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.
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.”