Developing InstitutionalInternationalisation

What is Internationalisation of HigherEducation

Professor Mohamed LoutfiCouncil Member, The Magna Charta Universitatum, BolognaPro Vice- Chancellor, Cardiff Metropolitan University, UK

INTERNATIONALISATION

'the process of integrating aninternational, intercultural, or global

dimension into the purpose, functions ordelivery of post-secondary education

(Knight, J)

Knight lists the requirements for internationalisation andcategorises them into;

Activities, such as study abroad;Outcomes based approaches, such as studentcompetencies;Rationales such as income generation.

The iŶĐlusioŶ of the ǁ ord process highlights the Ŷeedfor continuing action such as the development of aninfrastructure for decision making, implementation, andevaluation.

INTERNATIONALISATION

Cardiff Met has adopted a broad definition ofinternationalisation:

The PROCESS of integrating international,intercultural or global dimensions into

teaching, research and service function ofthe Institution.

INTERNATIONALISATION‘The Intentional process of integrating an

international, intercultural or global dimension

into the purpose, functions and delivery of post-

secondary education, in order to enhance the

quality of education and research for all

students and staff, and to make a

meaningful contribution to society'.

(2015, European Parliaments)

The changes are: ..

• An intentional process indicates that the process is a planned andpurposeful one, which creates a framework for future direction andis designed to strengthen and enhance higher education iŶstitutioŶsvisibility, performance and quality.

• .. for all students It reflects increased awareness thatinternationalisation of higher education needs to be more inclusiveand less elitist.

• …. and staff, since internationalisation of higher education iscritically dependent on active engagement and commitment of allstaff members, to deliver.

• enhance the quality of education and research not a goal in itself,but a means to a goal

• and to make a meaningful contribution to society' should notfocus solely on economic rationales.

WHY INTERNATIONALISE?Internationalisation focuses on preparing theUniversity to be a responsive global citizen tofulfil a society need by equipping graduates

to be active global citizens

[Higher education should] “educate for

citizenship and for active participation in

society, with worldwide vision …educate

students to become well informed and deeply

motivated citizens, who can think critically,

analyse problems of society, look for solutions

to the problems of society, apply them and

accept social responsibilities.”UNESCO World Declaration on Higher Education for the 21st Century

WHY INTERNATIONALISE?

HEA addressed internationalisation

and stresses that all graduates,

regardless of their country of

origin, to be informed, responsible

citizens able to work effectively in a

global multicultural context.

Universities has a role as the

change agent

WHY INTERNATIONALISE?

At home, campusbased activities topromoteinternational/intercult •

ural understanding:

• Curriculum• Mix of staff and

Students• The Campus.

Abroad, involving all forms ofĐross ďorder eduĐation

Forging new teachingpartnerships –Transnational Education(TNE)

• International collaborationin research

• Forging new reach-outpartnerships.

INTERNATIONALISATION

Unlocking our Minds

Kinds of thinking

• Adaptive Vs Creative

• Vertical Vs Lateral

• Linear Vs Non-linear

• Reductionist Vs Holistic

• Static Vs Dynamic

• Laundry List Vs Systemic

Wimbledon

165 applied for the men's singlecompetition

How many matches must theorganiser cater for?

165 – 91 byes = 74

R1 = 74 / 2 =37

R2 = 37 + 91 byes =128 / 2 = 64

R3 = 64 / 2 = 32

R4 = 32 / 2 = 16

R5 = 16 / 2 = 8

R6 = 8 / 2 = 4

R7 = 4 / 2 = 2

R8 = 2 / 2 = 1

37+64+32+16+8+4+2+1 = 164

• Concentrates on winning

165 – One Winner = 164

• Concentrates on loosing

• How many losses 164

• 1 match to lose

• 164 matches

Quantum Physics Vs Traditional Physics

• Behaviour is Probabilistic

• Measurements is uncertain

• Behaviour is Chaotic

• Far from Equilibrium

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Different views ofInternationalisation

Professor Dzulkifli Abdul Razak

French satirical cartoon map, Carte drôlatique d’Europe pour 1870

Europe

1000 CE

www.bethisad.com/map_europe_1000ad.jpg

Not-so-Dark Ages

http://www.fivethirtyeight.com/2009/06/how-to-destroy-almost-half-planet-for.html

…how Global North views the world…

My view

IAU: Affirming Academic Valuesunderpinning Internationalisation

• Reǀ isit iŶterŶatioŶalisatioŶs uŶderlyiŶg ǀ alues, priŶĐiplesand goals, including but not limited to: interculturallearning; interinstitutional cooperation; mutual benefit;solidarity; mutual respect; and fair partnership.

• Call for active, concerted effort to ensure thatinstitutional practices and programs successfully balanceacademic, financial, prestige and other goals.

• requires institutions everywhere to act as responsibleglobal citizens, committed to help shape a global systemof higher education that values academic integrity,quality, equitable access, and reciprocity.

Ethical IŶterŶatioŶalisatioŶ; soŵe thoughts ….Internationalisation should;

• Educate for global citizenship with attributes such as openness to andunderstanding of other world views, empathy to people from other backgroundsand the capacity to value diversity.

• Mutually beneficial Relationships and Partnerships

• Be a vital means to achieve global civic engagement, global social responsibility,social justice.

• Student centred, equitable, inclusive and less elitist by not focusing predominantlyoŶ ŵoďility ďut ŵore oŶ the ĐurriĐuluŵ aŶd learŶiŶg outĐoŵes. The aďroadcomponent (mobility) needs to become an integral part of the internationalisedcurriculum to ensure internationalisation for all, not only the mobile minority.

• Incorporated in the core mission of the institution

• Goes beyond student recruitment, TNE

• Although it is Important to the fiŶaŶĐial staďility of HEIs , not be goal in itself, buta means to enhance quality, student experience and employability.

• Market Oriented Theme(Value: fostering economic performance and competitiveness)

• Academic Theme(Quality: improvement of the quality of teaching and learning

and preparing students to live and work in a globalised world)

• Humanitarian Theme(Impact: enhancing the quality of life of disadvantaged

communities)

Commendations: strategy, governance, culture, learning and

teaching, support services, internationalisation activities both at

home and abroad.

Internationalisation is pervasive throughout the institution and

embedded deeply within each of its schools and units.

Who we are?

What is a SOCIETY?• The English word "society" is derived from the French

société, which, in turn, had its origin in the Latin societas, afriendly association with others

• In political science, the term is often used to mean thetotality of human relationships, generally in contrast to theState, i.e., the apparatus of rule or government within aterritory.

• In the social sciences it has been used to mean a group ofpeople that form a semi-closed social system, in which mostinteractions are with other individuals belonging to thegroup.

• Local Society / National Society / Global Society

UNI VERSITASLatin unum (one) vertere (turn to)

• Turn To The One, a number of personsassociated into one body

• Places man at the centre (ad unum vertere)

a motto that corresponds to the nameUNIVERSITAS

(Vaclav Havel, 1996 in Olomouc)

What is a UNIVERSITY?

What is a UNIVERSITY?

• Academic institutions traditionally consider theyhave been set up to do teaching and research. Morerecently, they have added service to the missionsthat justify their existence in society, but that is stillvery much a university point of view.

For outsiders, however, what are universities neededfor? IŶ today s ǁ orld, aĐadeŵiĐiŶstitutioŶs aĐt as:

Four Functions of a University?

• Truth, correspond to the traditional reasoning of science, i.e., todoubt, to imagine and to assimilate / explores the unknown ( Think-tanks for the future);

• Meaning, rearranging the Known to come up with new meanings –sociologists, political science, anthropology, economics.

(Providers of knowledge).

• Welfare, prepare students for a constructive integration in the labourmarket & reinforce the economic strength of the nation (Laboratoriesfor innovative products and services)

• Order, i.e. giving qualifications, leading to a social mobility ladder –(Centres of qualification)

(Universities profiles vary considerably)

Quest for Truth

Quest for Meaning Quest for Order

Quest for Welfare

Dissent

Responsibility

(accountable for their choices)

Consent

Responsiveness

(accountable for theirFailures, Inefficiencies)

Ob

jectiv

e

Subjective

What is a UNIVERSITY?

• Truth, (Think-tanks for the future);

CERN in Geneva, or IBM in Rueschlikon

• Meaning, (Providers of knowledge);

Wikipedia

• Welfare, (Laboratories for innovative products and services);

Industrial labs

• Order, (Centres of qualification);

Professional schools

(Universities profiles vary considerably)

University Identity

Macro Level (ambitions)

• the four functions, unfolded, can representsociological explanations for the universityphenomenon.

• Have the universities allegiances that gobeyond science and arts? Are they to meetspecial and explicit social aims?

Meso Level (institutional culture)

• If the university is to flourish, it must be able to livefrom the tensions born out of these four socialfunctions – by giving them a common frame ofdevelopment.

• Each institution, with its own history and geography,will do the cross-fertilisation its own way, giving moreor less weight to this or that function.

• to keep a university identity, academic institutionsmust care for a bit at least of all these four roles, eachuniversity balancing them their own way.

University Identity

Micro Level (operations)

• usual focus of most procedures. How much ofan input for what output or, in morephilosophiĐal terŵs: ǁ hat ŵeaŶs to ǁhiĐheŶds?

• For long, the focus was on the inputs

For the last fifteen years, the trend has beento look into the output

(Fitness for the Purpose)

University Identity

• Universities are responsible for their owndevelopment, for their understanding of theirrole in society.

• Four Functions cross-fertilise each other tomove towards the one, the unity that placesmankind at the centre

• Four Functions determines the UniversityIdentity

Strategy

Strategy Objectives1. To enhance student employability through the internationalisation

of curricula

2. To promote the recruitment of staff from outside of the UK

3. To develop a more balanced distribution of overseas studentsbetween Schools & programmes, and increase the number of non-UKEU students

4. To expand TNE collaborative provision activity within a robustquality environment

5. To encourage international research activity amongst staff anddoctoral students

6. To deliver enterprise services to non UK-based customers

THREE KEY THEMES

The Internationalisation Strategy is composed of three key themes:

The strategy is supported by an Action Plan which will be refreshed on anannual basis.

THEME ASSOCIATED OBJECTIVES

1. Academic Activity Expand on-campus overseas student population

Expand TNE provision

Expand student & staff mobility

Enhance the quality & impact of research & enterprise

2. Market Positioning Portfolio diversification

TNE partnership diversification

TNE ‘product’ diversification

TNE geographical diversification

3. Support & Controls Maintain robust quality assurance & risk management

Better integration of support & administrative mechanisms

Structure

Recruitment

of Students

Image of

UW IC

TRAINING

Int Dev

Strategy

skill of staff

skill of staff

skill of staff

TRAINING

skill of staff

TRAINING

TRAINING

MARKET

Marketing

Targets

Feedback

Feedback

Feedback

Suitability of

Marketing

Strategy

Marketing

StrategyRegistered

Students

Student

RetentionStudent

W elfare -

Suitability of

Admissions

Policy

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• Development of an Internationalisation Strategy• Fitness of the Purpose VS Fitness for the Purpose• Internationalisation in Practice 1• Internationalisation in Practice 2• Challenges and Trends of Internationalisation of

Higher Education

Thank You