEN(IT)

KASSEL(DE)

Implementation of EHEA Instruments

3 cycles system of Higher education Support to academic mobility

Use of ECTS Quality Assurance

Students representation in governing bodies



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Chart 14. Internationalization of Management

0

1

2

3

4

5

6

7

8

9

10

BSU (BY)

ASTON(UK)

ATEITH(GR)

BTEU(BY)

EIU(AM)

IPT(PT)

PSU(RU)RAU (AM)

SFU (RU)

US (SP)

VSU(RU)

SAPIEN(IT)

KASSEL(DE)

Internationalization of Management

Strategic planning Legal frameworks

Centralized /decentralized management Methodological support



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Chart 15. Outgoing Academic Mobility

0

1

2

3

4

5

6

7

8

9

10

BSU (BY)

ASTON(UK)

ATEITH(GR)

BTEU(BY)

EIU(AM)

IPT(PT)

PSU(RU)RAU (AM)

SFU (RU)

US (SP)

VSU(RU)

SAPIEN(IT)

KASSEL(DE)

Academic Mobility Outgoing

Information and counseling Selection process

Foreign language courses / testing Orientation

Evaluation of results



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Chart 16. Incoming Academic Mobility

0

1

2

3

4

5

6

7

8

9

10

BSU (BY)

ASTON(UK)

ATEITH(GR)

BTEU(BY)

EIU(AM)

IPT(PT)

PSU(RU)RAU (AM)

SFU (RU)

US (SP)

VSU(RU)

SAPIEN(IT)

KASSEL(DE)

Academic Mobility Incoming

Information and counselling IN Arrival service IN Support during studies/work IN

Orientation IN Follow-up activities IN



23

Chart 17. Internationalization of Teaching Curriculum

0

1

2

3

4

5

6

7

8

9

10

BSU (BY)

ASTON(UK)

ATEITH(GR)

BTEU(BY)

EIU(AM)

IPT(PT)

PSU(RU)RAU (AM)

SFU (RU)

US (SP)

VSU(RU)

SAPIEN(IT)

KASSEL(DE)

Internationalization of Teaching Curriculum

Teaching in English

International teachers

International joint study programs and mobility windows

Incorporation of international content into curricula

Evaluation of study programs



24

Chart 18. International Impact and Visibility

0

1

2

3

4

5

6

7

8

9

10

BSU (BY)

ASTON(UK)

ATEITH(GR)

BTEU(BY)

EIU(AM)

IPT(PT)

PSU(RU)RAU (AM)

SFU (RU)

US (SP)

VSU(RU)

SAPIEN(IT)

KASSEL(DE)

International Impact and Visibility

Communication in foreign languages Participation in international rankings

Participation in international fairs



25

Chart 19. Research and Educational Projects

0

1

2

3

4

5

6

7

8

9

10

BSU (BY)

ASTON(UK)

ATEITH(GR)

BTEU(BY)

EIU(AM)

IPT(PT)

PSU(RU)RAU (AM)

SFU (RU)

US (SP)

VSU(RU)

SAPIEN(IT)

KASSEL(DE)

Research and Educational Projects

Developing project proposals Project implementation Evaluation



26

Institutional Analysis – Strengths and Weaknesses

With the same qualitative evaluation, we organised the data in a different way taking into

consideration all answers given by each HEI. Using the bar charts is it easy to understand the

situation in each institution regarding to what is perceived as strengths or weaknesses. In order

to better understand the charts, we added colours to the grading scale and to simplify we called

them “SWOT”.

Chart 20. Coloured Evaluation Scale in Qualitative Questions

Quantitative Evaluation Final Qualitative Evaluation Colour

9-10 Excellent

6-7-8 Good

3-4-5 Satisfactory

1-2 Poor

Chart 21. Seville University SWOT



27

The University of Seville self-evaluation questionnaires/interviews present all items marked

good or excellent and all above 5. In 30 items, 9 were marked with Good and 21 with Excellent.

Nevertheless, we obtained the following comments:

• The lack of funding for international activities, lack of interest in learning languages by

students, teachers, and administrative staff increased by scarcity of resources available

to them, although the environment conducive to learning languages is improving.

• The lack of control of outgoing alumni, free movers, and students pursuing post-

graduate studies abroad.

• The absence of full degree programmes in English.

• The large size of the University sometimes hinders individualised attention.

• Although there are many regulations requiring the knowledge of foreign languages, this

knowledge is not understood as a natural part of university education and academic life

• Although the knowledge of English among students, teaching and administrative staff is

increasing very much compared to recent years, its use is still too rudimentary in some

institutional areas.

• Only a few months ago did the University create an administrative unit in charge of

planning an increase in the different ranking positions.



28

Chart 22. Aston University SWOT

The Aston University self-evaluation questionnaires/interviews present all items marked good

or excellent and all above 5. In 30 items, 6 were marked with Good and 24 with Excellent.


• One year Masters Programme has caused concern with some EU institutions relatively

the Bologna process. Some issue relatively UK ECTS credits where UK Masters are

typically 120 ECTS instead of European standard of 240. However, these are generally

accepted by all

• Evaluation tends to be at faculty level or on an individual project basis and, therefore,

can be very subjective. Some evaluations are in response to the criteria set by an

external funder.



29

Chart 23. ATEITH SWOT

The ATEITH self-evaluation questionnaires/interviews present items in all scales of evaluation.

In 30 items, 4 do not have any evaluation, 2 were marked with Poor (Participation in

International Fairs and Participation in International Rankings), 2 were marked with Satisfactory

(Communication in Foreign Languages and Teaching in English), 12 with Good and 10 with

Excellent.

We obtained the following comments:

• The Technological Educational Institutes under the Greek Law do not offer PHD Studies

• Evaluation according to external evaluation procedure which took place in 2015

• International Rankins are not a priority

Participation in International fairs is limited because of the economic crisis and budget

cuts

• There are available assignments in English

• No international teachers but only guest lecturers



30

Chart 24. IPT SWOT

The IPT self-evaluation questionnaires/interviews present all items marked between satisfactory

and excellent. In 30 items, 3 were marked with Satisfactory (Participation in International

Rankings, International Teachers, and Teaching in English), 20 were marked with Good and 7

with Excellent.


• The fact that not all IPT's schools have the same methodology in terms of strategic

planning, puts a toll on the achievement of higher goals.

• On academic mobility outgoing, again, IPT lacks a combined strategy regarding this item.

Therefore, there are schools in which students are, indeed, guided and accompanied

throughout their international experience, while others do not invest in this area that

much. The lack of language skills, by both staff and students, is also a reality. However,

we think the situation is about to change as a strong recommendation was made, very

recently, by the IRO.

• Lack of funding prevents a language training as defined in a strategic document. But the

strategy remains effective. The lack of foreign language skills (especially English)

amongst a considerable number of teaching staff prevents the showcase of

international programs and the teaching of classes in English. The minor performances

are result from budget restrictions.

• Ranking is not a priority and IPT does not consider this as a correct way of measuring

quality. Instead, we have several QA mechanisms and have won several international

competitions, including gold prizes from the EC. But not in the framework of rankings.

The minor performances result from budget restrictions.



31

• On Research and educational projects, the present shortage of funding in Portuguese

higher education Institutions and, consequently, a shortage of staff and teaching staff

makes it difficult to carry out initiatives such as these. Programmes such as these require

the constitution of team solely for this and presently IPT's Human Resources workload

makes it impossible to consider a more dynamic contribution in terms of international

research and educational projects.



32

Chart 25. Sapienza University SWOT

The Sapienza University self-evaluation questionnaires/interviews present all items marked

good or excellent and all above 5 with one exception: Foreign Language Courses / Testing (Out).

So, in 30 items, 1 is marked Poor, 11 were marked with Good and 18 with Excellent.

Nevertheless, we obtained the following comment:

Relatively to Internationalization of management it is a too huge University



33

Chart 26. Kassel University SWOT

The Kassel University self-evaluation questionnaires/interviews present all items marked good

or excellent and all above 5 with one exception: Participation in International Fairs (Satisfactory).

One item is not evaluated (Participation in International Rankings). Then we have 15 marked

Good and 13 with Excellent.

There are no comments added.



34

Chart 27. EIU SWOT

The Eurasia International University self-evaluation questionnaires/interviews present all items

marked good or excellent and all above 5 with one exception, marked Poor: Participation in

International Fairs. So, in 30 items, 1 was marked Poor, 21 were marked with Good and 8 with

Excellent.


• EIU has adopted the two-cycle system since 2005 and the adoption of three cycle is

closely connected with the National Policies. Armenia is yet in the process of redesigning

and adapting the educational system to three cycles.

• The university has established quality assurance system based on ESG Standards and

Guidelines. The major challenge though remains the Quality Assurance of Research and

Internationalization.

• EIU is lacking clear processes and procedures for developing and implementing

international projects: the development and implementation is mostly done by the

initiative of staff members, after which a task force is gathered for the project

development and implementation.

• The University has orientation events and also provides counselling to outgoing

students, but is lacking alumni networks and loses the connection with the students

upon arrival (in case if the student is already a graduate of the university).

• EIU weak points are mostly concentrated in the pre-arrival and follow-up activities.

Although EIU has redesigned the web page and provided information for international

students concerning the services and other logistical information, it is still not enough.

EIU needs to improve both the web page content, as well as produce detailed brochures

and flyers for international students. As to follow-up activities, EIU has a database,



35

organizes final meetings with quality assurance department to evaluate the quality of

the visit and for overall evaluation, but after loses the connection with the alumni. There

are no mechanisms in place to ensure the further networking and alumni care.

• The faculty members teaching in English to foreign students receive a higher hourly rate

and remuneration. Teaching in English doesn't count towards promotion and tenure

though. The university is lacking appropriate mechanisms to incorporate the

competence of teaching in English in the faculty evaluation system. During the

educational programme and course development and revision the task forces observe

international best case practices and take into consideration. During the recent years

the educational programmes and courses have undergone a massive revision and

"restructuring". Although the university has a clear benchmarking procedure, it is not

properly implemented and in most cases the benchmarking is not documented.

• EIU participates mostly in national rankings and hasn't yet put much effort in

participation and advancement in international rankings. The experience of

participation in International fairs is also absent and there is no unit devoted to the

latter.

• The monitoring of project implementation reports, as well as outcomes and impact is

mostly carried out by the donor.



36

Chart 28. RAU SWOT

The Russian-Armenian University self-evaluation questionnaires/interviews present all items

marked between satisfactory and good. So, in 30 items, 5 were marked Satisfactory

(Participation in International Fairs, Evaluation Study Programs, International Teachers,

Teaching in English and Foreign Language Courses/Testing (Out) and 25 were marked Good.

The RAU has no comments added.



37

Chart 29. SFedU SWOT

The Southern Federal University self-evaluation questionnaires/interviews present all items

marked between Satisfactory (International Joint Study Programs and Mobility Windows,

International Teachers and Teaching in English) and Excellent. So, in 30 items, 3 were marked

Satisfactory, 24 were marked with Good and 3 with Excellent.


• As to Implementation of EHEA instruments all aspects are available. The QA system is

mainly centralised. Faculties are introducing teachers' evaluation by students as an

obligatorily part of QA. Peer review is not wide spread. Students influence on decision-

making is not yet strong.

• In International of Management all activities are fully in place including all basic

components. Key groups are satisfied.

• In incoming Academic Mobility all activities are conducted on regular basis including a

majority of basic components. Language courses are offered on a fee basis. There is no

printed guide for outgoing students. This year there will be a partners' universities day

covering presentation of all partner universities either by international colleagues or by

exchange students. In previous years a central exchange coordinator made

presentations of partner universities at each faculty.

• In Outgoing Academic Mobility, the majority of components are included into all these

activities. But there is no e-mail newsletter for international alumni; religious facilities

are offered by the city and not by the university. The weak point is lack of joint efforts



38

between international office and department of youth projects (sport and cultural

events). The system of buddies is well developed.

• Not all international visitors offer lectures in English. International teachers employed

by the university often deliver lectures in Russian. The curricula include mobility

windows for students enrolled in 2015 and 2016 but not earlier. Some programmes are

evaluated by international experts during the process of international accreditation

(more than 45 programmes). The weak point is the national system of education

framework which hinders flexibility and individualized learning as well as some local

regulations concerning the number of students per learning group (25 students).

Russian students often do not want to take courses in English, and the number of

international exchange students is not often sufficient to launch a course in English.

Besides Russian professors are not willing to read courses in English because of lack of

motivation instruments.

• There is not clearly formulated strategy for communication. The English version of the

site is under reconstruction now. New pages and items will be added including research

profiles of all academic staff members. We participate in QS, Times HE and Webometrics

rankings. There is a special unit which is engaged in planning and implementing

university participation in international education and research fairs and exhibitions.

The weak point is the English web site which is undeveloped because of high work load

of few international officers.

• Relatively to Research and Educational Projects all the activities are available, including

all basic components, but there is room for improvement. There should be more

trainings for academic staff. Not all academic units are involved into project proposal

writing.



39

Chart 30. VSU SWOT

The Voronezh State University self-evaluation questionnaires/interviews present all items

marked between Satisfactory (Participation in International Fairs, Evaluation of Study Programs,

Incorporation of International Content into Curricula, Teaching in English, Follow-up Activities

In, Evaluation of Results out, Centralized/Decentralized Management, Quality Assurance and

Use of ECTS) and Good. So, in 30 items, 9 were marked Satisfactory and 21 were marked Good.


• Obstacles as language skills, difference in study programmes, financial issues (costs of

students abroad, high fees). Regarding 3-cycle implementation there is no

harmonisation with Russian education system. Different criteria of assessment. QA

doesn't consider study programme organisation, role of student, the main aim seen as

description of control.

• The University has no internationalisation strategy. There is no budget allocated to

funding of international activities. Lack of motivation among faculties and institutions

that leads to limited involvement of particular faculties into international activities. Lack

of motivation among IR coordinators at particular units. Incentive instruments are rarely



40

used. Low level of language skills of university employees. The University has no financial

resources for sending abroad the staff using university budget funds.

• Selection process shows lack of motivation of students to study abroad, to participate

in exchange programmes. Low level of awareness of specific approaches to study

process in HEIs abroad. There is no unified approach to learning outcomes evaluation.

• Well-developed system of buddies, providing socialising activities and help with

communication with local authorities. Despite the fact that the University has alumni

associations (in the UK, Germany) the follow-up activities and further links with visiting

staff frequently doesn't work and further involvement of visiting staff is low.

• The University provides 170 courses taught in English, there are also a number of

courses taught in French, Spanish and German, but there are few programmes fully

taught in foreign languages. Obstacles are like poor incentives for academic staff to

teach in English, lack of language skills of academic staff. No alignment with

international standards.

• There is a lack of participation in international fairs though there are special groups

established for the purpose of participating in international fairs. This is related to lack

of fund-raising skills in the area as well as lack of resources for co-funding from the

University side.

• Lack of the University budget resources for co-funding activities



41

Chart 31. PSU SWOT

The Penza State University self-evaluation questionnaires/interviews present all items marked

between Satisfactory (Participation in International Fairs, Evaluation of Study Programs,

International Teachers and Foreign Language Courses) and Good. So, in 30 items, 5 were marked

Satisfactory and 21 were marked Good.

The PSU has no comments added.



42

Chart 32. BSU SWOT

The Belarusian State University self-evaluation questionnaires/interviews present marks

between Poor and Excellent. In 30 items, 2 were marked Poor (Use of ECTS and Support to

Academic Mobility), 1 was marked Satisfactory (Evaluation of Results out), 21 were marked with

Good and 6 with Excellent.


• At the national level the 3-cycle system of HE has not been implemented fully yet and

for 3rd cycle has not been introduced. PhD/ Doctorate level is considered as a separate

level and not incorporated into the system of HE with Ministry of Education having no

control over it. At the national level, the use of ECTS is still on its initial stage of

introduction, so far HEIs are able to calculate study load of subjects in ECTS subject to

recommendations issued by the MoE, however there is no transfer or accumulation of

credits. QA System has major differences as compared to EHEA with emphasize put on

negative control instead of recommendations and ways for improvements. In addition,

the QA culture is in the process of formation with QA agents needed to develop relevant

competencies and ethos.

• So far minor specific matters remain uncovered by internal regulations on international

activity at the University (such as co-financing policy for international projects,

regulations on financial conditions for students sent abroad etc.) while institutionalized

procedures with document templates have been established and followed for all

general matters. Efforts are still needed to be taken for decentralization of management

of international activity towards closer engagement of faculties and academic staff and



43

redistribution of responsibilities from central IRO. Printed aid has been published on

academic mobility, methodological aid for project developers and managers are under

development.

• Dissemination of information on academic mobility across faculties needs to be

improved. Foreign language support/testing are underdeveloped: so far only German

language courses are available at the University while practice of English proficiency test

had been introduced but interrupted lately. The major obstacle for outgoing mobility is

the absence of national/internal regulations on recognition of studies abroad which

makes recognition process non-institutionalized and in many cases dependant on

attitude of academic staff members at the University.

• Sections of the BSU web-sites targeted at incoming students lack of detailed and clear

updated information on arrival and other practical issues. There are certain difficulties

in practical organization of pick-up services for students, overpriced mentor services

make it unwanted by incoming students. There is no institutionalized

tutoring/mentoring program by peer students, incoming students are accompanied by

volunteering international/local students on individual basis. Due to varied terms of

exchanges and multiplicity of frameworks there is no possibility to organize general

meetings for international exchange students, no surveys or follow-up activities

(feedback forms collected via web-site etc.) are conducted on evaluation of exchange

studies completed by incoming students at the University.

• So far there is no solid system of financial incentives introduced at the University which

results in lack of motivation for academic staff members to develop courses in English/

other foreign languages or joint study programs. Low intensity of incoming exchange

students and prevalence of degree-seeking students who study in Russian result in low

demand for English courses. Absence of courses in English makes it difficult to provide

study programs with incoming mobility windows. More efforts are needed to attract

foreign experts and professors, so far difficulties remain with incorporation of guest

lectures/courses into curricular due to low flexibility of study programs. Academic staff

members don’t carry out evaluation of their courses based on feedback from students,

no benchmarking mechanisms are introduced for evaluation of study programs.

• IRO staff members responsible for international marketing need to improve their

competencies in foreign languages and computer skills (Excel, Access, Adobe Acrobat,

Sound Forge, Power gold, Adobe Audition, OTS AV, and Photoshop).

• Administrative staff members from financial/ accounting/ planning units need to be

engaged more closely in management of projects, efforts are needed to be taken to

build relevant competencies, including raising English language proficiency to make it

possible to work with project documentation in English. Closer engagement of faculties

and chairs/ academic staff members is needed for fundraising and project activities. No

established evaluation and monitoring procedures are incorporated in internal

regulations on project management and implementation. Set of indicators for

measuring performance/ achievement of goals is needed to be developed and adopted

to assess project results and outcomes. So far educational and research projects are

managed by different units, work is carried out separately, more efforts are needed to

be put to integrate and institutionalize development and management of international

research projects.



44

Chart 33. BTEU SWOT

The Belarusian Trade and Economics University of Consumer Cooperatives self-evaluation

questionnaires/interviews present marks between Poor and Excellent. In 30 items, 1 was

marked Poor (Support to Academic Mobility), 1 was marked Satisfactory (International

Teachers), 22 were marked with Good and 6 with Excellent.


• Doctoral programmes are not a part of Higher education system in Belarus. They are

separate courses of a scientific direction. Only in 2015 Belarus became a member of the

Bologna Process. At the moment the ECTS system is introduced and used in BTEU

• At the moment University carries a Master programme in English language. And it is

rather complicated process to introduce and approve new study programmes.

Unfortunately, there are not enough international teachers. Mainly these teachers are

the representatives of partner Universities

• A limited number of academic and administrative staff have experience in developing

project proposals. But University tries to conduct different seminars and workshops on

this topic with the aim to encourage staff to work in this area.



45

Institutional Analysis – Interviews

The research made also included personal interviews to staff at each institution of the Harmony

Consortium.

For accuracy and comparison purposes, the Consortium agreed to establish seven open

questions as presented in Chart 34.

Chart 34. Open questions

Open Questions

1) How would you evaluate your internationalization efforts?

2) What internationalization outcomes have your institution identified as most

important?

3) Describe your image/brand and how it is linked to your internationalization

strategy?

4) What are your best advantages you could offer to international scholars and

students?

5) Your university starting/current position in international rankings and future plans

to raise your position?

6) Global academic peer review and amount of international citation per faculty?

7) Types of incentives that universities can use to increase internationalization?

Four/five persons among staff and teachers were interviewed in each institution and the answer

presented in the following charts summarizes the global points of view obtained. Answers were

limited to 1000 characters.

Chart 35. Seville University’s Interview


The US finds itself at the end of a strong and successful internationalization period

based on the European-Erasmus agreements and on exchanges with South America

since approximately 2010. It is gradually improving the relations with Eastern Asian

countries, North America and China. The big push started with the establishment of

the Andalusia Tech Campus of Excellence. Other Milestones of this expansion are

seen in the establishment of an office in Berkley University, the creation of study

abroad courses, the creation of the East Asian studies program, the formation of the

International Centre with a new executive structure led by the vice rector for

international relations. Internationalization is one of the main points of the strategic

plan of the university.


important?



46

1. Improving the precision of the international rankings. 2. Improving the production

of researcher results with international repercussions. 3. Promoting the hiring of

international professors of excellence. 4. Increasing the recruitment of international

post graduate students. 5. Promoting collaboration with foreign universities in order

to increase the number of students who obtain double degrees.


strategy?

The University of Seville is over 500 years old with strong traditional links to South

America. The Erasmus program in the 90's allowed the university to overcome a

period of isolation. Its success has allowed the university to expand its horizons.

However, the recent crisis has caused the rate of this success to decline.


students?

An unbeatable catalogue of academic offerings for the variety and number of degrees

offered for undergraduate and graduate students. Since the 90's, the university has

been one of the preferred destination points for Erasmus programs and

consequently, for all other international students. International students are

attracted by the numerous resources offered by the university and its associated big

research facilities. The excellent location of Seville in the south of Spain. The prize

awarded to the University of Seville for the management of Erasmus is the public

acknowledgement at the national level of the universities international performance.



According to Spanish Public University Rankings, Architecture, Art History, History,

Electrical Engineering, Agricultural Engineering, Industrial Technology engineering,

Labour relations offered by USE occupy the top 5 positions (by subject) for public

universities, along with a Building Construction programme rated at number two.

Overall the USE is positioned number 13 According to 2016 QS World University, USE

is among the top 601 -650. The same rankings, by subject, identify the USE a top

university in 8 of its 42 disciplines. The excellent rating in 4 of the 5 main branches of

study Engineering Program falling in the top 200 and its Computer Science and

Information Systems occupying the top 400 in the world. Lastly, in Natural Sciences,

Chemistry remains in the top 300 while Mathematics has risen to the top 250.


According to the Web of Science platform, the USE produced 2256 documents in

2014, which were cited internationally 7390 times.


The Campus of International Excellence, the US reference of Research, Development

and Innovation (R&D).

More than 400 research groups, almost 4,500 researchers and close to 7,500 yearly

scientific publications with international impact.

Technology transfer; knowledge management, collaboration with the economy.

The spirit of enterprise and professional scope, introducing you to the business world.

More than 9,000 students doing internships in more than 3,500 businesses.

The University ranks third in Spain as far as number of patents generated on a national

level, and is the founder of many Knowledge-Based Businesses



47

Taking into reference the most attractive studies are geography and history,

architecture, communications, faculty of arts, academic and business sciences, law,

and tourism.

As for Teaching staff, the University of Seville is designing a plan to attract teaching

staff of excellence with the support of the Andalusian Government.

Chart 36. Aston University’s Interview


Strong performance with a visible global platform. Aston has a Pro-Vice Chancellor

for International Relations and a University-wide International Strategy Committee

which meets 3 times a year. Each Academic School (Faculty) has an Associate Dean

International to drive their faculty's internationalisation objectives which cover a

multitude of activities in education, research and partnerships. This structure also

provides a basis for collaboration and cooperation between Schools within the

framework of an agreed International Strategy. The University recognises that we

need to raise our international profile further and to this end has prepared a new

International communication plan.


important?

1. Raise international profile, reputation and influence 2. Improving our rankings 3.

Increase international student enrolments particularly PG taught programmes - both

on-campus and via TNE (collaborative programmes e.g. off shore) activities 4.

International employability - increasing the percentage of students studying or

working abroad 5. Increase international research collaborations and funding.


strategy?

Aston is a relatively young university. Having just celebrated our 50th Anniversary, we

are the ' incumbent newcomer'. Aston is a challenger brand - fresh, dynamic and

inclusive with a distinctive position relative to other universities. Aston's track record

in providing work experience opportunities for its students - mainly through the

integrated placement year - has a strong and evidenced track record of helping its

students to develop into employable graduates. Our international Marketing Strategy

builds on Aston’s overall brand positioning, aiming to be competitive in a globalising

environment. It is focused on improving and maintaining our reputation and our

place in global rankings, in order grow student recruitment. Aston’s excellence has

recently been recognised, with the award of an exceptional five star global rating by

QS Stars, for excellence in teaching, employability, innovation, facilities,

inclusiveness, and internationalisation.


students?

Key for attracting students is our reputation for enhancing the prospects of

employment for our graduates through our commitment to providing work

placement opportunities across our degree programmes. In addition, our location in

the heart of the largest city in the UK outside London; our student care and support

systems; quality of our research and teaching and commitment to international

working e.g. through EU and other international R & D collaborations.



48



Aston is currently ranked 358th in the QS World University Rankings. This includes a

ranking of 79th for 'International Faculty' and 138th for 'International Students'. It

has also been awarded 5-star status by the QS (same rating as world renowned

institutions such as Oxford, Cambridge and Harvard), which includes a 5-star rating

specifically for the 'Internationalisation' category. Aston's ratings on 'outputs' rather

than survey opinions is higher. Aston is placed in the top 30 universities in the UK by

every major league table compiler in the UK which confirms that Aston is a sector

leader regarding quality of students, degree programmes, teaching and research. We

are implementing a new communications plan to showcase these successes around

the world. Please see detailed answer on the attached additional data sheet headed

Aston Notes under Rankings


Publications produced by our institution: 861

International citations 1684

by faculty:

Engineering and Computer Science (875)

Life and Health Sciences (348)

Business (259)

Languages and Social Sciences (202)


Aston's key incentive is that of employability through the offer of work placements in

our undergraduate degree programmes. Additional incentives are: scholarships; the

commitment to international collaborations e.g. co-designing projects and

developing international R & D partnerships with opportunities for transnational

working within them for participating researchers. Aston’s Centre for Innovation,

Learning and Professional Practice (CLIPP) supports strategic internationalisation

objectives through: • Adapting our existing taught programmes to be delivered in

diverse cultural contexts e.g. Italy, Vietnam, India

• Supporting Aston’s collaborative teaching partnerships

• Support for Aston programme teams developing international courses e.g. Global

Strategic Marketing Management (GSMM)

• Deep, focussed international research collaborations e.g. LiHE

• Promoting Aston’s reputation visibility internationally

• Building a diverse international community.

Chart 37. Thessaloniki Alexander Technological Educational Institute’s Interview


Good, but still there is a need for further development


important?

Strengthen the mobility of students and staff, and synergies in education and

research


strategy?



49

We have a good Brand Name due to our synergies in the context of Erasmus External

Cooperation Windows with countries from European Asian area and Central and

South America


students?

We provide good facilities, high qualified academic staff and rich culture and friendly

environment



In Webometrics our institution holds one of the three first places in Greece for the

last 3 years


It is required for the academic staff to participate in international conferences as well

to publish in peer reviewed international journals


Use of technology to enhance the international learning, increase the number of

curricula offered in foreign language, adopt good practices and rewards for the staff

and the students which are participating in international programmes

Chart 38. Tomar Polytechnic Institute’s Interview


Good. The strategy is part of IPT DNA and IPT has conquered an image of strong

internationalization. It is stronger at Research and Master level than at BA level,

though. The fact that the country is undergoing financial constraints, makes it harder

to have a more assertive effect on students as the ERASMUS grants are still low for

many of them. The lack of proficiency in foreign languages is also a barrier. On top of

that, many teaching staff members will not consider to undergo on an international

mobility experience as they have a poor command of foreign languages and have a

workload that prevents them from going abroad for a week.


important?

A focus on BA is now a target priority. The creation of Joint degrees and the increase

of mobility students (incoming and outgoing). To guarantee tutorial support for each

course unit in at least one foreign language. To provide creation of lecture notes in

English. To reinforce the use of ECTS concepts


strategy?

In all IPT documents the international dimension is very strong. Internationalization

has been defined as the transversal binding strategy of IPT. With more than 50

countries with steady relations, this image is a core component of IPT.


students?



50

Quality in teaching, good facilities, research projects for training, welcoming support

from IRO, low cost of living, internships with private and public companies, including

several international opportunities.



This is not a priority for us.


Lecturers of IPT regularly publish within peer reviewed journals. IPT hosts a major

component of a research centre rated "Excellent" by the Foundation for Science and

Technology (unit 73).


Attractiveness is primarily focused on welcoming support and language training,

besides overall quality of teaching. IPT has no specific incentives at this stage, for lack

of funding.

Chart 39. Rome Sapienza University’s Interview


The International Office of Sapienza has grown significantly during the last decade in

terms of human resources and competences. Yet, we could be more active on

horizontal issues: for example PhD soft skills, international projects and networking,

benchmarking and best practices to be imported, how to teach in English for our

academic staff, employment opportunities, promotion of our institution ...


important?

Attraction of International students (degree seeking above all) and exchange

students; enhance mobility of our outgoing students, above all at PhD level; achieve

better position in International rankings; improve the quantity of International

research and educational projects both as coordinating and partner institution; foster

Development cooperation


strategy?

Our brand is "the future has been here" and "I chose Sapienza (knowledge)": much

effort is dedicated to enhance research at all levels and to guarantee a better quality

of didactics. In our new strategic plan these 2 aspects are clearly highlighted in the

first 2 strategic objectives, namely Ensure a sustainable and qualitative didactic and

Ameliorate the quality and productivity of research. Future, research and education,

and quality are the key factors of our image. The link with Internationalization is

clearly given by some of the indicators linked to both the two strategic objectives.


students?

Wide academic offer both in Italian and in English for all disciplines except veterinary

and rural sciences; reputation also given by the position achieved in International

rankings; orientation services for students; huge campus facilities; high number of

very rich libraries; wide exchange opportunities both from the point of view of

bilateral agreements with foreign institutions at EU and extra-EU level and of



51

available funding; central location in Rome (close to each transport facility: bus,

metro, train station, tram).



The current position of our university in the different rankings is:

US News 2015 - 148th

Times Higher Education - THE 2015 - 201-250th

QS World University Rankings 2015 - 213th

Shanghai Jiao Tong University 2015 - 151-200th

Centre for World University Rankings (CWUR) 2016 - 90th

QS Subject 2016 - present with 28 subjects in the top 200 and with 11 subjects in the

top 100


Information not available


Incentives can come from the State, from best practices of other institutions of the

same country or from benchmarking and best practices of International institutions,

but universities cannot "walk" alone. Internationalization is a strategy that has to be

shared by the university governance and supported by the governing bodies of the

country. The aim has to be the improvement of the quality of research and didactic,

which are the only means to attract people and funds; to grow in reputation; to back

the growth of a knowledge and self-conscious society.

Chart 40. Kassel University’s Interview


Overall, outcomes of internationalisation efforts are good. The University

participated in an external evaluation which confirmed this impression.


important?

English Taught Master Programmes; Development cooperation; Internationalising

the curriculum and IaH; Welcome culture


strategy?

Entrepreneurship: university of ideas; renewed profile in the area of environmental

protection (e.g. renewable energies; ecological agriculture); broad offer of study

programmes; diversity and equal opportunities; integrating science, music and art as

well as architecture and humanities


students?

Orientation and support offered by the welcome centre; pre-study courses and

mentoring; broad offer of language courses



No answer


It is not monitored centrally



52


Internationalisation strategy at both institutional and faculty level;

internationalisation strengthens and sharpens the institutional profile; important

quality feature;

Chart 41. Eurasia International University Interview


EIU has done huge efforts for last 3-4 years to internationalize its activities, to find

more partners outside of Armenia and to establish close cooperation with foreign

universities and educational centres. Several Tempus and Erasmus Mundus projects,

as well as Erasmus Plus projects are good indicators of such efforts.


important?

EIU is among the top universities in Armenia offering international exchange

opportunities to staff and students within Erasmus +. In 2015-2016 EIU has been the

third in the country by the number of bilateral agreements for mobility of individuals

(based on the data provided by National Erasmus+ office).


strategy?

EIU is a dynamic private higher institution which is open to international cooperation.

In recent years EIU is more associated with international institution by different

stakeholders and many students apply for the available exchange opportunities


students?

Individual approach to each international student/ staff member; Individual study

plan linked with the student/staff member goals and objectives of the visit;

Appropriate documentation for credit transfer; Ongoing support and counselling;

great network of internship places and an opportunity to ensure also effective

internship for students based on their plan



EIU is in top places in national ranking


Not calculated


Increase effectiveness of international office, more opportunities to gain grants for

capacity building, more exchange programs, decreasing sanctions against Iran.

Chart 42. Russian-Armenian University Interview


During the last 5 years the university has undergone through important stage of

boosting internationalization of education and research. Significant work has been

done to regulate the process of internationalization, including creating

structures/staff responsible for internationalization, strategy and roadmap of



53

internationalization, policies and procedures regulating mobility programs and

recognitions have been developed, etc. Having only 1-2 international projects, in 2015

the university was already involved in 10 Tempus projects focusing on curriculum

development, reforms in university governance, etc. Along with those project, several

projects under Erasmus Mundus, DAAD, Visegrad, Japan foundation and other funds

have been implemented.


important?

1. Updating and creating new academic programs using best international practices

in given field of studies, including development of double/joint degree programs with

foreign partners, 2. Improving university's positions in international/regional

rankings, 3. Increasing incoming/outgoing student and staff mobility, 4.

Strengthening partnership with world leading universities, 5. Improving foreign

student recruitment and expanding our recruitment outreach to Iran, India and China,

6. Improving international employability of graduates.


strategy?

We are a young university that will be celebrating its 20th Anniversary next year,

which is now one of the leaders of local educational market with its international

curriculum and broad international research activities undertaken. Being an

intergovernmental university we primarily bring Russian and Armenian expertise to

our academic and research activities, which combined with its other foreign

partnerships creates programs that are unique on the local market. The special status

of the university directly imposes internationalization at university.


students?

Most significant advantage of the university is that over 80% of BA and MA programs

are providing Double diploma from Ministries of Education and science of Armenia

and Russia. This makes the programs highly attractive both for local students who

would like to continue their education/career in Russian-speaking countries, and for

Russian-speaking to study in Armenia, where the living costs are much affordable and

the country is safe.



The university is involved in several regional and international rankings. During last 2

years the university is working on being included in QS EECA ranking. The long-term

plan is to be included in several international regional rankings and to improve our

positions in those where we are already involved.


International citation per faculty is 0.526, while global academic peer review is 67


1. Erasmus + grants, Horizon 2020, Visegrad EaP grants, other funding opportunities;

2. Creating English-taught joint/double degree programs; 3. Increasing the amount of

publications indexed in Web of science, Scopus, etc.



54

Chart 43. Southern Federal University’s Interview


The university undertakes a number of initiatives to enhance the international

dimension within education and research and visibility of the university brand. But

the progress towards comprehensive internationalization at different faculties is

uneven. We need to undertake more efforts to involve students and teachers into

Global Agenda


important?

Reputation enhancement and recognition of university;

The international competencies and experience enhancement of students, staff and

faculty;

Attracting talented students;

Alumni's carrier development in transnational corporations and global companies;

Developed intercultural competencies;

Strengthen international and global dimension of the curriculum;

Contribution to global problems solving;

Strategic partnership with world class universities.


strategy?

The university is a key actor of socio-economic and regional development. It provides

cutting-edge research and ensures integrity of scientific knowledge.

Consistent modernization of scientific and educational infrastructure of the

university, and its active incorporation into research and educational networks allow

SFedU to shape its development trajectory in line with leading Russian and

international universities.

This secures progressive advancement of the university towards achieving and

maintaining its leading position in the Russian market, its entrance into the world

scientific and educational environment, preservation and development of its

prospects and reputation.


students?

High level of research

High quality of teaching

Modern research and innovation infrastructure;

Comfortable climate and convenient geographical position;

Possibility to learn Russian;

Internationally accredited academic programs;

Low-cost living;

Multicultural environment;



QS world university rankings - 551-600, among Russian universities - 15

QS BRICS - 85

Times higher education - 601+

Future plans: to enhance recognition, academic reputation, employability, research

results to improve ranking profile.



55


Amount of citation per faculty (Scopus, 2011-2015): 12,9


University scholarships for study abroad and for recruitment of talented students;

research grants to co-finance joint research projects; internships in the leading

research centres; free language courses for teachers; internal awards and recognition

Chart 44. Voronezh State University’s Interview


Internationalisation is one of the priority line in the University development strategy.

The University considers internationalisation as opportunity to extend the number of

students, to obtain new partners for joint research and innovation activities as well

as new education markets. Projects in the internationalisation field are discussed and

controlled by the Academic Council. The University had not had an

internationalisation strategy yet but it is moving towards its development.

Internationalisation plans include setting up of offshore campus and establishment of

strategic partnerships


important?

The outcomes are as the following: increase in number of international students both

for exchange education and joint programmes; establishment of double-diploma

programmes that leads to reforming of education technologies and brings new

methodologies and approaches to study and teaching process. Then increase in

number of international projects - 19 projects (2014/15 academic year). Increase in

number of foreign visiting scholars and teachers that leads to increase in joint

publications, international events.


strategy?

The VSU is the leading regional HEI, is included in the leading classical HEIs of Russia;

Participates in the main international rankings: VSU is an internationally oriented

university being the 4th Russian HEI by a number of foreign students. VSU obtains the

3rd position by employability of students in Russia


students?

Long-standing traditions of high-level research in such scientific fields as

mathematics, physics, chemistry, philology, linguistics. The VSU has 41 scientific

schools, some of them are leading in the country; currently implements 167 research

projects. Has 5 research institutes. In 1961 VSU was one of the 1st USSR uni-s training

students from overseas and 15,000 foreign citizens from 141 countries have enrolled

in various training programmes at VSU since 1961. Institute for International

Education has a unique expertise in pre-start courses of Russian language for foreign

students that is a launching pad into further education in other Russian HEIs. VSU has

developed an e-platform 'Russian as a foreign language'. VSU provides all up-to-date

infrastructure





56

THE World University Rankings: 801+ band in the world and the 13 position out of 24

Russian HEIs; Quacquarelli Symonds: 701+ band in the world and 22 position out of

Russian HEIs; RUR Research Performance World University Rankings: 659 position in

the world and 12 position out of 23 Russian HEIs; Webometrics Ranking of world

universities: 1759 line among HEIs around the world and 18 out of Russian HEIs; QS

University Rankings: BRICS: 111-120 band of BRICS HEIs and 22 position out of Russian

HEIs. VSU plans: to be included into 700+ band, to come into 100 band of BRICS HEIs,

come into the Russian academic excellence project '5 to 100', which aims to maximize

the competitive position of a group of leading RU HEIs in global research and edu

market


More than 60 staff members published articles in top-rated journals (impact factor 2

according to the Web of Science Citation Report), more than 200 people published

articles peered in Scopus. Number of citation of all the publications is 14 710, Hirsch

index is 88, number of citation of all the publications (Web of Science) is 902, number

of citation of all the publications (Scopus) is 288. Among 18 faculties of VSU the

highest citation rate has Law faculty (51), Faculty of Philology (43), Faculty of

Economics (38), Faculty of Physics (32), Faculty of Biology and Soil Studies (30),

Faculty of Romance and Germanic Philology (30), Geological Faculty (27), Faculty of

Chemistry (24), Faculty of History (23), Faculty of Mathematics (22)


Provide promotion in career for any internationalisation efforts. To establish

university grants for the most advanced and innovative ideas in internationalisation

area, for international projects, creating joint programmes, the most successful

double-degree programmes. As financial incentives - to pay extra for teaching in

English or other foreign languages; to send academic staff abroad with the aim of

studies and upskilling in the leading universities by account of university.

Chart 45. Penza State University’s Interview


During last 5 years the university has undergone through important stage of boosting

internationalization of education and research. Significant work has been done to

regulate the process of internationalization, including creating structures/staff

responsible for internationalization, strategy and roadmap of internationalization,

policies and procedures regulating mobility programs and recognitions have been

developed, etc. Three of four programs taught in English have been introduced to the

market. The Number of international students has risen dramatically. Eefforts are

being made to develop international projects both with and without the use of

international grants.


important?

a) Improving foreign student recruitment and expanding our recruitment outreach to

Iran, India and China and other countries b) Introduction of 4 master and specialist

programs in English, c) Increasing incoming/outgoing student and staff mobility, d)

strengthening partnership with world leading universities, e)Updating and creating

new academic programs using best international practices in given field of studies,



57

including development of double/joint degree programs with foreign partners f)

Improving university's positions in international/regional rankings


strategy?

Penza State University (PSU) is one of the largest scientific and educational centres of

Russia. It was founded in 1939. PSU offers academic programmes at all levels

including Bachelor, Master, Graduate and Post-graduate courses, Post-doctoral

studies, as well as continued learning.

PSU conducts research within 11 branches of sciences in 29 scientific fields. It is a

member of six technological platforms. The main cross-disciplinary research areas are

information technology, integrated security, and biomedical technology, federal and

regional aspects of the formation of the Russian nation. Every year the university

carries out over 200 projects, the results of many of them are successfully used in

various industries.

Using its potential PSU is trying to cooperate with leading schools and companies

worldwide.

Desire of thinking globally imposes internationalization at university.


students?

Most significant advantage of the university is that almost all medical programs are

provided in Russian and English languages. This makes the programs highly attractive

for foreign students as the cost of tuition and the living costs are much affordable and

the country is safe.



Penza State University entered the top 200 best universities in the developing

countries of Europe and Central Asia, according to a leading international rating

agency QS Quacquarelli Symonds (QS University Rankings: Emerging Europe & Central

Asia) and took up a position in the group of 151-200 seats. Among the 64 Russian

universities included in the ranking, PSU is located at 58 position.

Analysts Quacquarelli Symonds indicated high values of the individual PSU indicators:

in terms of "Percentage of employees with a degree" (16 place among Russian

universities), "The share of foreign students' (17th place).


No Answer


a) Erasmus + grants, Horizon 2020, Visegrad EaP grants, other funding opportunities;

b) creating English-taught joint/double degree programs; c) Increasing the amount of

publications indexed in Web of science, Scopus, etc.



58

Chart 46. Belarusian State University’s Interview


BSU has been actively promoting and enhancing internationalization through several

major directions, including thematic international projects aimed at

internationalization starting with pioneering Tempus PICASA project and continuing

with Erasmus+ HARMONY and Visegrad I-Net. Under umbrella of these projects BSU

had developed its Internationalization Strategy now having its new generation for

2016-2020, which institutionalized this direction as one of University’s strategic

priorities adopted at policy level. Other activities undertaken by BSU include capacity

building of its staff members on internationalization (trainings, seminars and

methodological support), promotion and support of academic mobility and active

participation in calls for proposals. At the national level BSU is pioneering this

direction launching national portal for internationalization http://inter.bsu.by/ and

sharing its experience and best practices accumulated for other Belarusian HEIs.


important?

BSU Internationalization Strategy 2016-2020 defines key directions of

internationalization of the University. These are the following:

- enhancing the quality of management of international activity;

- promoting international visibility of BSU;

- introducing international dimension into implementation of educational programs

and research;

- support and diversification of incoming and outgoing academic mobility;

- fundraising via active participation in international calls for proposals, R&D

cooperation and export of educational services.

Within the above directions sets of quantitative indicators are defined to measure

performance such as number of staff members trained/ sent abroad for training,

number of international agreements, number of joint educational programs,

international research and educational projects etc.


strategy?

BSU positions itself as a leading scientific, educational, innovation and cultural centre

of the Republic of Belarus with 95 a year history. It exercises its potential which is

based on the best domestic and international experience in order to comply with

intellectual, cultural and social demands and interests of the individual, society and

state and to facilitate the sustainable development of the country. International

activity of BSU is an important part of BSU brand, according to major international

rankings BSU is placed among 2 per cent of world leading universities. BSU belongs to

a highly internationalized university community and puts a great attention to

cooperation with foreign partners both at inter-university level and within

international projects framework. Internationalization being adopted at a policy level

as one of strategic priorities is also reflected in image of BSU promoted.


students?



59

BSU is a top Belarusian University both in terms of quality of education and research

and its scale. BSU Complex includes 16 faculties and 6 educational institutes, 10

educational establishments, 10 research and development institutes and centres, 41

research and developments laboratories, 10 innovation and production enterprises.

Facilities offered by BSU specifically for international student include Faculty of Pre-

University Education issuing certificates valid for entering HEIs in Russia, Ukraine and

Belarus, wide range of Russian language courses. BSU provides accommodation for

all international students in its campuses. BSU also offers a number of courses and

degree programmes in English.



According to major international rankings the BSU is among 2 per cent of world

leading universities out of 30 thousand educational institutions. According to QS

international ranking in 2015 BSU is among 430 best world universities. The BSU is

the only Belarusian university on the list of the prestigious Times Higher Education

World University Rankings occupying 601-800 positions. The Webometrics Ranking of

World Universities also places the Belarusian State University among top 2 per cent

of world universities (609 place). Specific Work Group “BSU Rating” is responsible for

this domain. Annual work plan for the Work Group is approved by the Rector’s order

defining the set of activities and measures to be undertaken in this direction.


BSU follows a number of international rankings based on scientometric data:

1. URAР rating: 1 331 position in 2013-14; 1420 position in 2014-15. BSU is the only

Belarusian HEIs to be rated under URAР and has 12th place among CIS HEIs.

2. SIR rating by SCImago Lab based on Elsevier Scopus data: current BSU position is

635.


Contests among faculties/ units on performance under relevant domains. So far BSU

has annual contest among faculties on best open educational and research resources

with bonus fund of about 34 000 Euros;

Financial wage bonuses awarded to the staff members following active participation

in University’s international activity, high performance etc.;

Preferences given during selection for exchanges/ visits abroad provided by the

University; additional opportunities for participation in exchanges/ trainings/ events

abroad etc.

Moral incentives: honourable certificates issued by the Rector, notes of

acknowledgement etc.



60

Chart 47. Belarusian Trade and Economics University of Consumer Cooperatives’ Interview


Internationalization efforts of BTEU are successful. At the moment there are 56

international Agreements on cooperation and mobility with partner educational

institutions from 14 countries. And this number grows annually.

Number of foreign students from different countries increases every year. Currently

projects of student mobility implement in BTEU. Number of incoming and outgoing

students tripled in comparison with 2014-2015 academic year.


important?

The most important internationalization outcomes for BTEU are:

- Active participation of created International Non-commercial Organization “Council

of the Heads of Cooperative Education Institutions”;

- Participation of students and staff in international projects and programmes

(Erasmus+, DAAD etc);

- According to results of participation in ICAEN Tempus project BTEU developed

Strategic Plan of Internationalization accepted by the Council of the University and

approved by the Ministry of Education of the Republic of Belarus.


strategy?

BTEU presents itself as an innovative University. We actively develop international

relations, academic mobility, and "blended learning" as well as distance-learning

education.


students?

Qualitative e-textbooks;

Well-developed network of cooperative education institutions;

Innovative material and technological recourses;

All foreign students are provided with comfortable rooms in the hostel;

In the learning process we use modern education technologies;

Wide choice of economic specializations;

Long-term experience of work with foreign students.



According 4International Colleges and Universities ranking BTEU is on 36th place

among all Belarusian HEIS.

In ranking of international cooperation of HEIs in the Republic of Belarus BTEU is on

13th place.

According Webometrics ranking BTEU is on 33th place among Belarusian HEIS, and

on 10560th place in World ranking.

BTEU actively extends geography of education service export.

This year University has joined International Networking University.

Development of blending education.



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The average amount of international citation and global academic peer review is 89

per faculty


Opportunity to get scholarship for students and academic staff within international

projects;

Grants of Belarusian Republican Fund of Fundamental Research;

Opportunity for students to get discount for tuition fee.

Internationalization of Higher Education in Project’s...

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