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.
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.
Designing an intellectual capital management system: evaluation process throu...KONSTANTINOS KALEMIS
This document summarizes a presentation on designing an intellectual capital management system for evaluation in higher education institutions. It discusses the assumptions and aims of higher education in the 21st century, including achieving excellence, providing solutions to important problems, and contributing to economic and social development. It also defines internationalization of higher education as integrating an international dimension into teaching, research, and services. Key indicators of internationalization include curriculum, quality assurance, foreign language provision, international programs, research, student and faculty mobility, and employability. The document then provides examples of management structures and processes for areas like curriculum development, research and development, and intellectual property.
This document discusses internationalization of higher education institutions. It begins with an agenda that covers the drivers and tools used for internationalization. The theoretical framework identifies four main rationales for internationalization - academic, economic, socio-cultural and political. Common tools used are international curriculum, international students, offshore campuses, research consortia, and student/staff mobility programs. The connection between rationales and tools is explored, with examples from internationalization models in Australia and China. The conclusion is that there is no single approach and tools must be tailored to each institution's specific rationales and resources.
Innovative In-company and E-learning: best practice, adaptability and return ...Alan Bruce
This document summarizes a presentation given by Dr. Alan Bruce on innovative in-company and e-learning. It discusses how the modern workplace requires constant learning and adaptability. Traditional models of linear learning and jobs are outdated as the world faces increased uncertainty, globalization, and changing job markets. Effective learning requires relevance, support, and measurable returns. Companies must foster learning cultures and partnerships with educational institutions to develop their workforce and drive innovation. Learning needs to anticipate future needs, promote critical thinking, diversity, and independence alongside practical skills.
Internationalization of the Curriculum: American, Candian & Australian Perspe...Yvonne Oberhollenzer
The document discusses internationalization efforts at several higher education institutions. It recommends that institutions ensure leadership prioritizes internationalization, create strategic plans, invest in faculty development, and focus on curriculum internationalization. Specific examples are provided from the University of Laval in Canada and the University of Technology Sydney. Both institutions have developed comprehensive strategies and achieved outcomes like increased international course content and student mobility.
The document discusses Brazil's system for assessing learning outcomes in higher education called SINAES/ENADE. It contains a national student performance test (ENADE) that assesses general education and subject-specific skills. Scores are used to evaluate individual programs and institutions, but there are validity issues as evidence shows well-regarded programs receive low scores due to student boycotts. While it has some validity for comparing public/private systems or universities/colleges, using it to evaluate individual programs is problematic, especially in humanities. The general education component also has validity issues in assessing university outcomes. Some fields like engineering may be better assessed than others.
Issotl2010 conference presentation.scoping internationalisation in learning, ...Rajesh Dhimar
This document summarizes a review of internationalization practices at Sheffield Hallam University, specifically regarding learning, teaching, and assessment. It finds that while staff are generally aware of internationalization, it is not necessarily a core part of curriculums. The review also finds a lack of staff development and resources to support international activities. It recommends celebrating good practices, providing staff support, and undertaking further research involving international stakeholders to better integrate international perspectives in teaching and learning.
The document summarizes the results of a consultation on modernizing higher education in Europe. It received over 1,000 responses that identified key challenges like preparing students for the job market and promoting innovation. Respondents felt priorities should include improving skills development, encouraging creativity, and strengthening research collaboration. The EU was urged to help by sharing best practices, facilitating cooperation between members, and increasing student and researcher mobility through programs like Erasmus+. The document also outlines EU initiatives to support higher education opportunities for refugees through funding, recognition of qualifications, and information sharing.
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.
Designing an intellectual capital management system: evaluation process throu...KONSTANTINOS KALEMIS
This document summarizes a presentation on designing an intellectual capital management system for evaluation in higher education institutions. It discusses the assumptions and aims of higher education in the 21st century, including achieving excellence, providing solutions to important problems, and contributing to economic and social development. It also defines internationalization of higher education as integrating an international dimension into teaching, research, and services. Key indicators of internationalization include curriculum, quality assurance, foreign language provision, international programs, research, student and faculty mobility, and employability. The document then provides examples of management structures and processes for areas like curriculum development, research and development, and intellectual property.
This document discusses internationalization of higher education institutions. It begins with an agenda that covers the drivers and tools used for internationalization. The theoretical framework identifies four main rationales for internationalization - academic, economic, socio-cultural and political. Common tools used are international curriculum, international students, offshore campuses, research consortia, and student/staff mobility programs. The connection between rationales and tools is explored, with examples from internationalization models in Australia and China. The conclusion is that there is no single approach and tools must be tailored to each institution's specific rationales and resources.
Innovative In-company and E-learning: best practice, adaptability and return ...Alan Bruce
This document summarizes a presentation given by Dr. Alan Bruce on innovative in-company and e-learning. It discusses how the modern workplace requires constant learning and adaptability. Traditional models of linear learning and jobs are outdated as the world faces increased uncertainty, globalization, and changing job markets. Effective learning requires relevance, support, and measurable returns. Companies must foster learning cultures and partnerships with educational institutions to develop their workforce and drive innovation. Learning needs to anticipate future needs, promote critical thinking, diversity, and independence alongside practical skills.
Internationalization of the Curriculum: American, Candian & Australian Perspe...Yvonne Oberhollenzer
The document discusses internationalization efforts at several higher education institutions. It recommends that institutions ensure leadership prioritizes internationalization, create strategic plans, invest in faculty development, and focus on curriculum internationalization. Specific examples are provided from the University of Laval in Canada and the University of Technology Sydney. Both institutions have developed comprehensive strategies and achieved outcomes like increased international course content and student mobility.
The document discusses Brazil's system for assessing learning outcomes in higher education called SINAES/ENADE. It contains a national student performance test (ENADE) that assesses general education and subject-specific skills. Scores are used to evaluate individual programs and institutions, but there are validity issues as evidence shows well-regarded programs receive low scores due to student boycotts. While it has some validity for comparing public/private systems or universities/colleges, using it to evaluate individual programs is problematic, especially in humanities. The general education component also has validity issues in assessing university outcomes. Some fields like engineering may be better assessed than others.
Issotl2010 conference presentation.scoping internationalisation in learning, ...Rajesh Dhimar
This document summarizes a review of internationalization practices at Sheffield Hallam University, specifically regarding learning, teaching, and assessment. It finds that while staff are generally aware of internationalization, it is not necessarily a core part of curriculums. The review also finds a lack of staff development and resources to support international activities. It recommends celebrating good practices, providing staff support, and undertaking further research involving international stakeholders to better integrate international perspectives in teaching and learning.
The document summarizes the results of a consultation on modernizing higher education in Europe. It received over 1,000 responses that identified key challenges like preparing students for the job market and promoting innovation. Respondents felt priorities should include improving skills development, encouraging creativity, and strengthening research collaboration. The EU was urged to help by sharing best practices, facilitating cooperation between members, and increasing student and researcher mobility through programs like Erasmus+. The document also outlines EU initiatives to support higher education opportunities for refugees through funding, recognition of qualifications, and information sharing.
This document summarizes a panel discussion on transnational education strategies. The panelists discussed their experiences with different transnational education models and what strategies worked and didn't work for their institutions. Nottingham Trent University focuses on dual degree programs to provide international experiences for students, while franchise and validation programs do not align with their strategy. Monash University operates campuses globally but finds models are evolving. Stenden University has international branch campuses in multiple countries but learned regular leadership changes are a challenge and objectives must align between partners.
1) Global university rankings are increasingly influencing higher education institutions, governments, and students. Many institutions have strategic plans aiming to improve their rankings by focusing on research outputs, recruiting top faculty and students, and reorganizing departments.
2) Governments are also responding by launching excellence initiatives to concentrate resources in top universities, differentiating institutions according to mission, and linking funding to rankings or performance metrics.
3) While rankings have accelerated reforms, they also risk distorting priorities and behaviors if indicators do not adequately measure institutions. The best approach to assessing quality and competitiveness remains open to debate.
Social dimension in quality assurance – towards framing the key challengesDominic Orr
The presentation starts out from an understanding of quality assurance, which has a norming and a mapping function in higher education. This means it is also agenda-setting. Assuring the social dimension of higher education provision is a central component of the quality agenda. Therefore, it is necessary to have a discussion on which parts of the higher education lifecycle can be supported and how using quality assurance procedures. There are at least 4 tensions, which challenge any quality assurance procedure for higher education in the context of the social dimension.
2015 IJAD Grunefeld Design Effect acad devel progra leading educ change 13601...Dé Nova Learning
The document describes an academic development program on leadership for educational change. The program was designed to help senior academics develop a vision for student learning and university education, design solutions to improve student experiences, and network with colleagues on educational innovation.
The program included 8 residential meetings over an academic year with themes like curriculum development and assessment. Participants selected an innovative project within their faculty and received peer coaching. Evaluations collected self-reports from former participants and interviews with their supervisors to assess the program's effects. Both groups agreed the program impacted participants in their leadership roles.
The document discusses inclusivity in higher education. It begins by noting the tensions between neo-liberal economic forces that view higher education as an economic venture versus its role in society. It then discusses key terms related to inclusion like access, widening participation, and lifelong learning. The rest of the document outlines the challenges of inclusion, institutional responses like strategic plans and student support services, approaches to inclusive pedagogy, and examples of good practices like considering diverse learner needs and styles.
Adapting Higher Education to Economic Growth Challenges: HEInnovate in EuropeLászló Horváth
This document discusses adapting higher education to economic growth challenges through the concept of an entrepreneurial university. It begins by outlining some of the challenges facing higher education institutions in the 21st century, such as enhancing social mobility, funding pressures, and responding to student and market needs. It then discusses the importance of universities contributing to the knowledge economy and improving competitiveness. The concept of a learning organization and developing faculty learning communities is introduced. Key characteristics of an entrepreneurial higher education institution are described. Finally, the document presents some case study examples of entrepreneurial universities.
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Researching Open Educational Resources and Open Pedagogical Practices: The RO...Cheryl Hodgkinson-Williams
The document discusses the ROER4D project which researches the adoption and impact of open educational resources (OER) in the Global South. It provides an overview of key challenges facing education in developing countries and how OER can help address issues of cost, access, and relevance. The presentation outlines ROER4D's research questions, clusters, sites in Africa, and objectives to build the evidence base around OER use and influence education policy.
The document discusses the tension modern universities face in balancing student consumer demands with their commitment to intellectual transformation. It explores how the view of higher education as a private investment focusing on employability clashes with ideas of universities providing public good. While metrics like the National Student Survey emphasize student satisfaction, universities aim to cultivate critical thinking through challenges. The document advocates for pedagogical reforms, use of technology, and leadership emphasizing shared strategic purpose to bridge these perspectives.
Transitioning Out and Internationalizationmaymayli
The document discusses internationalization in Canadian higher education and the experiences of Chinese-Canadians who remained in Canada. It outlines challenges international students face in transitioning out of university, like lack of work experience and language skills. It also describes programs at UBC, like Work Learn and Transition Out, which aim to help international students prepare for future careers. Finally, it shares findings from research on Chinese-Canadians who stayed in Canada, including reasons for remaining, impacts on identity development, and contributions to both Chinese and Canadian societies.
This document discusses university league tables and metrics. It begins by outlining the importance of league tables for strategic planning, recruitment, and reputation. However, it also notes problems with league tables, such as overemphasis on research performance and one-dimensional views. The document then examines the author's university's rankings over time in various league tables and the metrics used to determine rankings. It explores strategies for improving rankings, such as focusing on student experience, attainment, and employability. Finally, it considers the potential impacts of the UK government's higher education green paper, including increased emphasis on teaching metrics and social mobility in the proposed teaching excellence framework.
Fara Zakery and Behnaz Quigley - Strategies Developed by a Public and a Priva...ACBSP Global Accreditation
Fara Zakery and Behnaz Quigley - Strategies Developed by a Public and a Private University in the U.S. Prepare Globally Competent Business Graduates to Navigate Careers in the Global Economy as Citizens of the World
This document discusses student engagement in higher education. It outlines that student belonging, supportive relationships between staff and students, and relevant experiences are important for engagement. Engaged students have better outcomes individually and for society. Student surveys, outcomes data, and league tables are used to measure engagement and inform course improvements to enhance outcomes. Emerging technologies may help engagement, but their use requires care to avoid problematic data collection and ensure student privacy. The future of education is uncertain as jobs and needed skills rapidly change, requiring flexible, technology-enabled learning to prepare students.
The education doctorate in transnational context: reflections from a programm...HK Metropolitan University
This document summarizes a presentation on managing transnational Education Doctorate (EdD) programs in Hong Kong from the perspective of a past coordinator. It provides background on the introduction and growth of transnational EdDs in Hong Kong, profiles of common students and programs, and compares local and transnational programs. It also discusses issues for applicants, recommends that future programs adopt a second-generation professional doctorate model with a focus on workplace learning over traditional theses, and sees opportunities for overseas providers to enter the market during a lag period of local universities adopting this new model.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Enhancing employability through enterprise education - Maureen TibbyHEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This document provides an overview of a book that examines the role of vocational education and training (VET) in business innovation in Australia. The book considers how innovation in business impacts Australian workers and the contributions of the VET system. It also draws international comparisons to identify areas that could be improved in Australia's innovation system. Finally, the book explores strategies for how VET providers can better support industry innovation through activities like engaging with emerging industries and technologies.
The internationalisation of higher education: trends, motivations and modelsUniversity of Limerick
These two lectures provide an introduction to the internationalisation of higher education, covering:
1. The enablers of the internationalisation of higher education
2. The special features of international higher education
3. National government policies and the internationalisation of higher education: examples from around the world
4. Motivations for internationalisation
5. Example of pedagogical approach: Nottingham Trent University
6. A practitioner’s guide to the landscape of international higher education
7. A stages approach to the internationalisation of higher education
8. Example: the UK data for the different stages
9. The financial risk versus reputational risk trade-offs of the different stages
10. Understanding export education
11. Licensing higher education
12. Foreign direct investment in higher education
13. The implications of the internationalisation of higher education for higher education management
This is a very old presentation but if you gloss over the usage of VB6 there is plenty of value. I presented this to the VBUG Annual Conference in 2003.
I do not have enough information to determine where Carmen San Diego's company is based. The document provided is a lesson on globalization and international business that does not mention Carmen San Diego or her company.
This document summarizes a panel discussion on transnational education strategies. The panelists discussed their experiences with different transnational education models and what strategies worked and didn't work for their institutions. Nottingham Trent University focuses on dual degree programs to provide international experiences for students, while franchise and validation programs do not align with their strategy. Monash University operates campuses globally but finds models are evolving. Stenden University has international branch campuses in multiple countries but learned regular leadership changes are a challenge and objectives must align between partners.
1) Global university rankings are increasingly influencing higher education institutions, governments, and students. Many institutions have strategic plans aiming to improve their rankings by focusing on research outputs, recruiting top faculty and students, and reorganizing departments.
2) Governments are also responding by launching excellence initiatives to concentrate resources in top universities, differentiating institutions according to mission, and linking funding to rankings or performance metrics.
3) While rankings have accelerated reforms, they also risk distorting priorities and behaviors if indicators do not adequately measure institutions. The best approach to assessing quality and competitiveness remains open to debate.
Social dimension in quality assurance – towards framing the key challengesDominic Orr
The presentation starts out from an understanding of quality assurance, which has a norming and a mapping function in higher education. This means it is also agenda-setting. Assuring the social dimension of higher education provision is a central component of the quality agenda. Therefore, it is necessary to have a discussion on which parts of the higher education lifecycle can be supported and how using quality assurance procedures. There are at least 4 tensions, which challenge any quality assurance procedure for higher education in the context of the social dimension.
2015 IJAD Grunefeld Design Effect acad devel progra leading educ change 13601...Dé Nova Learning
The document describes an academic development program on leadership for educational change. The program was designed to help senior academics develop a vision for student learning and university education, design solutions to improve student experiences, and network with colleagues on educational innovation.
The program included 8 residential meetings over an academic year with themes like curriculum development and assessment. Participants selected an innovative project within their faculty and received peer coaching. Evaluations collected self-reports from former participants and interviews with their supervisors to assess the program's effects. Both groups agreed the program impacted participants in their leadership roles.
The document discusses inclusivity in higher education. It begins by noting the tensions between neo-liberal economic forces that view higher education as an economic venture versus its role in society. It then discusses key terms related to inclusion like access, widening participation, and lifelong learning. The rest of the document outlines the challenges of inclusion, institutional responses like strategic plans and student support services, approaches to inclusive pedagogy, and examples of good practices like considering diverse learner needs and styles.
Adapting Higher Education to Economic Growth Challenges: HEInnovate in EuropeLászló Horváth
This document discusses adapting higher education to economic growth challenges through the concept of an entrepreneurial university. It begins by outlining some of the challenges facing higher education institutions in the 21st century, such as enhancing social mobility, funding pressures, and responding to student and market needs. It then discusses the importance of universities contributing to the knowledge economy and improving competitiveness. The concept of a learning organization and developing faculty learning communities is introduced. Key characteristics of an entrepreneurial higher education institution are described. Finally, the document presents some case study examples of entrepreneurial universities.
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Researching Open Educational Resources and Open Pedagogical Practices: The RO...Cheryl Hodgkinson-Williams
The document discusses the ROER4D project which researches the adoption and impact of open educational resources (OER) in the Global South. It provides an overview of key challenges facing education in developing countries and how OER can help address issues of cost, access, and relevance. The presentation outlines ROER4D's research questions, clusters, sites in Africa, and objectives to build the evidence base around OER use and influence education policy.
The document discusses the tension modern universities face in balancing student consumer demands with their commitment to intellectual transformation. It explores how the view of higher education as a private investment focusing on employability clashes with ideas of universities providing public good. While metrics like the National Student Survey emphasize student satisfaction, universities aim to cultivate critical thinking through challenges. The document advocates for pedagogical reforms, use of technology, and leadership emphasizing shared strategic purpose to bridge these perspectives.
Transitioning Out and Internationalizationmaymayli
The document discusses internationalization in Canadian higher education and the experiences of Chinese-Canadians who remained in Canada. It outlines challenges international students face in transitioning out of university, like lack of work experience and language skills. It also describes programs at UBC, like Work Learn and Transition Out, which aim to help international students prepare for future careers. Finally, it shares findings from research on Chinese-Canadians who stayed in Canada, including reasons for remaining, impacts on identity development, and contributions to both Chinese and Canadian societies.
This document discusses university league tables and metrics. It begins by outlining the importance of league tables for strategic planning, recruitment, and reputation. However, it also notes problems with league tables, such as overemphasis on research performance and one-dimensional views. The document then examines the author's university's rankings over time in various league tables and the metrics used to determine rankings. It explores strategies for improving rankings, such as focusing on student experience, attainment, and employability. Finally, it considers the potential impacts of the UK government's higher education green paper, including increased emphasis on teaching metrics and social mobility in the proposed teaching excellence framework.
Fara Zakery and Behnaz Quigley - Strategies Developed by a Public and a Priva...ACBSP Global Accreditation
Fara Zakery and Behnaz Quigley - Strategies Developed by a Public and a Private University in the U.S. Prepare Globally Competent Business Graduates to Navigate Careers in the Global Economy as Citizens of the World
This document discusses student engagement in higher education. It outlines that student belonging, supportive relationships between staff and students, and relevant experiences are important for engagement. Engaged students have better outcomes individually and for society. Student surveys, outcomes data, and league tables are used to measure engagement and inform course improvements to enhance outcomes. Emerging technologies may help engagement, but their use requires care to avoid problematic data collection and ensure student privacy. The future of education is uncertain as jobs and needed skills rapidly change, requiring flexible, technology-enabled learning to prepare students.
The education doctorate in transnational context: reflections from a programm...HK Metropolitan University
This document summarizes a presentation on managing transnational Education Doctorate (EdD) programs in Hong Kong from the perspective of a past coordinator. It provides background on the introduction and growth of transnational EdDs in Hong Kong, profiles of common students and programs, and compares local and transnational programs. It also discusses issues for applicants, recommends that future programs adopt a second-generation professional doctorate model with a focus on workplace learning over traditional theses, and sees opportunities for overseas providers to enter the market during a lag period of local universities adopting this new model.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Enhancing employability through enterprise education - Maureen TibbyHEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This document provides an overview of a book that examines the role of vocational education and training (VET) in business innovation in Australia. The book considers how innovation in business impacts Australian workers and the contributions of the VET system. It also draws international comparisons to identify areas that could be improved in Australia's innovation system. Finally, the book explores strategies for how VET providers can better support industry innovation through activities like engaging with emerging industries and technologies.
The internationalisation of higher education: trends, motivations and modelsUniversity of Limerick
These two lectures provide an introduction to the internationalisation of higher education, covering:
1. The enablers of the internationalisation of higher education
2. The special features of international higher education
3. National government policies and the internationalisation of higher education: examples from around the world
4. Motivations for internationalisation
5. Example of pedagogical approach: Nottingham Trent University
6. A practitioner’s guide to the landscape of international higher education
7. A stages approach to the internationalisation of higher education
8. Example: the UK data for the different stages
9. The financial risk versus reputational risk trade-offs of the different stages
10. Understanding export education
11. Licensing higher education
12. Foreign direct investment in higher education
13. The implications of the internationalisation of higher education for higher education management
This is a very old presentation but if you gloss over the usage of VB6 there is plenty of value. I presented this to the VBUG Annual Conference in 2003.
I do not have enough information to determine where Carmen San Diego's company is based. The document provided is a lesson on globalization and international business that does not mention Carmen San Diego or her company.
> To define globalization and international business and show how they affect each other
> To understand why companies engage in international business and why international business growth has accelerated
> To discuss globalization’s future and the major criticisms of globalization
> To become familiar with different ways in which a company can accomplish its global objectives
> To apply social science disciplines to understanding the differences between international and domestic business
> To define globalization and international business and show how they affect each other
The document discusses the impacts of globalization, including economic, social, and environmental impacts. It lists improved standards of living, increased competition among nations, and widening income gaps as economic impacts. Socially, it mentions increased awareness of foreign cultures and loss of local culture. Environmentally, it notes environmental degradation and the need for environmental management. The document provides potential exam questions about these different impacts and their significance.
The document discusses globalization and how technology promotes it. Globalization is defined as the standardization of everyday life worldwide through the spread of ideas and commodities. Technology tools like social media, video chatting, and email allow people all over the world to communicate and share information instantly. This connectivity has opened up educational opportunities for students by giving them access to more in-depth global information. Places that used to seem distant can now be experienced virtually through technology with the click of a button.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
Education for economic success new models for higher education ewf london j...dvndamme
The document outlines four potential future scenarios for higher education and the need for new strategies to address ongoing trends and challenges. The scenarios are: 1) Open Networking, characterized by international collaboration and harmonization; 2) Serving Local Communities, with institutions focused on regional missions; 3) New Public Responsibility, combining institutional autonomy with accountability; and 4) Higher Education Inc., featuring global competition and commercialization. New strategies are needed to deal with continued expansion of higher education, changing skill demands, and ensuring the value of qualifications within a growing and globalized research environment.
Preparing for the Future: Aligning Institutional Strategic Planning with Emer...DrEducation
The confluence of cost pressures, demographic shifts, and technological forces is shaping the context of global higher education. In this interactive session, senior international officers at diverse institutions share their perspectives on how they are preparing for the future and aligning their strategic plans with the emerging trends.
Learning Objectives:
Explore the importance of long-range strategic planning despite pressures for short-term results.
Recognize key global issues and trends that influence strategic plans.
Identify good practices and diverse approaches of infusing global trends in developing strategic plans.
Chair : Rahul Choudaha, PhD
Principal Researcher & CEO
DrEducation, LLC
Presenter(s)
Joe Chicharo, PhD
Deputy Vice-Chancellor (Academic)
University of Wollongong
K. Jimmy Hsia, PhD
Vice Provost for International Programs and Strategy
Carnegie Mellon University
Cheryl Matherly, EdD
Vice President/Vice Provost International Affairs
Lehigh University
Michael Kelly - Strategic Challenges for Higher Education – A Key Driver of S...Mark Travis
The document outlines a vision for Irish higher education that focuses on the student experience. It discusses goals of increasing participation in higher education to 70% and promoting lifelong learning. It also addresses challenges around quality, managing growth, resourcing, and ensuring accountability and performance in higher education.
Dr Georgina Gough – Embedding the Sustainable Development Goals into higher e...IES / IAQM
The document discusses embedding the UN Sustainable Development Goals (SDGs) into higher education curriculum at UWE Bristol. It outlines why the SDGs should be integrated, including addressing issues like climate change, resource use, and inequality. It describes how the SDGs can be incorporated through curriculum content, research, placements, and engaging stakeholders. Examples are provided for how different disciplines like midwifery, public health, environmental science, law, and marketing relate to the SDGs. More work is needed to fully map curriculum and research to the goals and ensure holistic and ongoing engagement. The goals provide opportunities to enhance teaching, research, and student employability while contributing to positive social change.
Culture is essential to developing engineering education and high-performing faculty members. This PPT provides information needed to create and sustain a conducive culture.
Global Challenge, International Opportunity: Rehabilitation, Quality, Inclu...Alan Bruce
Presentation at NCRE Fall Conference in Washington, DC in November 2014. Focus on global dimesnions of rehabilitation education and international disability rights in professional best practice.
The document discusses inclusivity in higher education. It begins by noting the tensions between neo-liberal economic forces that view higher education as an economic venture versus its role in society. It then outlines the session which will discuss external contexts, institutional responses, and approaches to inclusive pedagogy. Key terms related to inclusion like access, widening participation, and equity are introduced. The document goes on to discuss drivers of inclusion like government targets, legislation, internationalization, and fees. It argues inclusion poses major structural and cultural challenges for higher education institutions and discusses barriers students may face. Examples of good institutional responses and inclusive pedagogical practices are provided.
This document discusses transnational education (TNE), which involves students studying in a country different from where their degree-awarding institution is located. It defines TNE and outlines its main forms. The key stakeholders in TNE - home universities, partner organizations, host governments, and students - each have different motivations that should be aligned for successful TNE partnerships. Good practice requires connecting the dots between the TNE form, home university objectives, partner interests, government goals, and student demand. Examples demonstrate connecting and misconnecting these dots. The document concludes that choosing a TNE form maximizing stakeholder alignment is important but motivations may change over time.
Is Transnational Education the Future of Internationalisation for Higher Educ...University of Limerick
The UK has been the main exporting country for transnational education (TNE) – that is, for providing higher education to foreign students who study wholly in their own country. In the latest data (2020/21), UK universities reported 488,095 TNE enrolments, up 13% on 2019/20. This compares with 605,130 for international students studying in the UK.
Post-Covid, there is growing interest in New Zealand entering the global TNE market. There are several reasons for this interest:
- Covid-19 and growing geo-political tensions have blunted the appetite for conventional export education (studying overseas) in key source markets, notably China
- While global enrolments in higher education have soared to reach 235.3m by 2020, only 6.1m (2.4%) are internationally mobile, a percentage which has not changed since 1980
- Export education is increasingly seen as exploitative and environmentally unsustainable. TNE, in contrast, reduces the carbon footprint of international education and typically involves building deep partnerships between exporting HEIs and the host countries.
This presentation considers what New Zealand universities can learn from past and present global TNE development, and reflects on where Aotearoa’s approach may differ from the UK’s. It examines the need for stringent Quality Assurance processes to ensure students entering TNE pathways are set up for success.
This document provides information about a training organized for Higher Diploma Program candidates at Wolkite University in Ethiopia. It outlines the expectations, management, and objectives of the program.
The key expectations of candidates are to actively participate in all sessions, complete assignments demonstrating reflective thinking, and prepare documents like action research projects and session plans. Program management details attendance requirements and consequences for incomplete work.
The objective of the program is to enable candidates to develop teaching skills, serve as role models, provide high-quality learning for students, and engage in practices like action research. The program consists of 4 modules focused on understanding higher education, teaching and learning, school placement, and action research.
This lecture is part of the HUMANE Winter School hosted by the Barcelona School of Management in March 2024.
HUMANE (https://www.humane.eu) is Europe’s international network of higher education professionals. It aims to build global networks of professionals, foster innovation in higher education services and drive professional excellence in higher education management.
This lecture addresses the following questions:
1. What are the drivers of the internationalisation of higher education?
2. What are the benefits of internationalisation?
3. How has internationalisation led to the commercialisation of higher education in Anglophone countries?
4. How are the factors shaping the internationalisation of higher education changing?
It uses the University of Limerick's new "Action through Partnership: Global Engagement Strategy 2023-28" to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice.
Presentations on students as educational entrepreneurs, with a focus on the oikos approach to integrate sustainability in economics and management eductation.
Held at ICERI 2008 – Madrid (Spain), 17-19 November 2008 - International Conference of Education, Research and Innovation
Developed together with Katharina Beck.
AIEA 2011 Presentation: Joint Degrees and Offshore Operations: An Internation...AEINorthAmerica
The document summarizes a presentation on international joint and double degree programs from a survey of institutions. Key points include: most institutions established their first joint/double degree program after 2000 and see them as part of internationalization strategies; the top three motivations were raising international visibility, advancing internationalization, and strengthening research collaborations; and the top three outcomes were greater faculty collaboration, increased visibility, and internationalization. The presentation also provided preliminary results on participating institutions and disciplines, as well as future plans. It concluded by thanking attendees and providing contact information for following up.
Global connections - Bordlerless HE and Continuing EducationDon Olcott
This document provides an overview of the changing landscape of international higher education and considerations for universities pursuing global opportunities. It discusses the driving forces behind globalization in higher education such as reduced government funding and increased demand. It also examines trends in cross-border programs and the internal and external dimensions of internationalism for universities. The document outlines challenges such as resistance to distance education globally and factors influencing international student choices. It emphasizes that universities must provide responsive student services and support for socialization, support, and services to effectively engage in the international arena.
The document discusses the globalization of higher education and graduate programs. It notes that a highly skilled global workforce is important for economic competitiveness. Universities need to attract international students and help domestic students gain international experience through study abroad and research partnerships. The school discussed aims to be a magnet for international students through strong academic programs and a welcoming environment. It has partnerships in places like Croatia and is exploring new opportunities for global programs and partnerships.
The document discusses the impacts of changes in the knowledge economy and higher education on leadership. It notes the increasing demand for tertiary education globally due to economic and demographic factors. The knowledge economy itself is also changing with science becoming more global and linked to social and economic progress. The financial crisis negatively impacted innovation and employment but governments responded with reforms to higher education, including increased funding and a focus on education for innovation. Leadership is important to address needs, foster institution-wide change, and overcome obstacles. Innovation drives change but also risks; leadership can help by encouraging teachers and students to innovate and making the institution a learning organization. Innovation for quality requires an internal organization, anyone acting as change agents, and leadership-friendly structures.
Session 1 defining teaching quality in a changing learning landscape march_2013Rajesh Dhimar
This document summarizes research on quality teaching in higher education from an international perspective. It discusses challenges in preparing lecturers for their roles and developing teaching quality. Key points addressed include the professionalization of academics as teachers, drivers for quality teaching in Europe, indicators of quality in the UK like the National Student Survey, and the impact of teaching development programs. Recommendations include prioritizing tools to assess program impact and establishing a focus on further improving evidence and policy regarding quality higher education.
This document summarizes a workshop on internationalization of Thai higher education. It includes definitions of key terms like internationalization and globalization. There are descriptions of how globalization is affecting higher education and driving needs for internationalization. Rationales for internationalization discussed include developing skilled graduates, knowledge production and generating revenue. Common myths about internationalization are debunked. Dimensions and indicators for evaluating internationalization are presented. The development of internationalization in Thai higher education over time and its current status focusing on partnership, quality, regionalization and establishing Thailand as an education hub are outlined.
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
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’
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
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.”