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June 2011 BMAF, Internationalisation SiG Conference, NTU

Reconceptualising internationalisation Simon Mercado Director of International Affairs, Nottingham Business School simon.mercado@ntu.ac.uk. June 2011 BMAF, Internationalisation SiG Conference, NTU. Definitions of internationalisation.

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June 2011 BMAF, Internationalisation SiG Conference, NTU

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  1. Reconceptualising internationalisationSimon Mercado Director of International Affairs, Nottingham Business School simon.mercado@ntu.ac.uk June 2011 BMAF, Internationalisation SiG Conference, NTU

  2. Definitions of internationalisation • There is no clear consensus as to the meaning of internationalisation in the HE context but a much cited definition is that provided by Knight (2005): ‘..the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education’. • In the NBS context, we have translated this into a recognition that: ‘[I]nternationalisation is the process of integrating an international dimension into the function, fabric and identity of our institution’ • However one defines it, the internationalisation of higher education is to be recognised as a multi-dimensional phenomenon and one touching upon the form, ideology and structure of higher education and service.

  3. Suggested Internationalisation Dimensions CURRICULA QUALITY STANDARDS EXCHANGE & MOBILITY MANAGEMENT & SUPERVISION PEDAGOGY GOVERNANCE EXPERIENCE REVENUE & ASSET BASE STUDENT BODY SERVICE RESOURCE STUDENT SUPPORT RESEARCH MARKETING, BRANDING & COMMUNICATIONS FACULTY & CULTURE CORPORATE & ALUMNI

  4. Discussion 1: Dimensions Do you want to add something about any of these suggested dimensions? Do you feel anything is overlooked or neglected in this framework? Do you have a sense of hierarchy?

  5. Perspectives and Interests • Stier (2002) adds the point that the concept of HE internationalisation raises different priorities and concerns for different figures in the HE context be these managers and policy-makers, administrators or academics. • He remarks: ‘Policy-makers and managers tend to focus on ideological goals (e.g. the overall course of higher education), university administrators on formalities and practicalities (e.g. student visas, health insurance, grading systems, course-equivalencies etc.).. teachers, pedagogic issues (e.g. course content, language problems etc.).’ Yes but: ideological or financial priorities?

  6. HE internationalisation as a response to globalisation • Altbach (2002) perceives internationalisation in HE as specific policies and initiatives of countries and individual academic institutions to deal with global trends. • Van der Wende (1996) sees internationalisation as “a systematic effort aimed at making higher education responsive to the requirements and challenges related to the globalization of societies, economy and labour markets”. • Davis and Olsen (1997) - Black knight versus White knight

  7. ..and a relatively simple view • The main goal of a higher education institution should be that of delivering and continually enhancing excellence in teaching and research and of ensuring interventions that provide for the knowledge, professional skills and qualifications required in a globalized economy. • This mission cannot be met without a significant degree of internationalisation but internationalisation pathways are a matter of choice and selection. • There is NO ONE SIZE FITS ALL model, approach or trajectory.

  8. So, internationalisation… has…. • Multiple meanings • Multiple stakeholders • Multiple dimensions (teaching, research +) • Many interfaces • Many consequences • Many challenges is… • as much a measure of culture, quality, contribution and orientation as it is of market penetration, sales or air-traffic.

  9. Reflections on the process • International strategies are often: Ad hoc or emergent versusRationally planned Dimensionalversus Holistic Personalisedversus Institutionalised Horizontally Disaggregatedversus Horizontally Aggregated Vertically Disaggregatedversus Vertically Aggregated Cached versus Transparent Exclusiveversus Inclusive Surface-level versus Deep

  10. Discussion 2: Strategy Descriptors Can you relate any of these concepts and labels to your own institutions or to those with which you are familiar? Is there anything wrong with those types or expressions of strategy given highlight (in bold) on the previous slide?

  11. Some relevant concepts and perspectives • Comprehensive v’s Partial • (Hudzik, 2010) • Home v’s Away • (Wachter, 2005; Van der Wende et al., 2004) • Transformative v’s Symbolic • (Knights, 2004; Turner & Robson, 2008) • Inception v’s Evolution • (Weerawardena et al., 2007; Fan and Phan, 2007; Zhou et al. 2007)

  12. So what is Strategic Internationalisation? Strategic internationalisation (Mercado & Leopold, 2011) has: a purpose, value and fit with the mission, vision and strategy of the institution (whatever that may be) Strategic internationalisation has: sufficient breadth, depth and integration to deliver upon that mission and vision Strategic internationalisation implies: an emphasis on rationale, execution and performance evaluation, based on familiar (if adapted) strategic management models and disciplines Strategic internationalisation can: offer institutions knowledge, assets and opportunities available only through a structured process of internationalisation and supporting management

  13. Some key points • Clearly defined goals and targets • Audit and evaluation tools (see AOPI framework) • Measurement and performance tools (see R6 framework) • KPIs • Governance controls and structures • Resource allocation • Engagement and ‘buy-in’

  14. R6 Visualisation Tool reputation revenue risk (avoidance) 0 = low/negative 5 = high/positive relevance reach Small double degree project with high-standing institutional partner in mature, low-risk market with high QA. Supporting current focus on dual degrees De minimus indicators resource

  15. R6 Visualisation Tool reputation revenue risk (avoidance) 0 = low/negative 5 = high/positive relevance reach Profitable franchise with emerging private university in ‘new’ (low/mid risk) market for parent university. De minimus indicators resource

  16. High Degree to which the programme employs international staff or instructors with international experience Degree to which teaching, learning and assessment strategies are culturally inclusive and culturally responsive Degree to which the programme promotes international student mobility and/or language learning Degree to which the programme and its modules are focused on the international or global domain through the examination of international issues, practice or cases Degree to which the programme and its modules draws on literature and resource (including human resource) that provides for an international and inter-cultural perspective AOPI Framework Aspects of Programme Internationalisation High High Degree to which the programme is ‘internationalised’ through engagement with overseas centres, staff and students including overseas delivery Degree to which the programme or its components has international standing, recognition and accreditation Degree to which the programme is populated by international students and classroom diversity is employed High

  17. International strategy note on-line Click here

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