Supervising International Research Students

Professor John Taylor

John.Taylor@liverpool.ac.uk

Context• Rapid expansion in doctoral student numbers

• Increasing diversity – by subject area, by institution, by form of delivery

• Increasing competition

• Focus on quality

• Changing student expectations

• Emphasis on impact

Some theoryGatfield (2005) – two key criteria:

• Level of support provided – close involvement or more distant

• Structure – weak controls or highly regulated

Institutions are becoming more regulated in their approach

Some theory: Gatfield (2005)

High Support

Pastoral StyleLow structure and high supportCandidate has personal low management skill but takes advantage of all the support facilities that are on offerSupervisor provides considerable personal care and support but not necessarily in a task-driven, directive capacity

Contractual StyleHigh structure and high supportCandidate highly motivated and able to take direction and to act on own initiativeSupervisor able to administer direction and exercises good management skills and interpersonal relationships

Low Support

Laissez-faire StyleLow structure low supportCandidate has limited levels of motivation and management skillsSupervisor in non-directive and not committed to high levels of personal interactionSupervisor may appear uncaring and uninvolved

Directorial StyleHigh structure and low supportCandidate highly motivated and sees the necessity to take advantage of engaging in high structural activities such as setting objectives, completing and submitting work on time on own initiative without taking advantage of institutional supportSupervisor has a close and regular interactive relationship with the candidate, but avoids non-task issues

  Low Structure High Structure

Some more theoryIn 2007, Lee, Dennis and Campbell found that the following characteristics

were most valued by students (in order of importance):

Mentor for life career development and long-term interest

Enthusiasm (for the subject), for the student’s project and the student

Sensitivity to personal and professional needs and circumstances

Appreciating individual differences

Respect

Unselfishness; “lack of intellectual jealousy”

Supports others outside their own sphere of responsibility

Teaching and communication skills

What does the QAA say?The QAA provides the UK Quality Code for Higher Education (2012) which

aims to provide a definitive reference point for UK higher education providers. This code sets out a range of expectations as far as supervision is concerned that apply across doctoral programmes of all kinds:

“The research student – supervisor relationship is of paramount importance in all research degrees. Higher education providers therefore establish systematic and clear supervision arrangements. These include providing research students with:

Opportunities for access to regular and appropriate supervisory support

Encouragement to interact with other researchers

Advice from one or more independent sources, internal or external

Arrangements that protect the research student in the event of the loss of a supervisor”

(p17)

The QAA viewThe responsibilities of supervisors may be set out in guidance issued by

the institution or by any sponsor(s). They may include:

Introducing the research student to the department (or equivalent), its facilities and procedures, and to other research students and relevant staff

Providing satisfactory and accurate guidance and advice

Monitoring the progress of the research student’s research programme

Establishing and maintaining regular contact with the research student (guided by the higher education provider’s stated regulations and guidance)

Being accessible to the research student to give advice (by whatever means is most suitable given the research student’s location and mode of study)

Contributing to the assessment of the research student’s development needs

Providing timely, constructive and effective feedback on the research student’s work and overall progress with the programme

The QAA viewEnsuring that the research student is aware of the need to exercise probity

and conduct his or her research according to ethical principles, including intellectual property rights, and of the implications of research misconduct

Ensuring that the research student is aware of sources of advice, including careers guidance

Helping research students understand health and safety responsibilities

Providing effective pastoral support and/or referring the research student to other sources of such support, including student advisers, graduate school staff and others within the research student’s academic community

Helping the research student to interact with others working in the field of research, for example encouraging the research student to attend relevant conferences and supporting him/her in seeking funding for such events

Where appropriate giving encouragement and guidance to the research student on the submission of conference papers and articles to refereed journals

Maintaining the necessary supervisory expertise, including the appropriate skills, to perform all of the role satisfactorily, supported by relevant continuing professional development opportunities

What does Glasgow expect?. Considerations for selecting supervisors may include:

5.2.1. Primary supervisors are normally required to have an equivalent or higher level of qualification than the qualification being undertaken by the supervised student. Supervision by individuals without the required level of qualification is subject to ratification by the Graduate School Board.5.2.2. Supervisors will normally be a member of the academic staff of the University or Affiliates of the University. 5.2.3. Other individuals, such as honorary or Affiliate members of staff, may act as supervisors subject to ratification by the Graduate School Board. These individuals are only permitted to supervise higher degree students in the capacity of a secondary supervisor. Exceptions may be considered by the Graduate School Board on a case by case basis. They must have the requisite qualifications and the ratification of the Graduate School Board.

Glasgow guidelines 5.2.3. Other individuals, such as honorary or Affiliate members of staff,

may act as supervisors subject to ratification by the Graduate School Board. These individuals are only permitted to supervise higher degree students in the capacity of a secondary supervisor. Exceptions may be considered by the Graduate School Board on a case by case basis. They must have the requisite qualifications and the ratification of the Graduate School Board. 5.2.4. Where the nominated primary supervisor is a probationary lecturer or a member of staff supervising a student for the first time, the secondary supervisor shall normally be an experienced member of the academic staff of the University and will have joint responsibilities5.2.5. At least one member of the supervisory team will be currently engaged in research in the relevant discipline(s). 5.2.6. Supervisory and other workloads: Workloads are set and agreed at either School, Graduate School or College level as appropriate, with consideration given to the maximum number of students it is appropriate for staff to supervise in particular disciplines.

Glasgow guidelinesResponsibilities of the supervisory team

5.6. The roles and responsibilities of the members of the supervisory team may vary across the Graduate Schools; however each Graduate School will ensure that supervisory teams assume the following responsibilities and that these are made clear to the student and to the members of the supervisory team:

5.6.1. acquiring and maintaining the necessary supervisory expertise, including periodic attendance at supervisor development sessions as required;5.6.2. giving guidance about the nature of research and the standard expected, the planning of the research programme, appropriate literature and sources, attendance at taught classes and seminar programmes, requisite techniques (including arranging for instruction where necessary) and the ethos of research;

Glasgow guidelines 5.6.3. being available to the student if they need advice;

5.6.4. requesting written work as appropriate, and returning such work with constructive criticism and in reasonable time; 5.6.5. giving advice on the necessary completion dates of successive stages of the work so that the whole may be submitted within the scheduled time; 5.6.6. ensuring that the student is made aware of any inadequacy of progress or of standards of work below that generally expected as soon as the issue arises;5.6.7. ensuring a written record of all meetings where concerns with the nature of supervision, or the student’s progress or behaviour are discussed is kept and ensuring that both the student and supervisor agree this record;

Glasgow guidelines 5.6.8. participating in the annual progress review process;

5.6.9. helping the student to interact with others working in the field of research, for example, encouraging the student to attend relevant conferences, supporting him/her in seeking funding for such events; and, where appropriate, to submit conference papers and articles to refereed journals; 5.6.10. ensuring that the student undertakes appropriate subject-specific and generic training, by making training opportunities known to the student, and by giving advice on how to devise a Personal Development Plan (Note: this advice may be given by the Graduate School rather than the supervisory team – students should check local arrangements with their Graduate School); 5.6.11. supporting the student in his/her training, including incorporating time for research and generic training and the reconciliation of new skills and knowledge into the student’s research study plan; 5.6.12. in the case of students whose first language is not English, advising on the availability of advanced language training, and supporting the student in his/her language training;

Glasgow guidelines 5.6.13. ensuring that the student is aware of the University’s regulations

and policies on research degrees; research misconduct including plagiarism; complaints; appeals; discipline; relevant College ethics policies; health and safety regulations; the University’s research policies; IP and Commercialisation policy; research student handbook; sources of funding and other relevant information for a research degree programme; 5.6.14. arranging appropriate opportunities for the student to practise communication skills, for example seminar presentations; 5.6.15. ensuring that the student is aware of institutional-level sources of advice, including careers guidance, health and safety legislation and equal opportunities policy;

Glasgow guidelines 5.6.16. providing pastoral support and/or referring the student to other

sources of such support, including student advisers (or equivalent), Graduate School staff and others within the student's academic community; 5.6.17. ensuring undocumented absences are reported in accordance with the University’s Attendance Monitoring Policy and/or to the Graduate Schools in order to comply with any attendance monitoring for students on Tier 4 visas (as required locally).

Working with international studentsIs there anything special about supervising international students?

Do the guidelines apply equally to all students?

Do international students have any special needs?

Do international students have any particular expectations?

Do the expectations vary depending on previous experience (eg a first degree in a UK university)?

Case Study 1Safah began her PhD about nine months ago. You are the primary/first

supervisor; the second supervisor is currently away on study leave.

She arrived with a first degree from a university in Pakistan. Privately, you had some doubts about supervising her. Not really your subject area. Not sure she had the right background. Not sure about her English ability. But your Head of Department thought it would be good for you and for the Department.

After nine months her progress has been slow. She comes to see you, very upset. She tells you about a range of family issues – her young son is unwell, they have been given notice to leave their flat, her mother-in-law does not approve of her studying. She wants your help.

What do you do?

Case Study 2 Li Peng is in his fourth year. It has not been an easy time. You like him

personally, but you have had to work very hard to help him, in the project design, in facilitating much of the data collection and in the analysis. Your co-supervisor says that you have done too much for him. You think that the end is in sight!

He brings you the first three draft chapters of his thesis. Many of the ideas are good (and reflect your input), but the presentation is weak and the English is awful. He is running out of time; you are running out of patience.

What do you do?

Case Study 3Joanna is an international student from Germany. She has previously

studied at Harvard, her husband is a very distinguished scholar and she works as the head of an organisation representing universities in Germany. You have no doubts about her ability. However, she sees no need for any skills development. She resists showing you any work (“I know what I am talking about”). You talk to your Head of Department, but he says not to worry (he knows Joanna’s husband).

She shows you the draft thesis. You are very concerned and set out all sorts of problems to be addressed, but she insists on submitting. A few days before the examination is due, the external examiner rings you up and says that she is going to fail.

What do you do?

Some particular issues for international research studentsWhat is the role of the supervisor in tackling the following issues?

•Loneliness/isolation – distance from home

•Language difficulties

•Different styles of learning

•Plagiarism/academic integrity

•Student finances

•Visa problems

•Family difficulties

A crucial questionWhere do we draw a line between the role of the supervisor and the work

of student services?

Does this differ for international students?

Criticality – a key problemThe Western approach to education is one which requires an individual to

be critical – to question texts and ideas, to challenge other people, to construct arguments, to have an opinion. For international students from a non-Western background critique may be an unfamiliar concept, something for which they are not well-equipped and, consequently, something which can be difficult for them to adjust to.

Critique may contradict the values emphasised in their previous education experience. To disobey or contradict what a teacher or supervisor recommends could be considered impolite and to subject the work of well-known and established academics to critical scrutiny could be considered disrespectful.

Critique may violate codes of language and social conduct. In some cultures ‘saving face’ and maintaining political and racial harmony is extremely important and hence any criticism of ideas has to be offered in a roundabout, indirect way rather than the more direct, up front approach advocated in Western education.

CriticalityCritique may be a politically or academically dangerous thing to undertake.

Some international students come from a home culture or situation where taking a critical stance, even when abroad, is risky and might impact upon their academic reputation or have political repercussions.

Critique may not take place in their first language. International students may readily be able to critique in their first language but doing so in English may be the problem. When writing or discussing in English they may lack sufficient ability to express themselves or to structure their words with an order that is appropriate to the English language and, therefore, conveys the meaning they want to get across and enables listeners and readers to understand what they are saying.

Supervisors and tutors may have well-defined views of what constitutes good writing e.g. critical analysis, evaluation, synthesis, but are unable to explain exactly what is meant by these terms.

(Oxford Learning Institute)

Peer supportResearch shows the importance of peer support.

Co-national peers, that is those from their own country, are particularly important for emotional support. Being able to talk with someone who has a shared culture and language is critical when one is going through a stressful emotional period.

Multi-national peers can provide important social opportunities, as there is a shared 'sojourner' experience which can often help with coming to terms with one's new environment. Doctoral students often report that it is easier to speak and understand English with other international students than with domestic students.

Host-national peers are important in assisting international students to understand how to negotiate their new academic environment and, in particular, ways of relating with supervisors and other staff involved in working with them on their research. It is through relationships with domestic peers that international students can learn the 'tricks of the academic trade.'

What do international students want? Some evidence from Oxford

Satisfied or very satisfied with...

Overseas   EU   Home

...subject expertise of supervisors

97 97 97

...level of research activity

94 94 96

...teaching ability of supervisors

92 91 94

...helpful feedback on my progress from my supervisor

88 86 87

...guidance from supervisor on topic selection and refinement

88 84 85

...confidence about managing a research project

87 86 87

...prompt feedback on my work

85 82 86

Oxford continued...understanding the required standard for my thesis

83 78 81

...learning that will get me a good job

76 72 80

...advice and guidance on long-term job opportunties from academic staff

67 63 69

...opportunities to teach

61 64 70

...OVERALL SATISFACTION with learning experience so far

88 90 90

...OVERALL SATISFACTION with all aspects of university experience

89 92 91

Some final thoughts• Importance of “soft” skills – showing an interest;

• If a student has some problems, don’t just pass them on to somebody else

• The University’s guidelines are a minimum expectation

BackgroundIncrease in doctoral study; more complexity; more diversity

Growth in professional doctorates

Increasing levels of quality regulation

Changing student expectations

Research projectUnderlying question – are there differences in the form of supervision

required between a PhD and a professional doctorate?

Some personal experiences – PhD/EdD/DBA

5 professional doctorates, 5 different universities

Interviews (5-7 in each case, students, programme directors, supervisors)

Some theory: Gatfield (2005)

High Support

Pastoral StyleLow structure and high supportCandidate has personal low management skill but takes advantage of all the support facilities that are on offerSupervisor provides considerable personal care and support but not necessarily in a task-driven, directive capacity

Contractual StyleHigh structure and high supportCandidate highly motivated and able to take direction and to act on own initiativeSupervisor able to administer direction and exercises good management skills and interpersonal relationships

Low Support

Laissez-faire StyleLow structure low supportCandidate has limited levels of motivation and management skillsSupervisor in non-directive and not committed to high levels of personal interactionSupervisor may appear uncaring and uninvolved

Directorial StyleHigh structure and low supportCandidate highly motivated and sees the necessity to take advantage of engaging in high structural activities such as setting objectives, completing and submitting work on time on own initiative without taking advantage of institutional supportSupervisor has a close and regular interactive relationship with the candidate, but avoids non-task issues

  Low Structure High Structure

Some more theoryIn 2007, Lee, Dennis and Campbell found that the following characteristics

were most valued by students (in order of importance):

Mentor for life career development and long-term interest

Enthusiasm (for the subject), for the student’s project and the student

Sensitivity to personal and professional needs and circumstances

Appreciating individual differences

Respect

Unselfishness; “lack of intellectual jealousy”

Supports others outside their own sphere of responsibility

Teaching and communication skills

The approach of the QAAIn 2011, the Quality Assurance Agency in the UK issued its guidance on

“Doctoral degree characteristics” (QAA, 2011). Here the emphasis is on consistency across the range of doctoral programmes. The QAA sets out a series of doctoral qualification descriptors, as follows:

“The creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline and merit publication

A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice

The general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems

A detailed understanding of applicable techniques for research and advanced academic enquiry

Some background on English higher education• 128 universities “public” universities

• 2 “private” universities, but likely to increase

• Title of “university” is granted by the Privy Council on the recommendation of the Quality Assurance Agency. Previously included research base; previously had to have a minimum of 4000 students. Now 1000 students.

• Strong traditions of autonomy

• Very diverse “system”

• Universities operate in a very independent way – employ staff, own property, can borrow money

The QAA (continued)The QAA also provides the UK Quality Code for Higher Education (2012)

which aims to provide a definitive reference point for UK higher education providers. This code sets out a range of expectations as far as supervision is concerned that apply across doctoral programmes of all kinds:

“The research student – supervisor relationship is of paramount importance in all research degrees. Higher education providers therefore establish systematic and clear supervision arrangements. These include providing research students with:

Opportunities for access to regular and appropriate supervisory support

Encouragement to interact with other researchers

Advice from one or more independent sources, internal or external

Arrangements that protect the research student in the event of the loss of a supervisor”

(p17)

The view of the QAA The responsibilities of supervisors may be set out in guidance issued by

the institution or by any sponsor(s). They may include:

Introducing the research student to the department (or equivalent), its facilities and procedures, and to other research students and relevant staff

Providing satisfactory and accurate guidance and advice

Monitoring the progress of the research student’s research programme

Establishing and maintaining regular contact with the research student (guided by the higher education provider’s stated regulations and guidance)

Being accessible to the research student to give advice (by whatever means is most suitable given the research student’s location and mode of study)

Contributing to the assessment of the research student’s development needs

Providing timely, constructive and effective feedback on the research student’s work and overall progress with the programme

Ensuring that the research student is aware of the need to exercise probity and conduct his or her research according to ethical principles, including intellectual property rights, and of the implications of research misconduct

Ensuring that the research student is aware of sources of advice, including careers guidance

Helping research students understand health and safety responsibilities

Providing effective pastoral support and/or referring the research student to other sources of such support, including student advisers, graduate school staff and others within the research student’s academic community

Helping the research student to interact with others working in the field of research, for example encouraging the research student to attend relevant conferences and supporting him/her in seeking funding for such events

Where appropriate giving encouragement and guidance to the research student on the submission of conference papers and articles to refereed journals

Maintaining the necessary supervisory expertise, including the appropriate skills, to perform all of the role satisfactorily, supported by relevant continuing professional development opportunities

FundingTraditionally a block grant for teaching and research.

1986 – teaching and research separately identified

But, major changes in recent years

2012 – shift in funding of teaching to fees

Research funding – increasingly selective between institutions – Research Assessment Exercise/ Research Excellence Framework

Other sources of funding – research, philanthropy

Strategic importance of funding

An alternative viewHarden, Carr and Lhussier (2014) write that:

“In the context of a professional doctorate, the research undertaken often takes the shape of practice development project. In this, the dialogical relationship between a particular practice development project and the cultural, social, educational and political aspects of the environment needs to be made explicit. We therefore suggest the supervisory craft required to support a professional doctorate candidate may be very different to that required for a PhD candidate. Professional doctorate students, like PhD students, are required to make an explicit contribution to knowledge. Their emphasis, however, needs to be in processing knowledge that is theoretically sound and original and of relevance to their practice area” (p1)

GovernmentResponsibility for higher education rests with the Department for Business,

Innovation and Skills – not with the Department for Education (BIS)

Higher education has a very high political profile, especially around the issue of fees

Government used to set overall student numbers, implemented through the Higher Education Funding Council for England (HEFCE), but now the caps on recruitment have been lifted

Government sets overall shape of higher education, but does not plan or control in detail – universities have a high level of freedom within which to act and determine their own priorities

What is a “system”?Definitions of a “system”:

“A set of things working together as parts of a mechanism or an interconnecting network; a complex whole”

Or

“A set of principles or procedures according to which something is done; an organised scheme or method”

Is English higher education “a system”?

Possibly, but only in the loosest sense

Is English higher education part of a wider education system?

Again, possibly, but in an even more loose sense

Some views (1)“I supervise both PhD and DBA students. I treat them in the same way

and expect the same from both. We often meet as a group and you can’t tell them apart. It is all about enthusiasm; showing you are interested in their research, helping whenever possible and being there whenever they need you. I tell all my DBA students to aim to produce papers for top conferences and journals, not just the PhDs. Ok, their research might be more applied, but I supervise all my research students in the same way.”

UK University, DBA supervisor B2

Some views (2)“For me, a professional doctorate must be based in the profession, in the

workplace that is what it is all about. I am not interested in papers for publication in academic journals that nobody reads; I want students to do research that is important for business, for their employer. I like them to have two supervisors, one from the University, one from the company; both equal. That way the research is relevant to the business.”

UK University, DBA Programme Director, A1

Some views (3)“I have a fantastic supervisor. He is a world expert in the field and has

written lots of books and papers. I have worked in business for many years – I didn’t want a supervisor with a business background, I wanted a researcher who could excite me and inspire me. That’s what I wanted most. He has shared his academic expertise and has been incredibly supportive.”

UK University, DBA candidate B5

“We all talk about our supervisors. They vary a lot. Some don’t seem to care; and you hardly see them. Others help you a lot.”

UK University, DBA candidate, B6

Supervising Professional DoctoratesKey factors:

• Strength of professional identity

• Institutional culture

Some conclusions• The underlying question (PhD or professional doctorate) is too

simplistic

• There is no single model of a professional doctorate and there is no single approach to supervision.

• Importance of the “soft” skills span all forms of doctorate

Some lessonsAbility and willingness to work with students who are often highly

experienced in their field, with extensive practical experience and who often possess significant self-confidence and a willingness to challenge “academic” conventions; supervising such students can be highly rewarding and stimulating, but , for some staff, it can also be threatening.

Capacity to work with external sponsors and to develop projects that may be based in professional practice, but also meet the expectations of the academic institution in terms of rigour, originality and ethics.

Ability to look beyond conventional research outputs and forms of impact.

Willingness to work as part of a team of supervisors that may include professional colleagues from outside the academic institution who may have very different understandings of the nature of the professional doctorate.

Thank You

Government steeringGovernment exerts influence over higher education by steering rather than

by control (except in certain areas such as medicine, teacher training)

Some levers of Government:

• Funding

• Competition

• Performance indicators (“naming and shaming”)

Some examples:

• Research funding for high quality activities

• Widening participation

• Working with business and industry

Increasing competition and marketisationCommon trend across the world

English universities are in competition with each other and with universities in other countries.

Stimulated by the move to fees and by “league tables and rankings”

Fees:

• Part of a philosophical debate – is higher education a public good or a private good? Clear shift towards the latter

• Also, very pragmatic approach – how to increase numbers of graduates without raising taxes

The result is that higher education today is “demand driven”, not “supply driven”

Some consequences Strong focus on the student experience – from initial contact to alumni

Awareness of cost

Awareness of the market – no more small MA programmes!; competitor analysis; focus on strengths; finding a niche

Importance of brand

The search for efficiency – “the lean university”; new managerialism

Focus on quality, and the demonstration of quality

Issues of market failure

New roles and responsibilitiesGrowing recognition of:

• The student experience – students as customers

• Employability

• Role of universities in regions – knowledge production and innovation

• Quality

• Impact

• Autonomy with accountability

• Performance indicators/ measurement of outputs

• Information for prospective students

Universities and their partnersUniversities cannot work in isolation.

Examples of key partnerships of English universities:

• Business and industry – research, support and consultancy, teaching, student experience, curriculum

• Hospitals – teaching and research

• Schools – teacher training, qualifications

• Other universities and colleges – teaching, research, operations

Initial teacher educationTwo main pathways:

• Postgraduate Certificate (one year, following first degree)

• Degrees in Education (four years)

Award of Qualified Teacher Status (QTS) – programmes “accredited” by Office of Standards in Education and Training (OFSTED)

Key issue – Government wants more practical training (less theory) leading to transfer of resources from universities to schools; some universities are withdrawing from initial teacher education

Managing changeSome key lessons:

•Establish a clear rationale – not change for the sake of change

•Leadership – at all levels

•Incentives – for universities, for staff – “carrots, not sticks”

•Transitionary arrangements

•Staff development

Some reflections on system changeChange needs to be supported by evidence – what is not working and why;

how can activities be done better; what are the advantages?

Change needs incentives to encourage different parties to work together (normally resources); you can’t force people to work together.

Steering or legislating

Don’t forget that a “system” is made up of components – change needs to be considered as “bottom up” not just “top down”

Encourage and celebrate diversity (possibly with some minimum expectations); work with autonomy – don’t fight it (but autonomy also requires accountability, financial and quality)

Thank you

John.Taylor@liverpool.ac.uk

The position today• Approx 500,000 international students (non-EU) out of a total of about

2.3 million

• Main markets: China (rate of growth has slowed); India (falling); South East Asia (stable), Middle East (growing)

• All levels (pre-degree, UG, PGT, PGR)

• Mainly in vocational subjects (business/management, computing, engineering); medicine restricted in UK

University strategies• Clear overall plans

• Recruitment targets by department/course

• Infrastructure – market research, international offices, overseas offices in key markets

• The student experience – from initial contact, residential accommodation, “customer focus”

• The learning experience – multicultural learning, different styles of learning

Some specific ideas• Developing courses for international demand

• Financial incentives for recruitment – university, department, individual

• Importance of marketing, being “out on the road”, but not just recruitment fairs

• Importance of good information

• Competitor analysis

• Use of agents

• Speed and flexibility – reacting to new opportunities, making offers

• The student experience is critical – word of mouth is the best marketing

• Alumni links

• Role of senior management/leaders

MarketingDirector of Marketing

Approx 25 staff – to cover home and international activities

Highly centralised

Website

Advertising – limited, but can still be important

“Paper” – reduced, but can still be important

Recruitment fairs – limited value

Online applications

Target – one week turnround/ devolved

Measuring the student experience – from start to finish and beyond

Some issues• It is not all about money!!! International students add hugely to campus

life

• Importance of diversity in recruitment

• Try to avoid over-dependence on certain markets

• UG, PGT, PGR?

IntroductionMuch has been written about internationalisation, but mainly at a “macro”

level (Knight, de Wit, Van der Velde).

Much less has been written about internationalisation at the level of the institution or the individual member of staff.

This presentation looks at motivation and values at institutional and individual levels.

Six areas of activity:

• Recruitment of international students

• Recruitment of international staff

• Transnational delivery of higher education

• Student and staff mobility

• International research collaborations and networks

• “Internationalisation at home”, including internationalisation of the curriculum

Research ProjectsThis paper is based on three related research projects:

• Strategies for Internationalisation in UK Universities

• Perceptions and Management of Internationalisation in UK and US universities

• Motivations and practices of six UK universities in the delivery of transnational higher education in China

Defining InternationalisationJane Knight:

“The process of integrating an international, intercultural and global dimension into all the purposes, functions and delivery of post-secondary education” (Knight, 2003)

Process – idea of an evolving, changing activity

International – implies the involvement of different nations and cultures

Intercultural – implies an impact on the “home” environment

Integrating – suggests a deep-rooted, broadly based activity

Purposes and functions – an all-embracing approach

Views of InternationalisationSome traditional views of internationalisation:

• The wandering scholar

• International movements of students – not extensive, but nothing new

• International movements of staff

• International movements of ideas of higher education (UK and Empire; Germany in Europe and beyond)

• Collaborative research

• Erasmus programme – started in 1987. Now evolved into Erasmus +

Over 4000 institutions; over 6 million students have benefited .

 

Changing motivations. Middlehurst and Woodfield present a series of six influences to be

considered:

• social and cultural advantages,

• political factors,

• economic gains,

• academic factors (especially quality issues),

• competitive forces

• issues of institutional development

Example (1)University A, a relatively small, research-intensive university emphasises a

“strategic imperative of becoming a top 100 University worldwide by 2017”. To that end, it incorporates the following aims within its International Strategy:

“To internationalise the educational, cultural and social experience of all students, faculty and staff irrespective of location such that the University’s contributions to learning, teaching, research and enterprise gain real and concrete expression in professional and academic experience, relevance and international impact.

To give the University substantive international reach through strategic partnerships with quality institutions and public and private research funding bodies and other organisations.

To promote international influence, reputation and visibility through a network of influencers in international, national and transnational government and non-government organisations.”

Example (2)University B, a large Russell Group institution, has similar aspirations:

“The University’s strategic aim is to be amongst the world’s leading research intensive universities. World class universities are inherently international in their focus, reach and impact. In order to attain this goal, we need to:

a) Achieve an influential world-leading research profile; create a research culture that attracts world class graduate students and distinctively translates this into learning opportunities for undergraduate students.

b) Inspire our students to develop their full potential through the delivery of a distinctive and inspiring ….experience.

c) Increase the impact of our activities on a local to global scale.”

Example (3)By contrast, University C is not a strongly research-based institution.

However, it still wishes to operate on the international stage:

“….the University must move beyond a simple approach to internationalisation which involves basic international recruitment and delivery overseas coupled with attempts to internationalise the curriculum. A more holistic approach is required if the transformation of the institution into a truly international University is to be achieved.”

University C also stresses the importance of embedding a long-term perspective within internationalisation and the need for careful commitment of resources:

“In global approaches to education, increasing emphasis is being placed on long-term and genuinely collaborative partnerships. These can operate on a number of levels: governmental, industrial, commercial and institutional. They are dependent on a willing investment of time and resources, and a commitment to the development of a genuine mutual partnership.”

Example (3) continuedSuch an approach also requires a recognition of institutional

responsibilities:

“In aspiring to a holistic approach to internationalisation, the University recognises that it must undertake activities at home and overseas which advance economic development, social cohesion, constructive social mobility and cultural understanding. There is a link between building a truly international university and building international communities in an interdependent world that reflects the fundamental values of community and freedom of expression and enquiry.”

Note the explicit reference to values.

Example (4)Such ideas are also captured by University D, a large research-based

university and member of the Russell Group, in a set of four guiding principles:

“Reciprocity Internationalisation is a two-way process; for the University to realise the full benefits of our global reach, we must give as much as we get. We believe as a community that by working multilaterally rather than unilaterally we achieve more in terms of teaching, research and knowledge transfer. We concentrate our energies on cultivating enduring, boundary-spanning relationships that are mutually beneficial which applies to students and to academic and commercial partners.

Commitment Internationalisation is an investment for the future and requires a long-term commitment – to our students, to our staff and to our partners globally.

Example (4) continuedSocial and environmental responsibility Knowledge is a public good

and we recognise that we have a responsibility to generate and share knowledge for the greater good of society. Although we are fundamentally a British institution, internationally, we will always aim to be sensitive and relevant to local circumstances. As an educational institution, operating on a global level, we are committed to educational capacity development in emerging economies, doing so in a way that is environmentally sustainable.

Quality We seek to maintain the highest standards in all that we do.”

Note again, the reference to values:

Giving not just taking

Sustainability

Ideas of public good

Partnership

Changing IdeasNotions of status and quality, measured or perceived at an international

level rather than within institutions or within national boundaries.

Expectations of global impact, rather than local or national; moreover, an expectation, not simply a hope or aspiration.

Recognition that internationalisation is an all-embracing concept that needs to be integrated within everything that the university is involved with and requiring the active commitment of all staff, as distinct from a fringe activity involving a few key enthusiasts.

Understanding that internationalisation is a long-term process that requires institutional commitment in order to secure sustainability and success, not something that comes and goes according to the turnover of staff.

Changing IdeasRecognition that internationalisation requires the investment of scarce

resources (not least senior management time) and a recognition of opportunity cost, and that, with such recognition, comes the need for prioritisation between competing claims (both between internationalisation and other claims on institutional resources and between competing demands within the internationalisation agenda) and for evaluation of the outcomes from such investments (including the use of performance indicators and pursuit of value for money).

Acceptance of the breadth and massive potential of international contacts, including international governments and business, a vision that now extends well beyond simply contacts with other universities, staff and students;

Acknowledgement of institutional responsibilities, including an ethical dimension to internationalisation in higher education.

Recognition of the need to ensure that high quality is maintained throughout the whole spectrum of internationalisation activities.

Importance of StrategyWith such changes has come a need for universities to exercise some

degree of oversight with respect to internationalisation, to encourage, foster and shape activity, but also to regulate, to monitor and to ensure the effective, appropriate use of resources. As a result, internationalisation now commands a key position within the leadership and management of most higher education institutions.

Leadership of internationalisationIn the context of internationalisation, some particular qualities of leadership are

required:

A clear vision of the meaning and importance of internationalisation.

Excellence as a communicator, able to convey the importance of internationalisation within the institution and to other stakeholders, and able to explain the university’s aims and objectives, and policies, to diverse, and often critical, audiences both at home and abroad.

The ability to inspire others who might be sceptical of the importance of internationalisation or who might simply feel overwhelmed by other pressures on their time and resources or by conflicting expectations.

A strong sense of imagination, able to envisage the shape and form of substantial international developments.

A willingness to take calculated risks on new undertakings and an acceptance that not every new initiative will succeed, or succeed to the level originally anticipated.

A sense of ambition for the institution.

The ability to network with others, both inside and outside the university, both at home and abroad.

Governance: Example (1)University E, a large multidisciplinary, research intensive institution, is typical:

“The breadth of the University’s existing and potential international activity necessitates strategic leadership to co-ordinate different strands and provide a clear focus for development. Resources will need to be directed where they are most effective and this will require a selective approach. The Vice-Principal will chair an International Board which will oversee the international portfolio of activities including the implementation of actions arising from this Strategy. The Board will provide strategic direction to and central coordination of activities, ensuring that the appropriate support mechanisms, services and policies are in place, and coordinating the communication of these activities. The Board will also oversee the University’s involvement in ….international networks and manage a “seed fund” available to Schools and Corporate Services to facilitate the development of links and international activities within the overall framework. This could include travel grants, administrative support or staff buyouts. The Boards will delegate responsibility for delivering the various parts of the Strategy to different leads……

Example (1) continuedThe Board will set up a number of time-limited international Region

Working Groups to review activity and potential for each global region and developing a regional plan, encompassing student recruitment, collaborative provision, research links, communications and other activities. The Board will be responsible for determining priority markets based on the plans provided by the Working Groups and for overseeing the implementation of these plans.

Representatives of academic Schools and Corporate Services will be involved in the International Board and the International Region Working Groups and it is anticipated that the former will lead the International Region Working Groups. The Board will discuss with Schools the idea of establishing a network of School “champions” in the delivery of the International Strategy. Any initiatives or developments must be sensitive to existing arrangements and investments by Schools”

Ideas of control, planning, selectivity

Example (2)University F, another large research-led institution, tackled issues of

management and organisation as follows:

“An International Steering Group will be established to direct the development of internationalisation action plans and to monitor progress against the strategic objectives. Key indicators of progress are currently under consideration in the light of the indicators currently reported to Senate and Court; the purpose of the internationalisation suite of indicators will be to provide faculties with a more sensitive framework for self-evaluation.

Example (2) continuedRegional action plans will be developed in the year ahead. The Regional

Champions convene Working Groups ….to review activity and identify and coordinate potential opportunities and areas for development in each global region. Regional Working Groups will act as a source of advice for staff, especially related to academic business development, identification of potential strategic partnerships with targeted institutions and to facilitate activities which will build the profile of the university in key markets. For the University fully to capitalise on international opportunities, effective communication channels need to exist between the Faculties, Services and the Regional Champions. Deans have been asked to consider the optimal mechanisms to progress this work in a coordinated manner”

Again, ideas of control, targets