INTERNATIONAL COMMITTEE Minutes of the Meeting 16 August 2010

11.00am Room G90 ATTENDANCE Ray da Silva Rosa (Chair), Tracy Bock, Renu Burr, Melissa Callanan, Mike Gillan, Heather Merritt, Keith Rappa, Suellen Tapsall, Yanrui Wu 1. APOLOGIES Jamie Murphy, Kelly G. Smith, Michael Sutherland, Ann Tarca 2. MINUTES OF PREVIOUS MEETING Minutes of the previous meeting were ratified 3. WELCOME FROM ASSOCIATE DEAN (INTERNATIONAL RELATIONS) W/Prof Ray da Silva Rosa began his welcome with a motion to thank Ray Fells for the work he did as the inaugural Associate Dean (International Relations). He went on to outline the topics listed in Appendix 1 and 2, summarised below: 1. Reminder: Motive for Internationalisation a. Benefits include increased opportunities for collaborative research at high standard, attracting talented academics and students, and the ability to place students in good companies. There are also economic and political rationales, labour market rationales, cultural functions, development of the individual and financial incentives

b. EQUIS - the School aims to have its present three-year EQUIS accreditation renewed next year, when it will have opportunity to apply for a five-year accreditation licence (see Appendix 2)

2. Outline of the roles of the Associate Dean (International Relations), the Director, External Relations, and the International Committee a. Associate Dean – International - has a strategic role to promote the Ethos of Internationalisation across the School - development and promotion of our collaborations with external institutions - identifies and makes the case for the resources needed to implement the principles b. Director, External Relations - works with the Associate Dean International to develop policy - responsible for execution and administration of collaboration with external institutions c. International Committee - provides guidance and comment on development of plans - value lies in broad representation of stakeholders and diversity of views

3. The short and long-term goals of the School with regards to Internationalisation are - principles to address choice of institutions to collaborate with and basis of collaboration - records of with whom we presently collaborate and the terms of that collaboration - system for coordinating approaches to and from prospective collaborating institutions - systems to adopt Internationalisation within the curriculum and amongst students and staff - promote ethos of Internationalisation amongst staff and students

4. UPCOMING INTERNATIONAL STRATEGY WORKSHOPS A UWABS-wide Strategy Workshop will be run on 24 August 2010 that will focus on the School’s Internationalisation. Possible topics for discussion will be academic incentives to promote development of relationships with reputation-enhancing universities abroad, internal promotion of the ethos of Internationalisation, and co-ordination of Internationalisation initiatives with UWA as a whole. The Director of External Relations will be consolidating current data for presentation to the Workshop (the format for which can be found in Appendix 3) in order to facilitate discussion.

5. INTERNATIONAL WEEK A review of the International Week held in March 2010 can be found in Appendix 4. It has been decided that International Week will be run again in 2011. Heather Merritt, Director of External Relations, requested input regarding the timing of the event and will be calling for volunteers for the working party.

6. INSTITUTIONAL PARTNERSHIPS – STUDY ABROAD/EXCHANGE Heather Merritt gave an update on UWA’s Institutional Partnerships. She explained that some have Business School only agreements, while others have specific exchange arrangements for students, teaching and research. The School’s Marketing department will be analysing the data to determine which agreements should be allowed to lapse and which institutions should be approached to cement relations.

7. OTHER BUSINESS The Director of Postgraduate Programmes, Renu Burr, will be taking a group of MBA students to India for the inaugural Postgraduate International Study Programme. 8. NEXT MEETING Monday 18 October at 11:00am in meeting room G90.

Action Responsible Status Approach T&L to discuss embedding cross cultural competence into the curriculum

Ray da Silva Rosa Ongoing

Consolidate data for presentation to Strategy Workshop

Heather Merritt Ongoing

Action Responsible Status Finalise timing Committee Ongoing Form Working Party Heather Merritt Ongoing

Action Responsible Status Mapping of Relationships Heather Merritt Ongoing

Appendix 1

1. Motive for Internationalisation: The School seeks an international reputation to achieve its vision “to be one of the most influential Business Schools in Australia and Asia”.

1.1. The benefits of an international reputation include increased opportunities for collaborative research at a high standard. There is a widely held view that top research is increasingly collaborative1 and cross-institutional.

1.2. Research is the driver of a business school’s reputation so there is a “virtuous cycle” in developing an international reputation that facilitates high quality research.

1.3. Top universities aim to collaborate with other top universities. For instance, Baden-Fuller and Ang (2001) report that that “academics from US and European schools are strongly attracted to form alliances with one another, and the choice process appears to be consistent with reputation theory that suggests US schools seek out the most reputable foreign partners” (p.741).

1.4. Kim, Morse, Zingales (2009) find that the internet has made it easier for researchers to collaborate with those in elite universities. One implication is that UWA Business School should take advantage of this improved opportunity to link with others.

1.5. Other advantages of an international reputation include increased ability to: 1.5.1. attract talented academics 1.5.2. to attract good students 1.5.3. to place students in good companies 1.5.4. to attract corporate partnerships, and 1.5.5. greater mobility of academics within the School

2. Other motives for Internationalisation: Whilst the School commonly views

Internationalisation through the lens of developing high quality research links, there are other non-mutually exclusive perspectives on Internationalisation, as noted by Knight and de Wit (1995).

2.1. Economic and political rationales: It is argued that a focus on internationalisation in the University will have a positive effect on economic growth and investment in the future economy.

2.2. Labour market rationale: Knight and de Wit (1995) observe that “demand for labour in a global economy is used very frequently by politicians and international educators as a reason for internationalisation of higher education”. However, they also note that there is little to support this contention. They report that “Huebner, for example, found that international education is at best a fifth concern for a company looking for staff for an international assignment. What most corporations do not seem to be looking for however is some standardised global man or woman” (p. 10).

2.3. Cultural function: Export of natural and cultural and moral values, strongly favoured (or at least seen to be favoured) by the French and Americans. Also true to a degree in

1 “In the social sciences, psychology, economics, and political science show enormous shifts toward teamwork, sometimes doubling or tripling the propensity for teamwork [since 1956] … [and] there is a broad tendency for

teams to produce more highly cited work than individual authors” (Wuchty, Jones, and Uzzi, 2007, p. 1037).

“… [I]n international journals such as the Academy of Management Journal, the Academy of Management

Review, and the Administrative Science Quarterly, … the percentage of single-authored articles published

decreased from 82% in the 1960s to 40% in the 1980s” (Baden-Fuller and Ang, 2001, p. 744). However, at

least two studies, Medoff (2003) and Avkiran (1997), find that in economics and in finance there is no

significant difference in single-author and multi-authored research

Australia (but see point 2.5 below). 2.4. Development of the individual: International academic exchange is seen, particularly

by Americans, as more important for the individual’s development than for academic or social reasons. American universities “fear the parochial orientation of their students and for that reason encourage study abroad at the undergraduate level”.

2.5. Financial incentives: Education as an export service has been a notably strong driver of participation by foreign students in Australian universities. My view is that the imperatives of the financial incentive have dominated the other characterisations of internationalisation in the School. For instance, we have not done much, in my opinion, to develop programs to develop cross-cultural understandings or competencies amongst our foreign and local students.

3. EQUIS accreditation: Another prompt for a focus on internationalisation is the

School’s aim to have its present three-year EQUIS2 accreditation renewed next year when it will have opportunity to apply for a five-year accreditation licence.

3.1. EQUIS was created 1997 with the support of a number of leading business schools in Europe.3 The aim was to develop an accreditation system aimed at business schools making an impact beyond their domestic borders. Urgel (2007)) notes that “from its inception, EQUIS wanted to target top-quality international business schools. This target choice justifies the main features of the EQUIS model. One of these features is the emphasis of the EQUIS Quality Framework on Internationalization as a key dimension. EQUIS-accredited schools must demonstrate they are actively trying to make an impact beyond their domestic frontiers.” (p. 78).

3.2. EQUIS’s accreditation guidelines include the following paragraph on the EQUIS standard on internationalisation: 3.2.1. “The School should have a clearly articulated strategy and policies for

internationalisation. It should demonstrate its commitment to education and preparing students and participants for management in an international environment. This should be underpinned by active collaboration with international partner institutions in fields such as student exchanges, joint programmes, research activity and corporate connections. The School should be able to attract students and faculty from other countries. It should carry out research of international relevance and scope” (p. 61, Ch. 9 Internationalisation EQUIS Standards and Criteria, version January 2010)

3.2.2. It’s pertinent to note that EQUIS is less concerned about developing research links than we are.

3.3. In 2008, UWA Business School was rated by EQUIS on 149 attributes across 10 dimensions. It was rated “above standard” on 13 attributes and “below standard” on 5 attributes. All five “below standard” attributes were an element of internationalisation. There were 23 attributes connected with internationalisation.

3.4. The five “below standard” attributes were: 3.4.1. “International credibility” 3.4.2. “International development of executive education”

2 EQUIS stands for European Quality Improvement System and is the European Foundation for Management Development’s (EFMD) international system of quality assessment, improvement, and accreditation of higher education institutions in management and business administration 3 The Schools included Bocconi, HEC Paris, Helsinki School of Economics, IESE, IMD, INSEAD,

Instituto de Empresa, London Business School, and Rotterdam School of Management.

3.4.3. “International dimension in the School’s governance” 3.4.4. “Level of international competitiveness and recognition” 3.4.5. “International corporate partners”

4. Approaches to Internationalisation 4.1. Helpful to draw on Knight and de Wit’s (1995) typology of approaches to

internationalisation because we can use it to distinguish what we presently do and see if we should change. 4.1.1. Activity approach – describes internationalisation in terms of categories or

types of activities: “curricular development and innovation; scholar, student and faculty exchange; area studies; technical assistance; intercultural training; international students; joint research initiatives. This approaches focuses on academic activities and does not necessarily include any of the organisational issues needed to initiate, develop and sustain the activities. It is the approach most widely used in the description of internationalisation” (p. 16, emphasis in italics added)

4.1.2. Competency approach: - describes internationalisation in terms of developing new skills, attitudes, knowledge in students, faculty and staff. The emphasis is on the human dimension not on academic activities or organisation issues (p. 16/17)

4.1.3. Ethos or Process approach – focus on developing an ethos or culture in the school that values and supports intercultural and international perspectives and initiatives. Integrates internationalisation perspective into major functions of the institution (p. 17).

4.2. It is my sense that the School presently adopts the Activity approach. The three approaches are not mutually exclusive. Having an Ethos or Process approach will assist with the delivery of programs that fall under the Activity approach.

5. What is/should be the role of the Associate Dean International, the Director

External Relations, and the Committee? 5.1. Associate Dean International –

5.1.1. Has a strategic role to promote the Ethos of Internationalisation across the School

5.1.2. Drives the development of, and promotes, the principles that underpin our formal collaborations with external institutions

5.1.3. Identifies and makes the case for the resources needed to implement the principles.

5.1.4. Leads development of program to motivate academics to align their activities to promote the ethos of internalisation.

5.1.5. The above goals are worked on in conjunction with the Director and the Committee but the Associate Dean is accountable for progress.

5.2. Director – External Relations 5.2.1. Works with the Associate Dean International to develop policy 5.2.2. Is responsible for execution and administration of aspects of

internationalisation that entail collaboration with external institution g and record-keeping

5.3. Committee – Internationalisation 5.3.1. Provides guidance and comment on development of plans; value lies in broad

representation of stakeholders and diversity of views

6. Key issues/challenges: These can be divided into pressing issues and longer-term issues. The pressing issues in turn can be usefully classified as those pressing due to the need to meet the EQUIS accreditation deadline (first quarter of 2011) and pressing because progress on the longer-term challenges cannot be made without dealing with them first.

Issues requiring resolution before progress on specific goals can be made.

7. Principles to address choice of external institutions to collaborate with and basis of

collaboration. Potential draft criteria provided below 7.1.1. Reputation of university/institution 7.1.2. Areas of common interest: resource sector, existing links 7.1.3. Cost of developing a relationship: absolute and relative cost. We can only

service a minimum number of relationships 7.2. Systematic records of who we presently collaborate with and the terms of that

collaboration. This involves answering the following questions: 7.2.1. Who are our partners at present? 7.2.2. What kinds of agreements do we have? 7.2.3. What was the basis for developing these agreements? 7.2.4. When are the agreements due for renewal/expiry?

7.3. System for coordinating approaches to and from prospective collaborating institutions 7.3.1. Developing a formal review process 7.3.2. Identifying protocol for interacting with the institutions (e.g., who is

responsible for looking after representatives when they visit UWA? What do we expect from them when we visit them?)

7.3.3. Developing some measure of the health of our collaboration with institutions with which we have a formal relationship

7.4. Development of systems to address Internationalisation within the curriculum, amongst students, and amongst staff 7.4.1. What kind of mechanism can we develop to address Internationalisation

amongst our students? 7.5. Development of system to promote ethos of Internationalisation amongst staff and

students

8. EQUIS accreditation: Signing an agreement with two or more world-class universities is likely to bring us up to standard.

8.1. Prospective partners: Stern School of Business, New York University; ESSEC; WHU

References

Baden-Fuller., C., and S.H. Ang, 2001, “Building reputations: The role of alliances in the

European business school scene” Long Range Planning v34:741-755.

Knight, J., and H. de Wit, 1995, “Strategies for internationalisation of higher education:

historical and conceptual perspectives”, Chapter one in Strategies for the

Internationalisation of Higher Education. A Comparative Study of Australia,

Canada, Europe and the United States of America (edited by H. de Wit) Publisher:

EAIE Secretariat, Van Diemenstraat 344, 1013 CR Amsterdam, The Netherlands

ISBN-90-74721-04-4, pp. 5-32.

Urgel, J., 2007, “EQUIS accreditation: Value and benefits for international business

schools” Journal of Management Development v26 (1):73-83.

Elkin, G., Devjee., F., and J. Farnsworth, 2005, “Visualising the internationalisation of

universities” The International Journal of Educational Management v19(4/5): 318-

329

Kim, E. H., A. Morse, and L. Zingales, 2009. "Are elite universities losing their

competitive edge?" Journal of Financial Economics v93(3):353-381.

Wuchty, S., B.F. Jones, and B. Uzzi, 2007, “The increasing dominance of teams in

production of knowledge” Science v316:1036-1039

Medoff., M. H., 2003, “Collaboration and the quality of economics research” Labour

Economics v10(5): 597-608

Avkiran, N.K., 1997, “Scientific collaboration in finance does not lead to better quality

research” Scientometrics v39(2): 173-184

Appendix 2

EQUIS Quality Profile: University of Western Australia Business School Date of evaluation: 1-2-3 April 2008

UWA Business School was rated on 149 attributes across 10 dimensions (or chapters). It

was rated “above standard” on 13 attributes and “below standard” on 5 attributes. All five

“below standard” attributes of them were an element of internationalisation. There were

23 attributes connected with internationalisation.

Dimension Above

Standard

Meets

Standard

Below

Standard N/A

Ch. 1 Context, Governance,

Strategy

1.25 Integration of the

international dimension into

governance, strategy and culture

X

1.26 International credibility X

Ch. 2 Programmes

2.18 International positioning of

the School’s programs X

2.19 International content of the

School’s programs X

2.20 Compatibility with other

international systems X

2.22 Joint programmes delivered

with international partners X

2.17 Integration of themes relating

global responsibility and

sustainable development

X

Ch. 3 Students

3.17 Services provided to

international students X

Ch. 4 Faculty

4.11 Internationalisation of the

Faculty X

4.12 International standing of the

Faculty

Ch. 5 Research & Development

5.12 International scope and

recognition of research X

Ch. 6 Executive Education

6.19 International development of

executive education X

Ch. 9 Internationalisation

9.1 Strategy and policies for

internationalisation X

9.2 International dimension in the

School’s governance X

9.3 Resources dedicated to

internationalisation X

9.4 Level of international X

competitiveness and recognition

9.5 Current level of

internationalisation on the home

campus

X

9.6 Current level of

internationalisation outside the

School’s home country

X

9.7 Quality of the School’s

international academic partners X

9.8 International strategic alliances X

9.9 Exchange programme network X

9.10 International corporate

partners X

9.11 Participation in international

networks X

Urgel, J., 2007, “EQUIS accreditation: Value and benefits for international business

schools” Journal of Management Development v26 (1):73-83.

EQUIS – created 1997 with the support of a number of leading business schools in

Europe4. Aim was to develop an accreditation system aimed at business schools making

an impact beyond their domestic borders. “From its inception, EQUIS wanted to target

top-quality international business schools. This target choice justifies the main features of

the EQUIS model. One of these features is the emphasis of the EQUIS Quality

Framework on Internationalization as a key dimension. EQUIS-accredited schools must

demonstrate they are actively trying to make an impact beyond their domestic frontiers.

Therefore, the extent of internalisation of the school is assessed along all the remaining

nine dimensions of quality in the framework” (p. 78).

“Another implication of not basing the assessment on any single school model is that the

EQUIS accreditation process is not based on objectively measured compliance with

certain objectives or on hurdles for a number of indicators. EQUIS is not like an auditor

following a narrow and established procedure. This is something that would work very

well in assessing the quality of similarly structured schools, but not when they are very

diverse. A consequence of this is that EQUIS does not flood a school with requests to get

a lot of specific data provided in a fully regulated way.

EQUIS is more similar to a consultant trying to assess the magnitude of a problem or of

an achievement. Its assessment is based on relatively open questions about a number of

issues where the school is asked to provide evidence in the manner that it believes most

compelling and persuasive to make its case, using the indicators that it deems significant.

Therefore EQUIS believes that when information on a certain aspect of the school is not

provided it simply indicates that this aspect is not relevant for the school. Of course, the

4 The Schools included Bocconi, HEC Paris, Helsinki School of Economics, IESE, IMD, INSEAD,

Instituto de Empresa, London Business School, and Rotterdam School of Management.

EQUIS peer reviewers can and often will ask for additional evidence or for consistency

checks, but only after the school has been given an opportunity to make its case.

One very important concern of EQUIS is that a school realises that international

accreditations may end up driving or highly influencing the strategy of the school.

EQUIS warns schools of this risk since it may move a school from a successful strategy

to an impossible strategy if necessary resources are not available. EQUIS, by not being

tied to any specific model of business school, probably poses the least risk to a business

school in this respect. However, deans and directors must still be aware that the

interpretation of the EQUIS Quality Framework may build a model in their mind that

they mistakenly start pursuing under the belief that it is the EQUIS model that they need

to mimic. This is certainly a dangerous mistake. A school should first choose its strategy

and then look for accreditations that are compatible with it” (p. 79).

“… EQUIS has decided to focus on top international schools. Therefore, the focus is

certainly narrow. EQUIS first rejects those schools that are not international and then

those that do not have at least a well-developed domestic reputation” (p. 80)

Context

&

Strategy

Students

Programmes

Faculty (i.e., staff)

Internationalisation

Executive Education

Resources &

Administration

Contribution to

Community

Research &

Development

Corporate connections

Personal

development

Appendix 3

Internationalisation Cycle

Source: Kingh and de Wit (1995)

1. Awareness

• Of need, purpose and benefits of internationalisation for students, staff, faculty and society

2. Commitment

• By senior administration, faculty, staff and students

3. Planning

• Identify needs and resources; purpose and objectives, priorities; strategies

4. Operationalise

• Academic activities and services

• Organisational factors

• Use guiding principles

5. Review

• Assess and enhance quality and impact of initiative and progress of strategy

6. Reinforcement

• Develop incentives; recognition and rewards for faculty, staff and student participation

Source: Visualising the "internationalisation" of universities

Graham Elkin; Faiyaz Devjee; John Farnsworth The International Journal of Educational

Management; 2005; 19, 4/5

Framework of Internationalisation: Likert Scales – 1 is low and 10 is high. Dotted line is

ideal and the other line is actual.

Appendix 4

A Review of the International Week ‘Beyond Boundaries’ Overview The purpose in holding an international week was to create greater awareness of internationalisation across a range of dimensions including research, careers as well as student exchange. An additional objective was to help embed cultural awareness and competence within the School. The diversity grant application5 stated that since this was the first International Week the focus would be on creating awareness and that the ultimate objective –stronger cultural connectivity – would emerge and be evident over time. The broad strategy was to limit the number of activities, but maintain their diversity, and do a few things well. This would then provide a foundation for the next International Week when the activities could be expanded and there be greater promotion to the broader community. The Week’s activities created a positive atmosphere in the School. The variety of activities meant “there was no escape”. Activities were reasonably well attended and feedback from participants was positive. Overall, the Week achieved its primary objective of creating greater awareness within the School of international issues. It required a lot of organisation, ingenuity and effort from staff, without whom the Week could not have occurred or been the success it was.6 Each activity is reviewed briefly. The review concludes with some recommendations for future action. International Expo (Foyer) The map The map created a great visual statement. We should have a better map made for the same space, one that allows us to display information (countries of students, staff, areas of research, graduate employment, partner schools). (The original intent was for this information to be displayed on the map but lack of time prevented this.)

5 The diversity grant application listed the objectives as follows:

Through this initiative the School seeks to • create an environment of legitimacy for different cultural perspective through public recognition across the full range of the School’s activities • embed cultural awareness and competencies such that staff and students might fully benefit from rich cultural understanding and interaction and so be more able to take a leadership role, as academics or alumni • leverage existing networks of alumni and student groups to maximise a global focus within the school and create a strategic point of focus for internationalisation within the school, giving rise to greater interaction through student and staff exchanged, and broader employment opportunities for our graduates 6 Many were involved but particularly

Tracy Bock – general organiser of all things; Kylie Weston – poster designer and marketing creativity; Michael Sutherland – managing the student groups; Heather Merritt – marketing; Melissa Callanan – organising the careers event; Postgrad office staff for organising the soccer; Sonja Dunning – organising meetings and students.

In the interim, the present map should remain but with a different title – ‘achieve excellence’ or something a bit more business school specific, or perhaps be used to promote the next major business school event’

The flags Provided a good visual impression – probably better and easier (certainly cheaper) than actual flags. About 50 students took part in the competition, with prizes from Tertiary Travel and the bookshop. Research posters The posters around the staircase gained a lot of attention and they served their purpose in broadening the scope of the International Week. To utilise the work done in compiling the posters and to supplement the more formal presentations of the School’s research activity: • continue to show the posters in a high traffic area • compile the posters into a simple book(s) to be left in public areas, on display at information sessions etc • use the posters in the monitor displays • create a web package

Student exchange information table There was a lot of interest in the exchange information (well placed just outside the café). We should create a permanent display of student exchange information, study tours etc and ensure it is well stocked with information from our preferred partner schools

Student displays AISEC, ECOMS, FAWA had opportunity to promote themselves which was beneficial. Engineers beyond boarders added another international perspective (consistent with the School’s broader social impact priorities). The undergraduate student groups were also heavily involved in other activities before and during the week so their level of involvement was reduced. See ‘Global Cafes’ below. The various national student groups could be asked to be involved, or even ad hoc student groups such as the Norwegian students (though we should be aware that these are mainly from Asian countries and also that the emphasis of the week would be on integration, not competing identities)

‘Welcome’ It was originally planned to have a formal welcome, but it was the right decision to just let the activities start. Similarly there was no need to have a closing event. International Food Festival Having different menus seemed to be positive – it was another way of raising the visibility of cultural difference. However, we would hope for a greater engagement - international dishes on their own don’t seem very exotic any more – the café should have music, posters etc to reinforce the international menu. An alternative would be to have specialist outside caterers, perhaps a range of international foods on offer at the soccer tournament.

If the Guild did engage more then perhaps they could offer country/region specific menus at other times during the year, e.g. a Japan week, Mediterranean week

Courageous Conversations About Race This was an important element in the longer term objective of developing cultural competencies within the School. 20 (staff and students) attended the first workshop and the feedback was strongly positive. The second session was less well attended and so was cancelled. It was always going to be difficult to get staff to attend a long workshop in teaching time: we had asked for shorter sessions). The program will be repeated in a non-teaching time to enable academics to attend; it should be marketed as being part of a broader University-wide initiative.

Student Exchange and Study Abroad Welcome Drinks This regular event went ahead despite the storm and was appreciated by all the students The ‘welcome’ always seems to be scheduled towards the middle of semester. It would be more appropriate to hold it in week 1 or 2 (in both semesters). The International Week event could then be broadened to include past exchange students and those interested in studying overseas i.e. more of a marketing event.

Global Cafes The idea of the Global cafes was that students would organise discussion events around an international topic of interest. This proved to be a step too far for the undergraduate groups. FAWA put on a seminar within their regular seminar series. ECOMS also became involved in a request by one of our sponsors (Price Waterhouse) for a lunchtime bar-b-q and careers event). The GMA organised its own event which had around 20 participants and was regarded as a worthwhile event. We need to find a different way to involve the student organisations.

International Seminar (public event) This event had required a change of day and speaker and was the one that got crowded out by all the other activities. It was cancelled in the afternoon in anticipation of another storm (which did not materialise). Some people turned up but understood the need to cancel. It is planned to reschedule the event at a later date, perhaps through the GMA series Any public event needs to have a higher profile.

Student Exchange Information Session About a dozen students attended. The original plan had been for the International Week to promote the International Centre’s own information week in a few weeks time but then the International Centre wanted to run a session in the School. It probably was not marketed enough. However, student interest in information at the display was strong. Rather than have formal information session, it would be better to have someone from the International Centre at lunchtimes to answer questions/motivate students and hold a refocused student exchange event (see above).

An International Career – Developing a Global Perspective About 20 students attended this event which involved presentations by three members of the Ambassadorial Council. Very positive feed back from both the students and the presenters, the discussion (over drinks) continued long after the formal session had ended. Given that the School has not done anything specific in the area of career awareness this was a success and has laid the groundwork for future events. Draw on the Ambassadorial Council and others to present similar internationally-focused career events, perhaps one in second semester

Soccer Tournament & BBQ The tournament provided a great opportunity for student involvement; there were 140 participants, plus supporters. It was well organised by the Recreation Centre, given the larger than expected number of teams. It will probably have been seen as a good School event rather than anything specifically ‘international’. The involvement of players from Perth Glory was a clear positive. Perhaps the food could have come a bit earlier. We should be stricter on the number of teams and their actual country composition. We should consider organising another student tournament involving a different sport, perhaps in second semester

Marketing There was a clearly identifiable profile across all the promotional material and activities. The materials that were developed can be used in other events. The planned marketing schedule slipped about a week, due in part to pressure of other activities and in part to late changes in detail of the program of events. As a result some marketing opportunities (e.g. have the International Week profile as the default on the screens in the lecture rooms) were missed but nevertheless the overall impact was good. We should use the research posters elsewhere in the School and in other ongoing formats; develop a short video of the events for the web page and internet generally and seek an article on UniNews etc

Organisation A lot of effort went into making the Week a success. A lot of work was done under time pressure; there was a steep learning curve of what was/was not possible. The organisation was done by the student centres and the marketing group; there was little involvement from the discipline areas. The strategic approach to this first International Week was to focus on what could be done well and assess what this involved. Using this experience and knowledge it will be easier to organise a similar event again (particularly if a definite window is created for it in the School’s events calendar). It will then be possible to develop (a) the cultural diversity aspect and (b) the broader community’s involvement. Finances We struggled to work within budget and some things (e.g. the research posters) would have had far more impact has there been more funds. Next year we will need to look for sponsorship of the overall event or activities within it.

Looking Ahead The International Week should be repeated next year and become a regular feature in the School calendar. The International Week seemed to be fighting for space and staff resources with many other events happening around the same time. To maximise its impact, the School should commit to the Week and every effort made to keep that week free from other major events (or somehow profile them under the International Week banner). The resources and experience gained in organising this International Week will make it easier to organise other events to reinforce internationalisation awareness throughout the year. These might include regional food weeks, each discipline area displaying its own research, another ‘conversations about race’ workshop, another competition or sports event, and focused campaigns on the monitors There should be a permanent world map in the foyer with information showing the School’s international profile. There should be a permanent display and supply of information about international study opportunities. We should make full use of the materials, photos etc in School publications and promotions.