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
Dams
Irrigation
Control
Released Lands
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Different views ofInternationalisation
Professor Dzulkifli Abdul Razak
French satirical cartoon map, Carte drôlatique d’Europe pour 1870
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