Internationalization of Higher Education. Networks

Internationalization of higher education.

NetworkingAnabela Mesquita

[email protected]

Anabela Mesquita - [email protected] 2

Introduction

Throughout centuries students and teachers crossed borders searching for knowledge

Internationalization of higher education is not new

This situation intensified in the last decades

Changes in educational systems, in the policies of higher education institutions and even in the institutions themselves due to globalisation and to the development of knowledge economy

Forced institutions to change, to adapt and to develop new attitudes and culture, being more open to the exterior.


IntroductionAlthough in some countries the number of candidates of that country decreases due, for instance, to less births (ex: Portugal where in 1960 the rate was 24% and in 2013 it is 8%) in total, the number of places can increase, being occupied by students coming from other countries, due to mobility. This is confirmed by OECD data. They say that between 2007 and 2008 mobility increased 11%.

In 2011-12, more than 250 000 students did their mobility in Europe, in particular in Spain, France, Germany, UK and Italy. Mobility also increased in USA (8 – 10% per year). Traditionally it was students from humanities those benefiting more from mobility. Now this reality is changing. This happens due to evolution in communication, mobility of populations, global economy and business structures.

Studying abroad become an important part of the preparation of the citizen for life.


Introduction

Internationalization does not happen all in the same way in all institutions

Mobility

CollaborationNetworking

Difficulty in starting this process

Objective of the workshop: Bring some light to this discussion and reflect about the role of networks in this process.

Develop a plan for the internationalisation of your university


Definitions. Formats Seen as the “Process to integrate an international, intercultural and / or

global dimension in the objectives, functions (learning / teaching, research and services) and distribution of higher education”.

This definition restricts internationalization to the capacity of an institution to introduce an international dimension in a structure and already existing modus operandi. It doesn’t capture the essence of the process which main objective should be “to integrate the institution in a global knowledge and learning network instead of integrating an international dimension in a scenario that already exists”.

The process should emphasize the capacity of the institution in becoming part of the global learning ecosystem, not only to benefit from it but also to contribute. This perspective helps the institution to play a more active role.

This implies some changes in the structure of the institution, its modus operandi and mentalities.


How is internationalisation in your organisation? Think about examplesDiscuss 5 minutes with your partner and share the results with the group. Definition 1 or 2? We will us this information later in this workshop.


What are the drivers / enablers of internationalisation?


Drivers of internationalisation

Politics

ReligiousCultural and educational

Economicdesire to influence potential or real opinion

desire to spread the belief in one particular organization

belief that education and research should be global. Reach some objectives present in the mission of the institution. Employers are looking for persons able to deal with global problems. Transmission of culture. Individual development. International dimension of research and teaching. Improvement o the quality of education and research

economic growth and investment in the future economy. Local markets have a limited offer in terms of qualified people and so recruitment is done globally. Diversification of funding sources. Educational cooperation as a form of diplomatic investment in future political relations


And what about the challenges / obstacles?


Challenges and obstacles The worst enemies for internationalization are usually found inside the

HEI themselves the lack of interest and motivation of the teachers - involvement and

contributes aren’t rewarded. Unless the internationalization is explicitly in evaluation and promotion, most teachers present no will to get involved in the process, leaving it to the ones who have a big self-motivation, or that are hired specifically to that function.

Effective costs of internationalization (financial component) - The establishment of contacts is expensive; not only financially, but also time wise. Even after the identification of suitable partners and deals signed, time and effort are essential to develop them and retrieve their potential benefits. It’s natural that exercise of this nature forces the deviation of attention and resources from daily activities. Besides, responsibility from international initiatives can’t be completely delegated – this is an area where the board of the school must get involved, meaning doing regular trips to meet the partners and to keep partnerships alive.


Challenges and obstacles Insufficient number of available scholarships for all

the mobility candidates, as well as a reduced number of scholarships overall.

Cultural diversity (internationalization of the curriculum is seen as way of acculturalization, especially for the fact that these courses must be taught in English. This may also imply a loss of cultural identity),

Internationalization of academic relationships (one of the problems is related to the preparation of the youth with international knowledge and multicultural skills, capable of living and working in culturally diverse communities),


Access to school (factors like the increase in the number of high school graduates allied to the demographic component, lifelong learning and the changes in people’s needs are leading to a rise in the need for post-secondary studies. Apparently, it seems that equity exists in the access to this kind of formation, but, in some cases, this access may only be available to the ones with means to pay for it), the quality of teaching (assuring the quality of international offers), the accreditation (the need to guarantee the quality has been leading to changes in the accreditation of the programs)

The recognition of qualifications (national recognition of qualifications obtained abroad must be guaranteed) and the emigration of young graduates (brain drain/ brain gain) (this means the rise in the number of young educated people who leave their country after concluding their formation to go perform their professional activity abroad).

Credit system, recognized and transferable, with impact on degree recognition, obtained qualifications, employability, the development of joined formation, investigation, innovation, and an opening in internationalization (some areas of intervention by the European Area for Higher Education).


Summary

Lack of interest Costs Insufficient number of scholarships Cultural diversity Preparation to become International Access to school Recognition of qualifications Credit system


How to internationalise


How to internationlise The internationalization plan of action depends on the

environment of every institution. However, for the success of internationalization, in any case, a

strong leadership, an inclusive participation, an integrated action (involving every department), a collaboration as a standard and the formation of guiding mentalities are all needed.

Creation of a culture that sustains this internationalization is equally important. 1) an institutional ethos that connects every dimension of the mission

and organization values; and 2) guidance and responsibility provided by the objectives and by the

expected results. Other important elements are the formation of support mentalities and the understanding and knowledge of human and clients’ resources.


An HEI’s internationalization is a multidimensional process, and usually begins with initiatives to internationalize the student’s bodies (mobilities) and the curriculum, being extended to the programs afterwards, and ending, in some institutions, with the internationalization of HEI’s presence.

Suggestions of how to begin this process: the first step is to identify the “unit” to be internationalized – a

specific program within a school, a certain school within a University, or a complete university system.

to know the dimension of the institution to be internationalized – are we talking about a curriculum, a student’s body, the school member, the investigation activities, the collaborators, or a combination of some (or all) of the above?


The next step must be to think of the model of the internationalization: 1) importation model (bringing to the campus the

outside world, that is, students, teachers and collaborators, maximizing the possibility of direct relationships and the intercultural learning),

2) exportation model (similar to the previous on, but sending students and collaborators abroad to teach and investigate),


3) academic joint-venture model (usually beginning with student exchange programs, offering them the possibility of spending some time in an abroad institution, and, eventually, evolving to academic or curricular joint-ventures, where the institutions, from their different locations, design and offer joint programs),

4) partnership models (including academic partnerships, alliances and consortia. In this model the HEI may form international partnerships, compromising to collaborate in several initiatives. They agree to open their courses and programs to students from the partner institution. Ex: Double diploma) and

5) International campus models (physical presence abroad). These models are not mutually exclusive nor are they sequential.


Approaches to internationalisatio

n

Activity approach Competency approach

Ethos approach Process approach


Approaches to internationalisation Activity approach

Describes internationalisation in terms of categories or types of activities. These include academic and extra-curricular activities such as curricular development and innovation, scholar, student and faculty interchange, area studies, technical assistance, intercultural training, International students, joint research initiatives.

This approach focus exclusively on academic activities and does not necessarily include any of the organisational issues needed to initiate, develop and sustain the activities.

It is this approach which is most widely used in the description of internationalisation

Competency approach Looks at internationalisation in terms of developing new skills, attitudes,

knowledge in students, faculty and staff. The focus is on the human dimension not on academic activities or

organisational issues.


Ethos approach Focus on developing an ethos or culture in the university or college

that values and support intercultural and International perspectives and initiatives.

Closely linked to the process approach Process approach

Frames internationalisation as a process which integrates an International dimension or perspective into the major functions of the institution. Terms such as infuse, integrate, permeate and incorporate are used to characterise the process approach. A wide range of academic activities, organisational policies and procedures and strategies are part of this process.

Most comprehensive approach to describing internationalisation


Programmes strategies to

internationalise

Research related strategies Education related strategies

Technical assistance and educational cooperation

Extra curricular activities and institutional services


Programmes strategies to internationalise Research related

strategies


Education related strategies


Technical assistance and educational cooperation


Extra curricular activities and institutional services


Organisational strategies Commitment and support of administration

The commitment of an informed Board of Governors emphasises that internationalisation is part of the overall mission of the university

It reinforces the legitimacy of internationalisation and allows for it to be integrated and taken into consideration in overall decision-making for the university

Support and involvement of faculty staff Experience shows that interest comes chiefly from

individuals, International students or through research or overseas assignments


International office An International office or position with experienced personnel to

provide advisory, coordination and communication support is of key importance. This person can be catalyst for institutional change in favour of internationalisation

Adequate funding Working externally, through partnerships and consortia, is a good way

of finding human and financial resources as well as opportunities for international activities.

Such external partnerships can also provide access to networks of others working internationally.

These partnerships can be with other universities, the private sector and the community.


Incentives and rewards for faculty and staff It is important to find concrete and symbolic ways to value and

reward faculty and staff who are involved in internationalisation work. This relates to hiring, promotion and tenure policies and acknowledgement of internationalisation work in these practices and policies.

Existence of formal communication channels Because international activities can easily become isolated and

fragmented, information sharing through both formal and informal channels is important in order to make better use of resources, promote collaboration where appropriate, and ensure that opportunities are made available to the widest segment of population.


Internationalisation cycle1. Awareness

2. Commitment

3. Planning

4. Operationalise5. Review

6. ReinforcementOf need, purpose and benefits of internationalisation for students, staff, faculty, society By senior administration,

Board of Governors, faculty and staff, students

Identify needs and resources; purpose and objectives; priorities; strategiesAcademic activities and services

Organisational factosUse guiding principles

Assess and enhance quality and impact of initiatives and progresso of strategy

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


Awareness Creating awareness of the importance and benefit of internationalisation for

students, staff and faculty. It is important to stimulate campus wide discussions on such topics as the need,

purpose, strategies, controversial issues, resource implications and benefits of internationalisation. Supporters and “nay” sayers need to be heard. Awareness is not enough. It needs to be turned into commitment.

Commitment Building commitment to the process of integrating an International dimension

into the teaching / learning, research and service functions of a University Planning

Developing a comprehensive plan or strategy for the internationalisation of a University

Clarification of the purpose and goal is a critical first step. The reasons for internationalisation, the intended outcomes, the unique features, resources and needs of the organisation needs to be clearly assessed and factored into a strategy.

Planning needs to happen at several different levels. The University wide plan needs to demonstrate the priority and provide the framework and direction


Internationalisation Implementing the different aspects of an internationalisation strategy and

creating a supportive culture Review

Assessing and continually enhancing the quality and impact of the different aspects of the internationalisation process.

Reinforcement The reward and recognition of faculty and staff participation


Internationalisation and the role of networks


Networking in its purest form is simply talking to people, making connections and developing rapport to grow your circle of influence. By developing long-term relationships for mutual gain and creating lasting impressions with people you will be learning a life skill which has many applications for you both personally and professionally.

When you network you give and receive. Here are a few benefits of networking: 1. Information sharing– The depth of knowledge and experience from a

group of people can be staggering. Networking will provide many opportunities to ask questions and receive feedback. Discussing other points of view really expands your knowledge base, and allows you to see things from a broader perspective. Learning from other’s “best practices” saves time, energy and resources.


2. Connections – When opportunity “knocks” you want to be in a position to take advantage of it. Many times there is a need for information-sharing, joint ventures, partnerships, and even needs for services. Having a wide network of individuals to contact may be the difference in seizing the moment or missing it completely.

3. Promotion – Whether promoting yourself or your organization, having a large network may assist you in moving your career forward, promoting a new product launch, or driving new members to your organization. “Word of mouth” is still one of the best forms of advertising. Spreading good information about you or your organization may provide leads for career advancement or organization growth.


4. Credibility – Improving your reputation and finding support are also benefits of networking. If you are successful at networking, you might get a reputation for being a person people will want to talk to and get to know. A good reputation leads to support. You may have valuable information, ideas, and resources those in your network may need. Establishing your desire to assist a colleague increases your credibility.

5. Self Esteem – Making new friends and socializing is an important aspect of our human nature. Developing new relationships leads to higher self esteem and confidence. By taking the steps to improving yourself and connecting to people you are moving your career forward. Your confidence will continue to grow as you become more comfortable with networking. Confidence draws people to you and opens up the opportunity to gain more information for yourself and share information with others.


Example – SPACE network http://www.space-network.org/

http://www.space-network.org/

http://www.space-network.org/


Recommendations When attending an event in person, try to find out in

advance who are the attendees • Research Web pages to find out information and items for

discussion topics • Make sure you have your business cards with you to easily

provide your contact information. • After talking with someone, take a moment to write

something on the back of their business card that will boost your memory later. Something distinctive about them such as how they were dressed, accent, color of hair, etc.


Recommendations (2) Remember you only get one “first impression” so make it good,

smile! • Put more emphasis in LISTENING to them rather than speaking • Prepare an 30 second biography that you can comfortable

present to others • Compile a list of five questions that you can ask to “spark”

conversation • Get involved once you are there. Participate in discussions, and

be visible • Attend a networking event at least once a month.

The Best Networking Begins with Planning and Taking Action


Let’s do an activity?


References

European Commission (2013). On the way to Erasmus+ - A statistical overview of the Erasmus programme in 2011-2012. Disponível em http://ec.europa.eu/education/library/reports/erasmus1112_en.pdf

EHEA (2014). The Bologna Process. Disponível em http://www.ehea.info/ Hawawini, G. (2011). The internationalization of higher education institutions: a critical review and a radical proposal.

Disponível em: http://www.insead.edu/facultyresearch/research/doc.cfm?did=48726 Hudzik, J. (2011). Comprehensive Internationalization – From Concept to Action. NAFSA, disponível em:

http://www.nafsa.org/uploadedFiles/NAFSA_Home/Resource_Library_Assets/Publications_Library/2011_Comprehen_Internationalization.pdf

Hudzik, J. (2011). Comprehensive Internationalization – From Concept to Action. Executive summary. Disponível em: http://www.nafsa.org/_/File/_/cizn2011_execsummary.pdf

IAU (2014). Internationalization of Higher Education – growing expectations, fundamental values. Disponível em: http://www.iau-aiu.net/sites/all/files/IAU-4th-GLOBAL-SURVEY-EXECUTIVE-SUMMARY.pdf

Knight, J. (2008). Higher Education in Turmoil – The changing World of Internationalization. Rotterdam / Taipei: Sense Publishers.

Pordata (2014). Taxa bruta de natalidade. Disponível em: http://www.pordata.pt/Portugal/Ambiente+de+Consulta/Tabela

SCIMAGO (2013). SCImago Institutions Ranking. Disponível em http://www.scimagoir.com/pdf/SCImago%20Institutions%20Rankings%20IBER%20en.pdf

Tellefsen, R. (2014). Obstacles to the internationalization of higher education. Disponível em: http://www.anienetwork.org/content/obstacles-internationalization-higher-education

http://ec.europa.eu/education/library/reports/erasmus1112_en.pdf

http://www.ehea.info/

http://www.insead.edu/facultyresearch/research/doc.cfm?did=48726



http://www.iau-aiu.net/sites/all/files/IAU-4th-GLOBAL-SURVEY-EXECUTIVE-SUMMARY.pdf

http://www.pordata.pt/Portugal/Ambiente+de+Consulta/Tabela

http://www.scimagoir.com/pdf/SCImago%20Institutions%20Rankings%20IBER%20en.pdf

http://www.anienetwork.org/content/obstacles-internationalization-higher-education