Internationalisation in Practice

1. Internationalisation in Practice Dr Mohamed Loutfi Dean of International Development, UWIC

2. Contents: • What is a University? • What is Internationalisation? • Why Internationalisation? • How Internationalisation? • UWIC and Internationalisation

3. UNIVERSITY • Truth, correspond to the traditional reasoning of science, i.e., todoubt, to imagine and to assimilate (explores the unknown - Think-tanks for the future); • Welfare, prepare students for a constructive integration in the labour market & reinforce the economic strength of the nation (Laboratories for innovative products and services) • Meaning, rearranging the Known to come up with new meanings - Providers of knowledge.(sociologists, political science, anthropology, economics) • Order, i.e. giving qualifications, leading to a social mobility ladder - Centres of qualification;

4. INTERNATIONALISATION “Is the process of integration an International, Intercultural or Global dimensions into teaching, research and services function of the institution”

5. WHY INTERNATIONALISATION? [Higher education should] “educate for citizenship and for active participation in society, with worldwide vision …educate students to become well informed and deeply motivated citizens, who can think critically, analyse problems of society, look for solutions to the problems of society, apply them and accept social responsibilities.” UNESCO World Declaration on Higher Education for the 21st Century

6. WHY INTERNATIONALISATION? HEA addressed internationalisation and stresses that all graduates, regardless of their country of origin, to be informed, responsible citizens able to work effectively in a global multicultural context. Universities has a role as the change agent

7. WHY INTERNATIONALISATION? Internationalisation focuses on preparing the University to be a responsive global citizen to fulfil a society need by equipping graduates to be active global citizens

8. IAU Survey • Broaden and Diversify source of Faculty and Students • Create International Profile and Reputation • Strengthen research and knowledge capacity and production

9. IAU Survey • Increase Staff and Students International Knowledge and intercultural understanding • Promote curriculum development and Innovation • Contribute to Academic Quality • Diversify source of Income

10. How Internationalisation? Create an ethos in which Internationalisation sits comfortably: • Institutional • Staff • Students • Curriculum

11. Institutional • Vision: • Clear articulation in the vision or mission of the institution; • Supportive and enabling senior management. • Values: • An institutional ethos that values internationalisation, resulting in a culture of shared values, contacts and expertise and an understanding of the benefits for all of internationalisation; • clarity in the institution’s conceptualisation of internationalisationand how this impacts on all aspects of university life.

12. Institutional 3. Policies and strategies: • A mainstream or whole university approach to internationalisation • institutional policies and strategies that make explicit the relevance and importance of internationalisation, e.g. corporate plan; assessment, learning and teaching strategy; equality and diversity policy; research strategy etc. 4. Partnerships ( Internationalisation Abroad): Strong international partnerships to facilitate staff / Student secondment.

13. Institutional 5. Visible internationalisation: Regular recognition and celebration of international developments, partnership links, events and global perspectives. 6. Management information: Effective management information to support internationalisation, including disaggregated data on students by nationality to enable analysis of source countries, success, career destinations, etc

14. Staff 7. Breadth of activity: Opportunities for both academic and support staff to engage in international research, knowledge exchange and capacity-building. 8. International staff: with international experience and regular international visiting lecturers. 9. Enthusiasts: Internationalisation champions identified and supported across the institution.

15. Staff 10. Support for international perspectives: Valuing and rewarding international perspectives in learning, teaching, assessment and research. 11. Staff development: Opportunities to support Internationalisation for academic and support staff, including language and cross-cultural capabilities.

16. Students 12. Communication: Effective marketing and communication with prospective and on programmes international students and with alumni. 13. Diversity: Critical mass of international students on campus across a range of courses and from diverse countries to support internationalisation, coupled with actions to support effective integration within and across national and cultural boundaries.

17. Curriculum (formal and extended) 14. Internationalised curriculum: Flexible, integrated and discipline-focused internationalised curriculum, incorporating global perspectives, for easier curriculum access for international students and to develop international and intercultural perspectives of all students and staff. 15. Exchanges: Effective exchange programmes for students, academic and support staff, along with travel bursaries to encourage participation. 16. Volunteering: Programme of opportunities for international volunteering for all staff and students and for ‘service learning’ for international students to engage with the local community.

18. 17. Internationalisation at home: Focus on establishing opportunities for internationalisation at home, such as international ‘student buddies’ programme, clubs and societies appealing to home and international students, international cultural events and competitions, close liaison with and support for the Students’ Union and for student societies that support integration. 18. Pastoral: Effective pastoral support programme, recognising where needs differ and extra support may be needed; e.g. scholarship/bursary scheme for international students, specialist advisers on immigration issues, international student hardship Support

19. 19. Services: Accommodation, food and other policies and services that recognise the needs of students from other cultures without ghettoisation. 20. Linguistic, cultural and academic Services: Appropriate linguistic, cultural and academic support for students including: language classes for non-native speakers; advice on academic cultural practice for students from Abroad; cross-cultural communication skills for home students.

20. UWIC: Internationalisation Strategy • Corporate Message of the Importance of Internationalisation, fundamental element of the Corporate Strategy • Integrated with all other Institutional Strategy • Clear Steer from the top (VC) – Responsibility SMT Member • Explicit Funding • Mechanism in place – Internationalisation committee

21. Strategy Objectives • To enhance student employability through the internationalisation of curricula • To promote the recruitment of staff from outside of the UK • To develop a more balanced distribution of overseas students between Schools & programmes, and increase the number of non-UK EU students • To expand TNE collaborative provision activity within a robust quality environment • To encourage international research activity amongst staff and doctoral students • To deliver enterprise services to non UK-based customers

22. 1. To enhance student employability through the internationalisation of curricula • Internationalising curricula • Student exchanges and work placements • Portfolio development – Modern Foreign Languages (MFL) • Bologna

23. 1. To enhance student employability through the internationalisation of curricula Learning & Teaching Development Unit is leading a programme (re)design project for curriculum development for internationalisation, the areas of possible focus are: • increasing the inclusion of international case studies, sources, and perspectives on the subject area; • developing an understanding of how the subject area (and the professions associated with it) relate to the global context;

24. 1. To enhance student employability through the internationalisation of curricula • encouraging a global ethic; • developing skills for living and working with people from other countries and cultures; • developing attitudes and values which might be associated with a ‘global citizen’; • using approaches to assessment, learning and teaching which are inclusive, equitable, and able to recognise alternative world views.

25. 2. To promote the recruitment of staff from outside of the UK • It can help rejuvenate teaching and research capacity • It can help the institution recruit a better calibre of staff • The presence of international staff can help facilitate internationalisation “at home” (i.e. without recourse to international exchanges and work placements) both amongst students and UK staff

26. 2. To promote the recruitment of staff from outside of the UK • The presence of international staff will inevitably lead to the introduction of different teaching styles and content. Where international staff use different pedagogies, there will be implications for students which may be beneficial or negative. However, where this is a mater of content or interpretation, this may well be beneficial to internationalising curricula • Research and teaching collaborations may result from international staff connections. • Visiting staff ?

27. 3. To develop a more balanced distribution of overseas students between Schools & programmes, and increase the number of non-UK EU students Current Status • 12% of the student population from in excess of 125 different countries. • 4%undergraduate non-degree (13% for UK HE institutions) • 25% first degree (40% for UK HE institutions) • 70%postgraduate taught (40% for UK HE institutions) • 6%postgraduate research (15% for UK HE institutions) • 65% of overseas students on 6 programmes • 70% in one School.

28. 3. To develop a more balanced distribution of overseas students between Schools & programmes, and increase the number of non-UK EU students Plan • expansion in overseas student numbers with a more balanced overseas student profile in terms of: • the origin of the students; • the distribution of students by level of study; • and the distribution of students across campuses, Schools and programmes • Country of Origin •  Schools will define its objectives for overseas student recruitment, and the steps that will be taken to achieve these.

29. 4. To expand TNE collaborative provision activity within a robust quality environment • Hong Kong • Brunei • London • Singapore • Kuala Lumpur • Bulgaria • Morocco • Egypt • Sri Lanka • South Africa • Qatar • Oman • India • Ukraine • Russia • Lebanon

30. 4. To expand TNE collaborative provision activity within a robust quality environment

31. 4. To expand TNE collaborative provision activity within a robust quality environment • To ensure its continued success in the TNE, UWIC will need to concentrate upon its competitive strengths, including: • Focus on a limited number (approximately 20) high quality partnerships, ensuring a high level of service and support. • Access to academic support from well-qualified, reactive and supportive experts in UWIC • Access to high quality resources for students and staff • High quality and reactive administrative support for partners • Robust quality assurance procedures (building on the 2008 QAA institutional review).

34. An Integrated Approach1+1 = 3

35. European Neighbourhood and Partnership Instruments In the framework of its external relations policies, the EU has been implementing for many years now two very successful education programmes. • TEMPUS that supports the modernisation of higher education, creates opportunities for cooperation among actors in the field and enhances understanding. • Erasmus Mundusthat promotes cooperation between higher education institutions through encouraging partnerships, mobility and exchanges of students, researchers and academic staff.

36. ENPI SouthTEMPUS • Leadership in Higher Education Management EU Partners: • University of Wales Institute, Cardiff – UK (Coordinator) • University of Bari - Italy • University of Aachen - Germany • Ionian University - Greece • The Leadership Foundation for Higher Education - UK

37. ENPI South - TEMPUS: Leadership in Higher Education Management Egypt • Ministry of Higher Education and Scientific Research • Ein Shams University • Fayoum University • American University in Cairo • Morocco • Ministry of Higher Education • King Hassan II University • KadiAyyad University • Superior Institute of Science and Technology Tunisia • Ministry of Higher Education, Scientific Research and Technology • Sfax University • University of Sousse Lebanon • Ministry of Higher Education, • Modern University of Business Studies • Beirut Arab Academy • Regional/ International Bodies • Arab Network for Quality Assurance in Higher Education • Magna Charta Observatory - Italy • Association of Arab Universities – Jordan • Arab Network for Quality Assurance Agencies

39. ENPI South

41. EarsmusMundus FFEEBB 1 • FFEEBB 1

42. EarsmusMundus FFEEBB 1 Third Country Partners • Alexandria University • Cairo University • Fayoum University • Helwan University • Suez Canal University • Tanta University • Nile University • South Valley University • The American University in Cairo • Beni-Suef University EU Partners • Lund University, Sweden • RWTH Aachen University, Germany • Université Bordeaux 1, France • NANCY, France • PolitecnicodiTorino, Italy • University of Twente (ITC), The Neatherlands • University of Graz, Austria • Associates • Ministry of Higher Education and Scientific Research • SEKEM Development Foundation, Egypt • Arab Academy for Science and Technology, Egypt • Ulm University, Germany • FraunhoferGesellschaft, Germany • Bielefeld University , Germany

43. ENPI south • Map

44. ENPI south • Map

45. Arab Academy • Map

46. EarsmusMundus FFEEBB 2 • Map

47. EarsmusMundus FFEEBB 2 • Third Country Partners • Alexandria University • Cairo University • Fayoum University • Helwan University • Suez Canal University • Tanta University • Ain Shams University • Arab Academy for Science & Technology • Assiut University • Sinai University EU Partners • University of Wales Institute, Cardiff • City University, London – UK • FreieUniversität Berlin - Germany • NANCY - France • Lund University - Sweden • University of Granada - Spain • University of Graz - Austria • University of Rome (Sapienza) – Italy • University of Twente (ITC) – The Netherlands  • Vilnius University - Lithuania • Associates • Ministry of Higher Education and Scientific Research • Euro-Mediterranean University (EMUNI) - Slovenia • Sengor University - EG • Technical University Berlin - Germany • University of Perpignan - France • Adam Mickiewicz University – Poland • Kafr El Sheikh University - EG • Sohag University - EG • South Valley University - EG

48. ENPI south • Map

49. ENPI EAST Armenia, Azerbaijan, Belarus, Georgia, Moldova, Russia, Ukraine