This document discusses internationalization in higher education. It defines internationalization as integrating international dimensions into teaching, research, and service. Universities are internationalizing to respond to globalization. Internationalization encompasses aspects like teaching, research, innovation, and culture. Most universities now consider internationalization a key strategic goal and have internationalization units and strategies. Drivers include competing for students, research funding, and university rankings on a global scale. Effective internationalization requires changes to curriculum, research focus, partnerships, and university organization and culture. Leadership plays a key role in managing the challenges of internationalization.

1. INTERNATIONALISATION

2. What is internationalization?
 ‘The process of integrating international dimensions
into teaching, research and service’
(Knight and De Wit, 1999)
 As a major strategic response in HE to the forces of
globalization
 It encompasses
 Teaching and Education
 Research and Scholarship
 Enterprise and Innovation
 Culture and Ethos

3. Conceptualisations of
internationalisation
 What is internationalisation of HEI
 Why internationalise?
 How do institutions internationalise?
 How well do they do this?
 What impact is internationalisation having at
institutional policy and organisational levels?

4. Internationalisation
 In the UK:
 All 22 Rector adverts all required ‘an international
perspective’
 43% of universities had a staff appointed for
internationalisation process
 All UK universities have an international(isation) unit

5. Internationalisation
 Soft
 Value adding to the university
 Hard
 Recruitment

6. Internationalisation
 Higher Education as a Global Business
 OECD Figures
 2006: 50 million students
 2020: 75 million students
 The increasing significance of international rankings
 Shanghai Jiaotong (Arwu)
 Times Higher Education (QS)

7. Is internationalisation becoming
a key university strategy
 Yes, evidence:
 Maringe and Foskett 2009: The Global Survey of University
Internationalisation Strategy
 98% consider internationalisation as a key strategic goal
 45% now have a separate internationalisation strategy document
 23% say that they are in the process of developing a strategy
document
 95% have the internationalisation portfolio run by a vice-rector or
staff directly linked to Rector’s Office
 92% of the web sites position their institutions as ‘world class’,
‘international’ and ‘world leading’

8. Internationalisation
 Soft
 Value adding to the university
 Hard
 Recruitment

9. Internationalisation
 University Priorities
 Philosophical Perspective
 The nature of the university and its contribution to
education, research, society and culture
 Economic Perspective
 Viability and sustainability
 Meeting government policy objectives
 Market position/Strategy
 Competition (students/research funding)

10. Internationalisation
 Percentage of Global Market by Destination
2000 2004 2005
USA 25 22 23
UK 12 11 12
Germany 10 10 11
France 7 9 10
Australia 6 6 7
Canada 6 5 5
Japan 4 5 5
Source:UNESCO,2006

11. University Responses:
Organisation and Leadership
 O’neill’s (1994) model of educational organisations
Structure (Academic, administrative)
Process Culture
(teaching, research, administration) (values, beliefs, how it operates)
 Change involves ALL
 Change in structure does not necessarily mean that there will be
change

12. Challenges for Educational
Leaders
 Changing the structure
 The role of the president
 Senior leadership for internationalisation
 The role of the international office
 Professionalising marketing and recruitment
 Re-thinking internationalisation strategy
 The role of research and innovation leadership
(ALP)

13. Internationalisation Trends:
Education
 Increase in international student numbers
 Increasing staff and student mobility
 Increasing trans-national education
 Development of new private and public providers
 Focus on professional subjects, business and IT
 Increasing collaboration (2+2?)
 Source countries becoming destination countries

14. Internationalisation and
Education 1
 Good growth of international student numbers
 Problem: internationalisation = recruitment of international
students
 In reality internationalisation;
 is a necessary condition for recruitment of international
students
 and is not only for international students
 = Internationalisation for ALL

15. Internationalisation and
Education 2
 Market knowledge and scanning- role of Market
Research
 Curriculum review and responsiveness
 Reduction of QA constraints
 Willingness to take some Risks in QA terms (e.g.
‘2+2’, ‘Foundation Partnerships’, Year 2 entry)
 Internationalising the curriculum
 Engaging with International Developments (e.g.
Bologna)

16. Internationalisation Trends:
Research and Enterprise
 Competition for research funding
 Research funding for international and global
issues
 Competition for research staff
 International arena for commercialisation of
research
 Global network (WUN, Universitas 21)

17. Being an International
University
 …is both a geographical and a quality aim
 Leading research/academic debate at
international levels
 Contributing to political, economic, social,
technological developments internationally
 Providing an education (curriculum) for all
students that is international
 Operating in way that promotes an international
community within the university

18. Internationalisation at Home
(IaH) v Internationalisation
Abroad
 IaH
 Redevelopment of the curriculum
 International research focus with collaborations
 Internationalising teaching and learning
 Provide student services for international students
 Abroad
 Student/Staff Mobility
 Add an ‘international’ element to projects and research
 Joint programmes with international HEIs
 Setting up overseas campuses
 Cultural exchange programmes

19. Curriculum
 Internationalising the curriculum
 Responsive (market focused) curriculum
 Employability
 The student experience
 Examples
 International examples
 Language options for all
 International study abroad opportunities for all
 International staff
 International quality facilities and services

20. University Responses:
Strategy and Marketing
 Strategic Positions
High
Internationally
Focused
Imperialist Internationally
Engaged
IaH Low High
Domestic Internationally Aware
Low
Internationalisation Abroad

21. Strategic Positions
 Domestic
 Focused on own regional and rational context
 Little active international recruitment
 Internationalisation not a priority
 Imperialist
 Strong international recruitment
 Limited changes to home organisation or facilities
 Few international staff
 Internationalisation is a financial strategy

22. Strategic Positions
 Internationally Aware
 Focus on Internationalisation ‘at home’
 Cultural responsiveness on campus
 Curriculum evolution
 International student placements
 Recruitment mainly ‘retail’ via agents and
applications

23. Strategic Positions
 Internationally Engaged
 International students key income source
 >10% students are international
 Strong drive on recruitment, with strong ‘retail’
and some partnership development
 Some engagement with TNC (?)
 Some research collaboration in chosen disciplines
 Distinct focus markets

24. Strategic Positions
 Internationally Focused
 Emphasis on global profile e.g. ‘Top 200’
 Profile through corporate strategic partnerships
i) with specific universities/institutions
ii) with global networks e.g. W.U.N., Universitas 32
 Strong emphasis on international research collaboration
 Strong drive on recruitment through partnership
 Some engagement with TNC (?)
 Distinct focus markets

25. Change Management
 Reasons for Change:
 Threat of entry to the industry by new organisations
 Bargaining power of suppliers
 Bargaining power of customers
 Threat of substitute services
 Technical innovation in core processes

26. Key Challenges for Change in HE
 Changing patterns of diversity:
 Consistently changing parameters
 Changing policy responses
 Development of IT
 Rapid development and rate of change
 National and international availability
 Few constraints on time and location (distance learning)
 Academic and institutional quality:
 Public accountability
 Institutional evaluation
 Faculty productivity
 Value for money

27. Key Challenges for Change in HE
 Massification
 Growth in student numbers: Opportunities v quality
 Participation
 Improving economic productivity
 Knowledge development
 Technology Transfer
 Economic regeneration
 Growing influence of government
 Post-secondary re-learning
 New markets, Lifelong learning, re-training, new relationships with
students
 Globalization
 Student/staff experience
 New ways of working, collaboration, new providers
 Marketisation
 Competition
 Fees

28. Typology of Change (1)
 Internal and External
 Directed and Undirected
Internal
Directed Undirected
External

29. Typology of Change (2)
 Depth
 Pervasiveness
Depth Low
Adjustments Isolated Change
Pervasiveness Low High
Far-reaching Change Transformational
High

30. Approaches to managing
change
 Rational/empirical
 Normative/re-educative
 Power/coercive

31. Change Agents (IRO?)
 Research-additional expertise, different
approach
 Authority- the external expert
 Catalyst- a fresh view
 Participant- active involvement, co-ordination
 A management device- somebody to blame
to

32. Change in Practice
 Use of rational decision making.
Communicate planning information widely
and diverse ways. Openness to new ideas.
 Build on existing foundations. Acknowledge
existing strengths.
 Involve new people- internal and external
 Ownership of the process- involvement of
individuals, committees

33. Impact of Change
EXTERNAL AND INTERNAL IMPACT OF CHANGING CONDITIONS
Institutional Impacts
Changing conditionsand challanges Internal External
ChangingPatterns of Diversity
Pluralism,curricular content,research
perspectives,facultyrole
Rise of minoritypolitical power groups,
institutions,and Associations
IT development:Telecommunications,
Computing,and InformationResource
Firms
Teaching/research,deliverymodes,new
facultyandstudentroles
Cross-industrylinks:educational,
information,tele-communications and
entertainmentfirms
Academic andInstitutional Quality
Academic outcomes,valueadded and
assessment;culture of academic quality
improvement
Business-governmentcollaboration;tide
of TQM/CQI
ImprovingSocietal,Economic
Productivity
Resource partner or leadership role;new
managerial andacademic priorities
Business government,and higher
educationcollaboration
Post-secondaryRelearningMarkets
Client-drivenmodular content,external
delivery,facultyrole
Growingadultand professional post-
secondarymarket;academic
collaborationandnew competitors
Globalisation of Scholarshipand
Education
Interdisciplinaryandtrans-national
colleagues,problems and research
paradigms
Multidisciplinarycross-industryand
transnational researchgroups;Multi-
national institutions

34. Taking Stock:
 WHAT ARE THE PRESSURES FOR CHANGE?
 Which of these forces are exerting pressures on the institution?
 What are the implications of their presence, absence, or level of intensity?
EXTERNAL PRESSURES INTERNAL PRESSURES
The pressure for cost containment and
affordability
Public demands for educational and financial
accountability
Increased demands for educational equality and
excellent teaching, with their implications for
promotion and tenure policies and practices,
teaching loads, faculty productivity, and
curriculum
The growth of alternative models of post-
secondary education delivery – including
distance education, corporate universities, and
transnational delivery
The explosion and globalisation of knowledge
produced both inside and outside the academy
The need to serve an increasingly diverse
society
The pervasive impact of technology on all areas
of higher education
Calls for curriculum reform by faculty and
students
Student pressures for more attentive “customer
service” in the classroom, as well as academic
support and social services
Increased expectations and demands of adult
learners and non-traditional students for access,
affordability, and convenience in higher
education.
Changes in the terms and conditions of faculty
employment, including the aging of the
professoriate, alternate appointment policies, and
increased use of part-time and adjunct faculty
Higher levels of computer literacy by students

35. TEN FUNDAMENTALS OF SUCCESSFUL
CHANGE MANAGEMENT IN HE (IRO)
 Change invariably stems from changes in the environment both internal and
external
 Change must presage a new model for the future
 Change will not succeed unless there is dissatisfaction with the old and genuine
belief in the need –people much have a reason.
 Major change is always painful and requires different ways of behaving, thinking
and perceiving. People must be involved – resistance is normal.
 Change is “lumpy” – people, systems and procedures change in different ways.
 As the line manager you must drive it and support it too – as a designer, teacher
and steward.
 “Play the ball where it lies”. Work with the good practice you have got. Avoid
importing models from elsewhere.
 Change is an ongoing process, not an event.
 Change is unique to each organisation. Celebrate your achievements.
 Change is contingent on effective communication.
(McCaffery, 2004)

36. LEADERSHIP AND MANAGEMENT
(IRO)
Management Leadership
Creating an agenda Planning and budgeting Establishing direction
Developing a human network Organizing and staffing Aligning people
Implementation
Controlling and problem
solving Motivating and inspiring
Outcomes Predictability and order Useful change

37. LEADERSHIP IN HIGHER
EDUCATION (IRO)
Is leadership in higher education different from leadership in other forms of
institutions?
Two approaches:
1. Rational and linear- thought before action; the grand plan
2. Learning from experience; working with existing ideas and structure
Three key factors:
1. Leaders themselves cannot redirect an institution because institutions are cultures.
Cultures are not easily changed because this requires people to change their
actions and beliefs. (Birnbaum, 1988)
2. Leaders must “work” their institutions as cultural insiders. (Bensimon, 1990).
3. Organisational change requires individuals to learn and re-learn; not just a question
of redrawing organisational charts. (Neumann, 1995)
“Meaningful institutional change is likely to take both thought and time, for it
involves changes in what people know and how they know it. That is, it involves
deep-level learning”

38. LEADERSHIP IN PRACTICE (IRO)
Leadership for the long term:
 Managing the politics of organisational life constructively to advance relevant
agendas.
 Gauging the organisational mood shrewdly in the timing of interventions.
 Maximising personal effort and time through managing “the art of the possible”.
 Shifting tactics to meet stakeholders requirements.
 Retaining composure and managing emotions
Flexibility and stamina
Critical thought – self and in others
“Leading a university is a very lonely business.”
“People only tell me what they think I want to hear.”
“I am constantly on duty, morning, afternoon and evening. In the last three
years, I have only had ten days when I have not been representing the University in
one way or another.”

39. Conclusion
 Internationalisation Future Issues?
 Changing markets
 Responsiveness
 Cultural change
 Leadership