Internationalisation

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Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.

The response of HE institutions to the ongoing process of globalisation and internationalisation.

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  • Growing interconnectivity worldwide - breadth, scope and depth
  • Rising demand for Education It is now commonplace to say that HE participation rates of 40 to 50 % are considered vital to countries’ economic growth and demand is growing worldwide. The challenge is how to make HE more accessible to ethnic and linguistic minorities, to indigenous groups, to those living in marginalized regions – one strategy is to create policies that promote access to learning across borders and to academic programmes and staff that respect cultural and linguistic diversity. 2. Diversification of provision and modes of study QA is essential to protect students from fraudulent and low quality providers, many of which offer costly online courses that are not recognised anywhere – bogus qualifications. Trends in HE – globalisation new and developing technologies revolutionising delivery of knowledge, abilities to interact with learners, freedom of access to information Information & Communications Technology (ICT) Relates to the impact of ICT on all aspects of life and learning – open, online and distancelearning (ODL), and the growth of open universities, which are making HE more accessible, especially for working adults. Commitment to mass HE – political and economic European agenda – knowledge based economy Staff and students can travel (in practice not as much), but note flows in to UK since accession states joined EU … Students – will move 4. Lifelong learning HE systems are being challenged to become more flexible in terms of entry and exit, to recognize qualifications gained through work experience and to develop new programmes adapted to changing social and economic needs. This involves partnerships to make closer links with the world of work and help bridge the gap between supply and demand for higher-level skills and qualifications. Social Responsibility HE plays a strategic role in preparing people not only for their place in society (citizenship) but for the contribution they can make individually and collectively to society at large and to national socio-economic development. Society Higher education has a strong correlation with measures of a ‘good society’ with graduates demonstrating greater social and civic duty.
  • Note: commitment re student mobility NUS – 25%; SUNY – 10% SJTU – 20%; Stanford – 40% Stanford has 10 campuses overseas UNESCO – 2.8m international mobility
  • Capacity-building through the development of early-career staff Joint research on topics of mutual interest, but of developmental relevance to Tanzania. Curriculum support and development. Capacity-building of support staff.
  • International There are currently over 27,480 international students in Scotland, which represents about 12 per cent of full-time students at Scottish universities.
  • Internationalisation

    1. 1. Internationalisation Chartered Institute of Library and Information Professionals Professor Andrea Nolan Senior Vice-Principal
    2. 2. Outline <ul><li>Higher Education in a globalised world </li></ul><ul><li>Internationalisation of Higher Education </li></ul><ul><li>What does it look like? </li></ul><ul><ul><li>A University perspective </li></ul></ul><ul><ul><li>Making it happen </li></ul></ul><ul><li>Key challenges </li></ul><ul><li>Looking forward </li></ul>
    3. 3. Globalisation: key drivers Knowledge Commitment to mass Higher Education Life Long Learning Knowledge based Economic development Social responsibility Global marketplace for students and staff … mobility New technologies
    4. 4. Globalisation <ul><li>Universities / Higher Education Institutions are both contributors and drivers </li></ul><ul><ul><li>Knowledge </li></ul></ul><ul><ul><li>Technologies </li></ul></ul><ul><ul><li>Innovations </li></ul></ul><ul><ul><li>Graduates </li></ul></ul><ul><li>All universities are subject to the processes of globalisation </li></ul>
    5. 5. <ul><li>Response to globalisation </li></ul><ul><li>‘ The process of integrating an international /intercultural </li></ul><ul><li>dimension in to the teaching, research </li></ul><ul><li>and service functions of a University </li></ul><ul><li>(De Wits & Knight, 2997) </li></ul>Internationalisation
    6. 6. Internationalisation – a changing perspective <ul><li>Historically recruitment focus </li></ul><ul><ul><li>UK … 11% of international student market </li></ul></ul><ul><li>New ‘competitors’ emerging which have challenged the historic model </li></ul><ul><li>Broader understanding of what internationalisation means </li></ul><ul><ul><li>‘ at home’ as well as ‘abroad’ </li></ul></ul><ul><ul><li>mutual benefits </li></ul></ul><ul><ul><li>reputation building </li></ul></ul><ul><li>… . Leading to a balanced and more far-reaching approach </li></ul><ul><ul><li>embracing </li></ul></ul><ul><ul><ul><li>partnership development to support education and research </li></ul></ul></ul><ul><ul><ul><li>capacity building, </li></ul></ul></ul><ul><ul><ul><li>two-way mobility </li></ul></ul></ul><ul><li>Significance of internationalisation recognised </li></ul><ul><ul><li>A core strategy </li></ul></ul>
    7. 7. Internationalisation: it is happening <ul><li>Universities </li></ul><ul><ul><li>Benchmarking against international peers </li></ul></ul><ul><ul><li>Defining institutional ambition in global terms </li></ul></ul><ul><li>International networks developed </li></ul><ul><ul><li>e.g. U21, WUN, IRUN </li></ul></ul><ul><li>Internationalisation ‘at home’ </li></ul><ul><ul><li>investment in student support and integration </li></ul></ul><ul><ul><li>improving student mobility choices </li></ul></ul><ul><li>Long-term partners and strategic alliances in development </li></ul><ul><li>New education ‘hubs’ </li></ul><ul><li>Mobility of staff, students, institutions and programmes </li></ul><ul><li>Global citizenship </li></ul>
    8. 8. What it looks like? An institutional perspective <ul><li>Context </li></ul><ul><li>Strategic plan, 2006 </li></ul><ul><ul><li>ambition ‘ to be one of the small number of institutions recognised as being the best in the world ’ </li></ul></ul><ul><li>Core strategies </li></ul><ul><ul><li>‘ an international leader in research across the physical sciences, life sciences, social sciences and humanities’ </li></ul></ul><ul><ul><li>‘ renowned internationally for enquiry-led learning in a knowledge culture shaped by our research environment ’ </li></ul></ul>
    9. 9. e.g. Learning & Teaching Strategy <ul><li>to ‘increase the University’s reach and standing in learning and teaching internationally, and develop the University as a culturally diverse learning community’ </li></ul><ul><ul><li>Grow international student population & enhance diversity </li></ul></ul><ul><ul><li>Grow the number of students having an international study experience </li></ul></ul><ul><ul><li>Increase educational partnerships with universities internationally </li></ul></ul><ul><ul><li>Diversify educational delivery models </li></ul></ul><ul><ul><li>Develop effective mechanisms to support student integration on campus </li></ul></ul>
    10. 10. Embedded approach of core strategies <ul><li>Developmental process of core strategies </li></ul><ul><ul><li>Lack of integration …. missed synergies? </li></ul></ul><ul><ul><li>Lack of shared understanding </li></ul></ul>‘… its about ‘the bottom line’…. ’ ‘ my research is international ……by definition ’ ‘ … students can’t travel because …’ ‘ … we are a civic university with commitment to the city.…’
    11. 11. 2008: Why an internationalisation strategy? <ul><li>To articulate a shared understanding of internationalisation </li></ul><ul><li>To engage staff </li></ul><ul><li>To provide clarity for staff, students and external stakeholders </li></ul><ul><li>To ensure an integrated approach to development </li></ul><ul><li>To use this to identify explicitly the changes required to deliver outcomes </li></ul>Explicit articulation of objectives allows us to plan, prioritise and make choices, and support these with investment
    12. 12. Internationalisation strategy: UoG <ul><li>Internationalisation? </li></ul><ul><ul><li>‘ the process of integrating an international / intercultural dimension in to the teaching, research and service functions of a University’ </li></ul></ul><ul><li>Benefits </li></ul><ul><ul><li>To promote graduates who are more globally and culturally aware </li></ul></ul><ul><ul><li>To capitalise on international business opportunities </li></ul></ul><ul><ul><li>To promote our reputation </li></ul></ul><ul><ul><li>To enrich our local community </li></ul></ul><ul><ul><li>To be preferred destination for internationally mobile students and staff </li></ul></ul>
    13. 13. Internationalisation strategy: UoG <ul><li>Six key themes </li></ul><ul><ul><li>Student experience </li></ul></ul><ul><ul><li>Research and knowledge transfer </li></ul></ul><ul><ul><li>Staff </li></ul></ul><ul><ul><li>Alumni </li></ul></ul><ul><ul><li>Partnerships </li></ul></ul><ul><ul><li>Local engagement </li></ul></ul>
    14. 14. Supporting Infrastructure <ul><li>Regional champions </li></ul><ul><li>( http:// www.gla.ac.uk /international/internationalisation/ ) </li></ul><ul><li>International steering group </li></ul><ul><ul><li>Reporting and monitoring of strategy </li></ul></ul><ul><li>Internationalisation project manager appointed </li></ul><ul><li>Partnership development funding </li></ul><ul><li>Student mobility strategy </li></ul><ul><li>Equality and diversity unit </li></ul><ul><li>Staff training </li></ul><ul><li>Partnership working with students through SRC </li></ul>
    15. 15. Goals set: e.g. Student experience theme <ul><li>International student growth and diversity </li></ul><ul><ul><li>UG / PG </li></ul></ul><ul><li>Promote and grow international study opportunities / work placements </li></ul><ul><ul><li>c. 1,400 students had international experience in 2009 </li></ul></ul><ul><li>Employability / careers development </li></ul><ul><ul><li>e.g virtual careers fair in China </li></ul></ul><ul><li>International student experience </li></ul><ul><ul><li>Learning environment </li></ul></ul><ul><ul><li>Integration in to Glasgow (city & university) </li></ul></ul><ul><ul><li>Living environment </li></ul></ul><ul><li>Use student feedback to improve experience </li></ul><ul><ul><li>International Student Barometer </li></ul></ul>
    16. 17. e.g. Student experience - actions <ul><li>Guide on curriculum development </li></ul><ul><li>Staff development workshops </li></ul><ul><li>Revision of regulations </li></ul><ul><li>Travel scholarships </li></ul>Institutional research on student experience Student feedback (ISB) Student network (peer support) Family support enhanced Multi-faith guidance developed Work with student body re induction ‘ One Glasgow’ Launched partnership with KIC Enhanced careers support Pump priming - collaborative teaching Gap analysis of programme provision Student ambassadors Improved information for international students Student mobility strategy developed Develop more effective partnerships to support mobility
    17. 18. Supporting infrastructure e.g . Regional champions <ul><li>Six champions appointed </li></ul><ul><ul><li>Africa </li></ul></ul><ul><ul><li>Americas </li></ul></ul><ul><ul><li>East and South East Asia </li></ul></ul><ul><ul><li>Europe </li></ul></ul><ul><ul><li>Middle East </li></ul></ul><ul><ul><li>South Asia </li></ul></ul><ul><li>Budget and admin support (part-time role) </li></ul><ul><li>Role is to lead development of regional action plans addressing themes of strategy </li></ul>http://www.gla.ac.uk/international/internationalisation/
    18. 19. e.g. Partnership development <ul><li>Africa </li></ul><ul><ul><li>e.g. University of Dodoma </li></ul></ul><ul><ul><li>Linked to Glasgow Centre for International Development </li></ul></ul><ul><ul><ul><li>promotes capacity building and cultural exchange between low income countries and Scotland </li></ul></ul></ul><ul><li>South Asia: </li></ul><ul><ul><li>Partnership development with new University in PUNE, India </li></ul></ul><ul><ul><ul><li>Education, Life, Biomedical and Physical Sciences </li></ul></ul></ul><ul><li>East Asia / South East Asia </li></ul><ul><ul><li>IJN Malaysia </li></ul></ul><ul><ul><ul><li>Capacity building with Cardiovascular Centre in Glasgow </li></ul></ul></ul><ul><ul><ul><li>Academic and clinical </li></ul></ul></ul><ul><li>Partnership Development fund </li></ul><ul><ul><li>23 partnerships funded in last 2 years </li></ul></ul>
    19. 20. Key challenges and opportunities <ul><li>Changing the model </li></ul><ul><ul><li>Recruitment model is not sustainable </li></ul></ul><ul><ul><ul><li>“ unpredictable’ (UUK) </li></ul></ul></ul><ul><li>Partnership development </li></ul><ul><ul><li>Investment and commitment </li></ul></ul><ul><li>Economic climate </li></ul><ul><ul><li>Risks difficult to quantify </li></ul></ul><ul><li>Maintaining quality brand and confidence </li></ul><ul><ul><li>‘ competitive edge’ in face of range of issues </li></ul></ul><ul><li>Matching curriculum with market needs </li></ul><ul><li>Increased competition internationally </li></ul><ul><li>Changing student expectations </li></ul><ul><li>Technological advance loci changing and HE leadership emerging in ‘new’ regions </li></ul>
    20. 21. Why do different? <ul><li>Recognition of the role of research and high level skills in knowledge economies creates new opportunities for trans-national research and education </li></ul><ul><li>Co-ordinated research needed to address global challenges in appropriate timescales </li></ul><ul><li>Global citizenship </li></ul><ul><li>Key focus of Government </li></ul>
    21. 22. Looking forward <ul><li>Clear benefits – shared understanding </li></ul><ul><li>Focus on collaborative and partnership models </li></ul><ul><li>Recognition of long-term opportunities </li></ul><ul><ul><li>Research links </li></ul></ul><ul><ul><li>Base for in-country research & translation </li></ul></ul><ul><ul><li>Study / work placement opportunities for students </li></ul></ul><ul><ul><li>Diverse student and staff community </li></ul></ul><ul><ul><li>Knowledge transfer </li></ul></ul><ul><li>Use international partnerships to support the development of ‘global’ graduates </li></ul>

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