Develop an action plan with specific steps.

1. Internationalisation in Post-Secondary Education
Nick Brieger More information about IOA
nick.brieger@etimalta.com can be found at ioatraining.net/

2. OBJECTIVES and CONTENT
OBJECTIVES
• To raise awareness of key issues in internationalisation
• To define next steps in internationalisation for you, your colleagues,
your students and your organisation
CONTENT
1. What is internationalisation?
2. What is link between internationalisation and culture? Dimensions of culture -
national, organisational, etc.
3. What is the scope of IC (Intercultural / International Competence)? -
knowledge, skills, mindset/attitudes
4. Exploring intercultural competence: knowledge and skills
5. Next steps in internationalisation and how to do it?

3. 1. What is Internationalisation?

4. What is Internationalisation?
Is it …….
… a country’s educational policy? … an organisation’s strategic goal?
… an activity / a series of activities? … a process / a series of steps?
… a subject of academic study? … a body of practical knowledge?
… a set of practical skills? … a mindset?
… something else?

5. Internationalisation at home
A definition
Internationalisation at home covers activities that help students to
develop international understanding and intercultural skills.
It is much more curriculum-oriented: preparing your students to be
active in a much more globalised world.
Activities under this ‘at home’ dimension are:
• curriculum and programmes to develop intercultural
competence
• teaching and learning processes
• extra-curricular activities
• liaison with local cultural / ethnic groups
• research and scholarly activities.
From: Internationalisation in Higher Education in Europe
and its assessment, trends and issues.
Hans de Wit, NVAO (2011)

6. Internationalisation abroad
The second dimension is internationalisation abroad, including:
• all forms of education across borders:
• mobility of students and faculty,
• mobility of projects, programs and providers.
However, a significant factor for success is the preparation of
students and faculty for their international assignments by
increasing their intercultural competence
These two contexts of internationalisation (at home and abroad) should not
be seen as mutually exclusive but are intertwined in policies and programmes,
eg in the development of intercultural competence
From: Internationalisation in Higher Education in Europe
and its assessment, trends and issues.
Hans de Wit, NVAO (2011)

7. 2. What is Culture?

8. What is Culture?
Behaviours
Rituals
Artifacts
Attitudes A shared system
Values
or
‘The way we
Beliefs
behave and think
round here’

9. Where is Culture?
'THE CULTURE ONION'

10. 3. What is Intercultural
Competence (IC)?

11. What is Intercultural Competence?
Definition of IC
Intercultural competence enables you to interact both effectively and in a way that
is acceptable to others when you are working in a group whose members have
different cultural backgrounds.
http://www.incaproject.org/
Key dimensions of IC
MINDSET/
KNOWLEDGE SKILLS
ATTITUDES

12. 4. Exploring Intercultural
Competence: Knowledge and
Skills

13. Intercultural Knowledge
• LOW POWER DISTANCE HIGH POWER DISTANCE [Hierarchy]
• MONOCHRONIC POLYCHRONIC [Time 1]
• LONG TERM SHORT TERM [Time 2]
• LOW RISK AVOIDANCE HIGH RISK AVOIDANCE [Plan]
• LOW CONTEXT HIGH CONTEXT [Data]
• INDIVIDUALIST COLLECTIVIST [Working Style]
• ACHIEVEMENT ASCRIPTION [Status]
• UNIVERSALIST PARTICULARIST [Systems]
• NEUTRAL EMOTIONAL [Style]
References: Gert Hofstede: Culture and Organisations: Software of the Mind
E.T. Hall: Understanding Cultural Differences
Fons Trompenaars: Riding the Waves of Culture

14. Cultural Pattern
LOW POWER POWER HIGH POWER
DISTANCE DISTANCE DISTANCE
Low Power Distance High Power Distance
subordinates and supervisors closer centralised political power
smaller organisational hierarchies tall organisational hierarchies
fewer differences in status, salary, etc differences in status, salary, etc

15. Power Distance Index
 104 Malaysia  55 Pakistan
 80 Egypt  54 Japan
 80 China  50 Italy
 80 Kuwait  49 South Africa
 77 Nigeria  49 Argentina
 68 Hong Kong  40 USA
 64 Thailand  35 Germany
 64 Tanzania  35 UK
 64 Peru  34 Switzerland
 60 Korea  31 Sweden
 60 Greece  18 Denmark
 58 Iran/Taiwan  13 Israel
From: Hofstede, G., (2001), Culture’s Consequences, 2nd ed.

16. Cultural Pattern
MONOCHRONIC TIME 1 POLYCHRONIC
Monochronic Polychronic
do one thing at a time do many things at once
concentrate on the job are highly distractible and easily
take time commitments (deadlines, interrupted
schedules) seriously consider time commitments an
emphasise promptness objective to be achieved, if possible
base promptness on the relationship

17. Cultural Pattern
LONG-TERM TIME 2 SHORT-TERM
Long-Term Short-Term
patience in achieving results desire for immediate results and
and goals achievement of goals
relationship as source of information rules as source of information
and credibility and credibility
content focussed on practice content focussed on truth
and practical values and certainty of beliefs

18. Cultural Pattern
HIGH PLANNING; RISK LOW
AVOIDANCE
High Risk Avoidance Low Risk Avoidance
more formal rules fewer formal rules
longer career commitments more easy going/relaxed
dislike ambiguous situations cope better with open-endedness
expect organisational structure view differences as ‘curiosities’
view differences as ‘threats’

19. Cultural Pattern
DIRECT COMMUNICATION INDIRECT
Direct Indirect
direct communication indirect communication
explicit messages implicit messages
say ‘no’ avoid ‘no’
deal with conflict maintain harmony

20. Cultural Pattern
INDIVIDUALIST WORKING
STYLE COLLECTIVIST
Individualist Collectivist
interest of individual – importance of ‘I’ interest of group – family, clan,
loose ties between individuals organisation
freedom to adopt ind. approaches ‘we’ is source of identity
to job people in strong groups which
acceptance of assertiveness, protect and demand loyalty
confrontation, truth and conflict close working relationships,
challenge from job leads to personal regard for harmony
accomplishment behaviour regulated through
shame or loss of face

21. Are you a peach or a coconut?
Susanne M. Zaninelli,
What happens when „Coconut“ and „Peach“ communicate
or: The world’s greatest misunderstanding
http://www.culture-contact.com/fileadmin/files/coconut_und_peach_engl.pdf

22. Cultural Pattern
The Peach
Public
TERRITORY
Private
The Coconut

23. Intercultural Skills
Based on current research and the practical experience of people
operating internationally, WorldWork has identified 10 key competencies
which enable people to become rapidly effective in unfamiliar cultural
settings. These are:
 Openness ▪ Flexibility
 Personal autonomy ▪ Emotional strength
 (Perceptiveness) ▪ Listening
 Transparency ▪ (Cultural understanding)
 Influencing ▪ Synergy TIP: The International Profiler
http://www.worldwork.biz/legacy/www/docs3/competencies.html
Which of these do you see as skills that can be developed,
eg through training, coaching?

31. 4. Internationalisation for your
organisation and how to do it?

32. Next steps
What knowledge do you need to develop?
What knowledge needs to be shared / developed by your
colleagues and teams, by your students, and within your organisation?
1.
2.
What skills do you need to develop?
What skills need to be developed by your colleagues and teams,
by your students, and within your organisation?
1.
2.
What attitudes need to be embedded within your organisation?
1.
2.
How are you going to do it?