INTERNATIONALIZATION OF HIGHER

EDUCATION

Senia Terzieva

1 – 8 March 2015 SEMEY

EU UNIVERSITY COLLABORATION in the FIELD OF EDUCATION

European Higher Education Area (EHEA) – the most important outcome of the Bologna process

http://www.ehea.info/

EHEA was meant to ensure more comparable, compatible and coherent systems of higher education in Europe. It was launched along with the Bologna Process' decade anniversary, in March 2010, during the Budapest-Vienna Ministerial Conference.

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ERASMUS Sub-programme and now EARASMUS + - Decentralized actions – managed by the National Erasmus bodies.

- Erasmus chartered Universities;- Bilateral agreements for academic mobility;

- opened for participation of companies and research institutions. - Centralized actions - managed by the Education

Audiovisual & Culture Executive Agency- ERASMUS University Charter;- Multilateral Project (Joint Programmes development);- European Thematic Networks.

LIFELONG LEARNING PROGRAMME

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EUROPEAN

HIGHER EDUCATION PROGRAMMES Lifelong Learning Programme – LLP

Erasmus Mundus – EM

TEMPUS

Bilateral Cooperation:

- the EU-USA ATLANTIS programme

- the EU CANADA programme

Intra ACP academic mobility scheme cooperation between countries in Africa, the Caribbean and the Pacific

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QA in education in the conditions of increasing internationalization

• On the one hand, the quality of the process of internationalization is an issue.

• From the other perspective the internationalization is indicator for quality of education and modernization of the HE institutions

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• Quality through mobility & international co-operation - Learning mobility windows and moving between programmes- Efficient recognition of studies abroad- Improving access and employment conditions for non-EU students and

researchers

• Education, research & business for excellence and regional development

- Stimulating entrepreneurial, creative and innovation skills and environments- Encouraging partnership and co-operation with business- Involvement of HE institutions in regional development plans

• Governance and Funding to support strategic choices - Sufficient, efficient and well-targeted funding- Empowering institutions to play to their strengths

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The dimensions of the internationalization can be allocated in several spheres:• political – retention of the national profile and international

status, increase of the overall status through comparability.• economic – growth and competitiveness, labor market

employability• social and cultural – massification, cultural understanding

and disseminating the different language and culture• academic – academic vision and development orientation,

institutional capacity, curriculum and management systems, HE quality and academic standards, world-class universities

Dimensions of the internationalization

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QA in Higher education

Definitions • Quality = conformity to specifications• Quality = suitability for use• Quality = an orientation to the present and future

needs of consumers• Quality = the ability to satisfy the needs (explicit

and implicit) of the customer• Quality = the degree to which a set of intrinsic

characteristics satisfies requirements(requirements = needs or expectations that can be defined)

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Bologna Process and Mobility

• Today many people in the HE think about the Bologna Process as connected to the ERASMUS scheme, in other word Bologna = Mobility.

• Cross-border mobility of students, teachers and researchers has increased in recent decades and international flows of academic personnel now crisscross the globe in all directions.

• The intense mobility is a source of new processes which are manifested in different ways on the traditional educational environment.

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The issue of internationalization

The influence is revealed in many directions

and the internationalization directly affects

the quality of education:• Joint programs and co-operation• Comparison and concordance• Mutual/direct interaction in education• Positive competition

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Internationalization as quality indicator

Many of the indicators of the quality of education are based on an increasing internationalization. Results from the Bologna Process, are expressed as quality indicators: • harmonization• recognition • improved quality and reputation • conditions for exchangeAll of them are results in the levels of preparation for the graduates which gives stimulates internationalization. 1 – 8 March 2015 SEMEY

Internationalization as quality indicator

On the other hand, the quality of the process of internationalization is an issue which relates mainly to the process and is a quality indicator. In the context of the Bologna Process, internationalization is a measure for the basic processes which include quality assurance:

objectives, strategy, resources.

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The assurance of the process of internationalization for some universities involves some common strategies and activities.

They are connected to the programs and organized work on international mobility:

Program activities

Organizational activities

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Strategies and activities

Program activities

• Preparation for student and staff mobility • Curriculum development harmonized with universities abroad• A good practice in providing working frameworks• Academic quality of programs and degrees awarded• Provided foreign language education• Joint research projects and cooperation• Joint programs and joint diploma• Scholarships, internships, funding• Seminars for delivery of information about studying in

universities abroad• Extracurricular activities• Teaching of inbound international students

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Organizational activities

• international partnership agreements• reach mutual recognition agreements with other bodies• specific management – commitment and support of the mobility

process, with emphasis on the importance of the academic

quality programs and degrees awarded by universities and

institutions engaged in traditional education• staff training and support and involvement of the staff and in the

process of internationalization• international orientation and initiatives• communication channels and acknowledgements of the value of

underlying ethical principles and values• planning budget for non-traditional activities and review• funding, stimulating, rewards

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Academic department level Activity areas & Indicators,

• Teaching methods– Language of instruction– Joint programs– Mode of instruction (lectures/laboratory/self work/working

groups /problem based learning…)– Course materials (text books, readers)– Teaching team– New learning technology (backboard, e-learning, distance

learning ,etc.)– Modes of examination (multiple choice/open

questions/oral/assignments…)– Grading system and scales

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Institutional dimensions of the internationalization in the context of improving quality

• Teaching and learning– Curriculum design and content

– New curricula, modules and courses

– Substantial curriculum revision an innovation

– Learning outcomes/competencies (Tuning)

– Integrate foreign language studies in the curriculum

– Integration of international perspective in teaching

– Revision of degree qualification skills/soft skills

– Cultural knowledge and understanding

– Internationalization officer at the faculty/department level

– Interdisciplinary elements between programs

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Quality assurance / professionalization– Course evaluation (teacher evaluation)– Training for teachers( preparation for

international calssroom)– Seminars to prepare teachers for

internationalizations– foreign language proficiency of teachers– Curriculum review ,academic audit – Teaching skills

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• Academic learning environment – Academic counseling for students– Accessibility of teaching staff (office

hours/appointment…)– Exposure to international experiences in

the classroom– Involvement in extra-curricular activities of

students1 – 8 March 2015 SEMEY

• II research– Networks and cooperation– Participation in research networks– International cooperation in terms of joint

publications , projects , proposals– Conference organization– Conference attendance

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• Research performance– Integrating international perspective in research– Development of new expertise areas– Participation in international research projects– Strengthening the quality of research– Economic and social impact of research– International project acquisition (grant funding)– Orientation towards international publications

• Student services– Student counseling– Information meetings for mobile students– Implementation of a diploma supplement– Information availability (study guides, website, syllabi)

• III openness and modernization– Internationalization policy– Regional cooperation– Cooperation with industry– Disseminating knowledge to a broader public

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QA - objectives, strategy, resources and internationalization

From the view point of the processes in the QA – objectives, strategy, resources internationalization can be assessed as an enhancer of the educational institutions. Internationalization influent higher education functions through its main elements and their correlation:

• Academic staff, administration and students who create the ideas and

offer the moving power for the processes and provide the advance of

the whole environment towards new goals.

• Experience, knowledge, skills, competences – learning, social,

professional, etc., which are the product designed for the whole

society. That product is based on programs, education methodology,

teaching/learning methods and pedagogical tools.

• Institutions and conceptions of building which are designed to match

the educational and creative process.1 – 8 March 2015 SEMEY

Internationalization – the development in UCTM• Double courses with EU universities and joint diploma for UCTM and:

● Technische Universität Hamburg-Harburg и Otto-von-Guericke Universität Magdeburg  –  Germany, bachelor

● INP de Toulouse-Ecole Nationale Supérieure des Ingénieurs en Arts Chimiques et Technologiques, Ecole Nationale Supérieure de chimie de Montpellier, Ecole Nationale Supérieure de chimie de Rennes, Ecole Nationale Supérieure de chimie de Lille – France, master after secondary school

● Moscow State University – Russia, bachelor

● TEI – Patra, Greece, master • Active students and teachers mobility in – SOCRATES ERASMUS, LEONARDO

DA VINCI, CEEPUS, TEMOUS, GRUNDVIG (ALPINE).

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Project MARCO XXI (2011 г.)• Kostanai State University; Eurasian Uiversity • Kazakh Agro-Technical University

Cooperation with universities in Kazakhstan

TEMPUS, Project CIBELES: • Kostanai State Akhmet Baitursynov University

• S.Seifullin Kazakh Agro -Technical University• Kazakh-British Technical University • Kokchetau State University named • After Shokan Ualikhanov • Academician E.A. Buketov • Karaganda State University

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Bilateral Cooperation: • Kostanai State University Akhmet

Baitursynov

• Karaganda State University

• Shakarim State University of Semey

Q & A

Thank You for Your Attention