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INCOME PROJECTTEMPUS SCM MEDA
INDEX
1. International activities and internationalisation in a HEI
2. Evaluation of internationalisation
3. Internationalisation of curricula in HEI
4. The internationalisation process
5. IRO Models
6. Debate – IRO SWOT Analysis
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1. International activities and internationalisation in a HEI
What makes an university “international”?
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1. Undergraduate international students
2. Postgraduate international students
3. Student exchange programs
4. Staff exchanges programs
5. Staff interaction in international context
6. Internationally focused programs of study
7. Attendance to international conferences
8. International research collaboration
9.Internationally recognised research activity
10. Support for international students
11. International institutional links
12. Overseas curriculum
13. Overseas trained staff
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1. Mobility of students and teachers is considered to be the most important reason for making internationalization a priority and is identified as the fastest growing aspect of internationalization.
2. Brain drain and the loss of cultural identity are seen as the greatest risks of internationalization.
3. Student, staff and teacher development; academic standards and quality assurance; and international research collaboration are ranked as the three most important benefits of internationalization.
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4. Lack of financial support at the institutional level is identified as the most important obstacle for internationalization.
5. Distance education and the use of ICTs are noted as key areas for new developments.
6. Faculty are seen to be the drivers for internationalization, more active than administrators and students.
7. While two-thirds of the institutions appear to have an internationalization policy/strategy in place, only about half of these institutions have budgets and a monitoring framework to support the implementation.
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8. Rationales based on academic considerations for
internationalization ranked higher than rationales based on
political or economic considerations.
9. Intra-regional cooperation is the first geographic priority for
Africa, Asia and Europe. Overall, Europe is the most favoured
region for collaboration.
10. Issues requiring attention include development cooperation,
quality assurance/accreditation, funding, and research
cooperation.
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3. Internationalization of the curricula in universities
"Curricula with an international orientation in content,
aimed at preparing students for performing
(professionally/socially) in an international and
multicultural context, and designed for domestic
students as well as foreign students"
(OECD)
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Main aspects of curricula internationalization
Curricula which prepare students for defined international professions;
Curricula leading to internationally recognized professional
qualifications;
Curricula leading to joint or double degrees [with other universities];
Curricula in which compulsory parts are offered at universities abroad;
Curricula with an international subject (e.g. international law);
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Main aspects of curricula internationalization
Interdisciplinary programs, such as regional studies, covering more than
one country;
Curricula in which the traditional/original subject area is broadened by an
internationally comparative approach;
Curricula which address explicitly cross-cultural communication issues
and which provide training in intercultural skills;
Curricula in which the content is especially designed for foreign students.
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Main aspects of curricula internationalization
“That an ‘internationalised curriculum’ should create values and
beliefs and intellectual insight through which domestic and
international students participate in a equally beneficial,
internationally and multi-culturally and ethically aware
educational process, engaging with and creating global up-to-
date knowledge, developing understanding and useful skills,
and preparing students to a concept of life long learning”.
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4. Internationalisation - Process
ZERO STAGEINTERNATIONALISATION AS MARGINAL ACTIVITY
There are some free movers Internationalisation is an exotic and status phenomenon – some important actors in the organisation travel to congresses Foreign languages are taught
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FIRST STAGE STUDENTS MOBILITY
Student Mobility Awareness of the need to internationalise Commitment to planning and implementing different programmes enhancing the mobility of students Creation of international offices to take care of the routines of student mobility Internationalisation is taken as an end in itself ECTS becomes an important tool to facilitate counselling and the acknowledgement of foreign studies
Internationalisation - Process
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SECOND STAGE CURRICULUM AND RESEARCH INTERNATIONALISATION
Awareness of teachers to internationalise in order to make the internationalisation of the curriculum and research possible Organising of teacher mobility Internationalisation taken as a means to enhance the quality of education Different ways to internationalise the curriculum Nomination of international coordinators to take care of curriculum and research internationalisation
Internationalisation - Process
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THIRD STAGE INSTITUTIONALISATION OF INTERNATIONALISATION
Internationalisation is given a strategy and a structure Networking both through cheap travel and new ICT; partnerships and strategic alliances The quality of internationalisation is receiving more attention Multiculturalism Nomination of an internationalisation manager
Internationalisation - Process
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FOURTH STAGE COMMERCIALISING THE OUTCOMES OF
INTERNATIONALISATION
Exporting education services Franchising education services Licensing Joint ventures Strategic alliances Creation of organs to promote commercialisation
Internationalisation - Process
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Trends in IROs
How higher education institutions respond to the new
situation (internationalisation / globalisation)?
How do they prepare themselves to the fourth stage of
the internationalisation process?
Do they need organisational changes to face this
situation?
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IRO most common models
Higher Educations Institutions start creating more flexible structures to cope with this new environment. The most common examples are:
• FOUNDATIONS (non-profit institutions)
• PRIVATE ENTERPRISES (belonging to the University)
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+ -UNIVERSITY STRUCTURE
Actively involved in the university policies;
Services very clear for the university community
Non flexible structures (human resources, new activties)
Not closely connected with the local environment
FOUNDATION Financial resources more readily available;
More Flexible structure (HR,..)
Not Actively involved in the university policies;
Not understood by acedemics
PRIVATE ENTERPRISE
Brings an outside perspective;
Complete Flexible structure (HR, ..);
Synergies between services offered;
Not Actively involved in the university policies;
Services and day-to-day runnings not understood by academics
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IRO most common models
WHAT KIND OF SERVICES ARE OFFERING ...?
TYPICAL
• Foreign Students support
• Local Students support to study abroad
• Language Courses
• Promotion of international projects
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New services offered by the IROs
WHAT KIND OF SERVICES ARE OFFERING ....?
NEW !!
• Travel Agency – Educational tours (International
Programmes)
• Translation Service
• International Congress organisation
• Consulting - International projects
• Internships, etc...
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Internships
Congress Organization
Translation Service
International Projects Consulting
Language Courses
Students Support
S
Y
N
E
R
G
I
E
S
L O C A L E N V I R O N M E N T
International Programmes
Travel Agency
UNIVERSITY COMMUNITY