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The Internationalization of Higher Education
- 1. The Internationalization of Higher Education in Europe Sofia, 11 December 2017
- 2. v Definition v Features v Europe and Internationalization v Strategic approaches v Quantification of IoHE v The future: trends and perspectives Structure
- 4. v Universities have always been global v A new form of pilgrimage in the middle ages and Renaissance v Latin vs English as vehicular language v National universties established in 18th/19th century v Increased cooperation between the wars v New impetus after WWI v IoHE emerged 25 year ago v Result of an impulse by the EC through programmes Definition Historic background
- 5. v In the 80s: from incidental/individual to organized activities v IoHE emerges as a process and strategy: internatonal education v Second half of the 80s: European Programmes v Treaty of Maastricht 1992: programmes become part of the EU rationale v Two emerging models: cooperative vs competitive (UK) v Second half of 90s: shift from political to economic rationales v After 9/11: renewed focus on political and cooperational rationales Definition Recent developments
- 6. v Late 90s: shift from inputs to outputs v Need for competitiveness: The Bologna process (1999) v The Lisbon Strategy (2000) v 2000s Internationalization as part of the institutional mission Definition The present
- 7. From desirable possibility to institutional imperative v Traditional definition: ”the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education” v Comprehensive internationalization: a commitment confirmed through action to infuse international and comparative prospectives throughout the teaching, research and service missions of higher education. Definition Progressive approaches
- 9. Two main categories • Internationalization abroad: all forms of education across borders – mobility of people, projects, programmes and providers • Internationalization at home: more curriculum orientated and focuses on activities that develop international or global understanding and intercultuural skills Features
- 10. Other categories • Cooperation vs Competition • Institutional vs Student focused • Ideological: instrumentalism vs idealism vs educationalism • Competence based: intercultural vs international vs global • Internationalization of the curriculum vs internationalization at home Features
- 11. • Credit Mobility • Staff Mobility • Degree Mobility • Cross border Delivery • Project based cooperation Features Internationalization abroad
- 12. • Boost in 1987 with Erasmus • 3M students in 2007 • From 11 to 33 countries • 2014: Erasmus+ - new approach and new goals • Erasmus Impact Study 2014: focus from knowledge to employability Features Credit Mobility
- 13. Ø Recommendations: • Quality of learning (student experience) • Nature of services • Ensure recognition • Language learning /intercultural skills • Innovative use of ICTs for virtual mobility • Portavbility of grants and loans Features Credit Mobility 2 Eurydice study (2013) Ø Barriers: • Credit recognition • Perception of academic tourism • Access for disadvantaged • Imbalance between countries and institutions
- 14. • Systematic attempts are rare • Often departmental/individual initiative • No recognition for career progression • Often short mobility with limited long-term impact • Administrative mobility even less attention • Need to focus on the impact: staff with international experience can bring added value to the classroom (IaH) Features Staff Mobility
- 15. • Global Degree Mobility booming in the 2000s • 2000: 2.1 M -> 2010: 4..1 M (7.1% annual rate) -> 2020: 7M • Destinations: EU 41%, US 21% (LA and ACP fastest growing) • English speaking domination: 37% in 2010 • Consequence: shift to English as language of instruction • New key drivers: • Need for skilled migrants • Global rankings play a role in enhancing attractiveness Features Degree Mobility
- 16. • Cross border = Transnational • Definition: “award or credit bearing learning undertaken by students based in a different country from that of the awarding institution” • It’s a phase in the globalization of HE: • Cross border student flows • Franchising programmes • Development of campuses • Virtual programme mobility • Majority of the activities in developing countries set up by English speaking providers • 253 Branch campuses / franchising / validation activities in the EU Features Cross border delivery
- 17. • Target groups: often working population (no negative impact on regular enrolment) • Local student willing to pay more to get better paid locally • Advantage to the hosting country: increase access for little cost • Risks: issues of quality academy hard to verify – McDonaldization of Higher Education Features Cross border delivery (2)
- 18. Future Trends
- 19. • Upward trend both for cooperation and competition • Many sending countries will start recruiting • More national scholarship schemes • Increase in virtual exchanges / blended learning • More IaH • More focus on the Internationalization of the curriculum • Global citizenship Future Trends
- 20. • Initially: “any internationally related activity with the exception of outbound mobility” • Now: “a set of instruments and activities at home that focus on developing international and intercultural competences in all students” OR • “purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments” Future Trends IaH
- 21. • Activities can expand beyond the classroom into the local community • Development and assessment are essential parts of IaH • 2015 Bologna Conference focused on the curriculum • Three objectives: • Graduate employability through enhanced curricula • Greater inclusiveness • Enhanced quality and relevance of learning and teaching Future Trends IaH (2)
- 22. • Incorporation of an international and intercultural dimension into the curriculum • Involves all the phases: preparation, delivery and outcomes of a programme of study • Goal: it purposefully develops all students’ international and intercultural perspectives as global professionals and citizens • It involves the formal, informal and hidden curricula • Iah and IoC are broadening and converging concepts Future Trends Internationalization of the curriculum
- 23. • Tools: comparative international literature, guest local lectures, guest lectures from partner universities, international case studies, digital learning, online collaboration • Student diversity is a resource for IoC • Switching to English is a negligible aspect of IoC • Core aspects: contents, pedagogical approach, learning outcomes, support services. All need to be internationalized. Future Trends Internationalization of the curriculum (2)
- 24. • Principal outcome of international education as educating graduates able to live and work in a globalized society • Shift from knowledge to employability • From: Knowledge Understanding Action • To: Knowledge Skills Economic competitiveness • Key dimensions: • Social Responsibility • Global competence • Civic Engagement • Balance between these and employability is crucial Future Trends Global Citizenship
- 25. • A defining feature of HE and essential to Internationalization • More international and broader range of stakeholders • Danger: Elitism • Typical activities: • exchanges, • joint research, • joint CD, • Joint or DDs, • short course programmes, • benchmarking, • transnational education, • joint bids for international projects, • development of projects in third countries Future Trends Partnerships
- 26. Trends: • Longer term • More sustainable • Stronger focus on content and outcome • Linked activities education/research • More multilateral partnerships • Beyond HE • More attention in the selection of the partners • More attention to similarities of focus and complementarity • Attention to share interest and mutual benefit Future Trends Partnerships (2)
- 27. Emergence of global rankings criticized but can be used: 1) to fill and information gap 2) for benchmarking purposes 3) for informed institutional decision making 4) For marketing purposes • Today: less focus on student choices and more on institutional geo-positioning • All actors and Bologna process focus on QA and quality of education • Multiple tools in place / little coherence Evaluation of IoHE
- 29. • Expectations for an EU strategy (even non-EU respondents) • Why is clear: Response to the competitive pressures of the new environment • How it’s not: activities, approaches, stakeholders, … • EU still the privileged partner but more and more intra-regional cooperation and south-south • No matter where the funding comes from, it’s at institutional level that decisions are taken * The following statistics are abstracts from the 4th IAU global survey The institutional response Internationalization Strategies
- 33. The institutional response Top ranked benefits GLOBAL: 1) increased international awareness for students 2) Improved quality of teaching 3) Enhanced international cooperation and capacity building AFRICA: 1) Institutional researchc apacity 2) Enhanced international cooperation and capacity building 3) Improved quality of teaching EUROPE 1) Enhanced international cooperation and capacity building 2) increased international awareness for students 3) Improved quality of teaching
- 34. The institutional response Top ranked benefits (2) LA 1) Increased international networking by faculty and researchers 2) Improved quality of teaching 3) increased international awareness for students MIDDLE EAST: 1) Improved quality of teaching 2) Enhanced international cooperation and capacity building 3) Institutional researchcapacity NORTH AMERICA: 1) increased international awareness for students 2) Enhanced internationalization of the curriculum 3) Improved quality of teaching
- 37. • Internationalization of HE is today a response to globalization • Shift from cooperation to competition • Is the university losing its social, cultural, intellectual objectives? • No universal model good for all • Still highly defined by regional and national factors • It’s not an end in itself but a tool to enhance quality of teaching, research and service • It’s meaningful only if it brings an added value Final Remarks