Developing a Partnership Strategy

1. Developing a Partnership Strategy Susan Buck Sutton Associate Vice President for International Affairs Indiana University December 2010

2. Part 1: Key themes of the workshop: The changing nature & increasing importance of international partnerships The need to approach partnerships in a systematic, strategic way Key steps in developing an institutional partnership strategy & philosophy

3. Learning outcomes: Understanding the many goals that partnerships can serve Identifying the key steps in developing a partnership strategy Having some ideas about where you might start in developing such a strategy for your own university Exploring some of the particular benefits and challenges involved in U.S.-Ethiopian partnerships

4. Basic definition Academic partnerships are: “cooperative agreements between a higher education institution and another distinct organization” (Kinser and Green 2009 The Power of Partnerships) e.g., another college or university, a governmental agency, an NGO, a business, and so forth in other words, an entity outside the original institution e.g., another college or university, a governmental agency, an NGO, a business, and so forth in other words, an entity outside the original institution

5. Part 2: Past experience with partnerships What has been your experience with international partnerships? What seemed to be the factors contributing to good partnership outcomes? What seemed to be the factors contributing to poor outcomes?

6. Along these lines, many U.S. institutions are: taking stock of existing partnerships articulating criteria for identifying partners focusing on developing a few more comprehensive partnerships identifying new arenas for collaboration

7. Outcomes are enhanced when partnerships are approached both: strategically and dialogically

8. Strategy = a plan, method, and/or series of activities designed to achieve a goal

9. Dialogue = an exchange of ideas on a particular topic with the goal of reaching some common understandings

10. Developing a Partnership Program Articulating partnership goals and vision Creating a registry of existing partnerships Crafting a prioritized partnership strategy Spreading a culture of partnership Establishing policies & procedures Securing financial support Creating effective organizational structures Providing professional development Thoughtful practices of initiating partnerships Thoughtful practices for sustaining them Procedures for reviewing, revising, and/or terminating Rarely a linear processRarely a linear process

11. Part 3: The changing nature of international education in general, partnerships in specific Works in progress…..

12. Historically , international education in the U.S. meant: Study abroad programs enrolling less than 1% of students, mainly female International students, constituting a little more than 1% of the students Occasional faculty research collaborations Occasional development projects in the less developed world A few disciplines in the liberal arts Area studies centers at large research institutions

13. Around 1980, the term “internationalization” emerged. Slowly replacing “international education.” An attempt to spread international perspectives across an institution in integrated manner. Reflecting growing awareness of what was soon to be called “globalization.” Integrated offices of internationalization began appearing. To pull the formerly separate international activities together. More intentional, strategic than before. Although embraced and acted upon quite slowly.Integrated offices of internationalization began appearing. To pull the formerly separate international activities together. More intentional, strategic than before. Although embraced and acted upon quite slowly.

14. Captured in the classic definition by Jane Knight, Internationalization (IZN) : “integrating an international and intercultural dimension into the teaching, research and service functions of an institution” (1994)

15. As we move through the 21st century, yet another transformation in IZN is occurring. Just now being recognized. Borne of a new constellation of forces. Meaning that if we need to more than increase our old IZN activities – we need to add new ones.Just now being recognized. Borne of a new constellation of forces. Meaning that if we need to more than increase our old IZN activities – we need to add new ones.

16. Forces now shaping IZN (1): The globalization of our lives and communities: international relations immigration streams transnational business multinational work places and neighborhoods e-communications global issues of health and environment This is the world in which our graduates must operate, and we must prepare them for it.This is the world in which our graduates must operate, and we must prepare them for it.

17. Forces now shaping IZN (2): A reorganization of higher education itself: greater access (massification) distance education civic engagement commodification/privatization the global nature of science and scholarship spread of excellent institutions worldwide the power of postcolonial perspectives This is the world in which our institutions now operate, and we must reshape them for it. A reorganization in which campus walls, both ivy-covered and red-brick, are disintegrating. It is hard for us to think beyond the boundaries and the terminology that characterized a less interdependent system of higher education. But we must do so.This is the world in which our institutions now operate, and we must reshape them for it. A reorganization in which campus walls, both ivy-covered and red-brick, are disintegrating. It is hard for us to think beyond the boundaries and the terminology that characterized a less interdependent system of higher education. But we must do so.

18. We are at the dawn of a global system of higher education, in which cutting edge research and teaching are conducted around the world students and faculty are more mobile than ever before our actions have global impact and meaning IT has overpowered geographical distance we understand issues of access on a global level An inward-looking understanding of internationalization does not match what is happening. It also masks the centrality of our work to our institutions’ efforts to respond to these general changes, not all of which are immediately associated with the project of internationalization (even if they should be). The intercultural learning and interactions we ask of our students must become the processes by which our institutions themselves fashion new modalities of education, engagement, and scholarship. An inward-looking understanding of internationalization does not match what is happening. It also masks the centrality of our work to our institutions’ efforts to respond to these general changes, not all of which are immediately associated with the project of internationalization (even if they should be). The intercultural learning and interactions we ask of our students must become the processes by which our institutions themselves fashion new modalities of education, engagement, and scholarship.

19. An important part of IZN must now be an institution’s ability: to connect with the broader world to engage in the global construction of knowledge and to do so with cross-cultural skill competence and a sense of global responsibility

20. IZN is increasingly about forging an institution’s place in a global system of higher education.

21. Institutional goals for IZN To advance institutional ranking To generate tuition income To improve student learning To create strategic alliances To spread the reach/impact of the institution To recruit students (advance market share) To keep research and scholarship cutting edge To seek assistance in institution/program-building To develop global citizenship for both students & institution To tackle global problems

22. Societal goals of IZN. To develop a globally competitive and culturally competent workforce To advance national diplomacy and security To serve the international needs and interests of surrounding communities To develop capacity in the global South To address problems that are global in scope To contribute to international understanding and peace-building Different institutions are pursuing IZN for different reasons (or combinations of reasons). Sometimes in synch, sometimes conflicting Sometimes well-articulated, sometimes not Sometimes creating a unified institutional strategy, sometimes not Different institutions are pursuing IZN for different reasons (or combinations of reasons). Sometimes in synch, sometimes conflicting Sometimes well-articulated, sometimes not Sometimes creating a unified institutional strategy, sometimes not

23. It is time to see IZN … not just as infusing something INTO our institutions, but also as drawing our institutions OUT into something larger than themselves It is a matter of finding an institution’s place in the new global system.It is a matter of finding an institution’s place in the new global system.

24. This may sound obvious, but… older language and practices still trap us .

25. Internationalization = the wise, informed, and responsible engagement of students, faculty, staff, and the institution itself in the global networks that shape us all. (IUPUI definition 2008)

26. The changing nature of partnerships

27. In outward –looking IZN, partnerships move from tactic to philosophy. They are central to extending outward. They take on new roles. They require more focused attention. They are no longer simply what bubbles up. They are no longer thought of simply in terms of the logistics of mobility. They take on new roles. They are central to extending outward. They require more focused attention. They must no longer be left simply to what bubbles up. They must no longer be thought of simply in terms of logistics/They take on new roles. They are central to extending outward. They require more focused attention. They must no longer be left simply to what bubbles up. They must no longer be thought of simply in terms of logistics/

28. Historically, most partnerships for U.S. institutions: were between one faculty member and another , and/or sent a few students/faculty back & forth lasted as long as their original proposers were interested and often (sometimes immediately) sat idle thereafter were called “exchanges.” Such partnerships only scratch the surface of what partnerships can (and should) do. They have little institutional impact. Such partnerships only scratch the surface of what partnerships can (and should) do. They have little institutional impact.

29. Such partnerships still have a role to play. But limiting partnerships to these does not take advantage of all they have to offer. Every institution needs a broad portfolio of partnership types, and these are one.Every institution needs a broad portfolio of partnership types, and these are one.

30. Institutions need a broad portfolio of partnership types and a clear understanding of what each type does.

31. Partnerships vary by scope. Faculty-to-faculty Student exchange One-way student flows Department-to-department Institution-to-institution Multi-institutional consortia One-way flows: U.S. students studying abroad; 2+2 programs for institutions abroadOne-way flows: U.S. students studying abroad; 2+2 programs for institutions abroad

32. Partnerships vary by function: Teaching and learning Research collaboration Institution and program-building Applied and development work Enhancing community connections Faculty and staff development Or all of the above

33. In terms of institutional impact, partnerships vary along this continuum: Transactional Transformative This continuum identifies an important dimension of partnerships. Borrowing from the literature on service learning (Enos and Morton 2002) . Institutions need partnerships of both types for they serve different purposes. But for maximum institutional impact, and for forming new kinds of global academic linkages, transformative partnerships are best. This continuum identifies an important dimension of partnerships. Borrowing from the literature on service learning (Enos and Morton 2002) . Institutions need partnerships of both types for they serve different purposes. But for maximum institutional impact, and for forming new kinds of global academic linkages, transformative partnerships are best.

34. Transactional Partnerships Simple give-and-take Neither institution is much changed by the exchange Instrumental in nature Trade resources Although particular individual faculty or students may grow from the experienceAlthough particular individual faculty or students may grow from the experience

35. Transformative Partnerships Change both institutions, as they work together Generate common goals, projects, products Combine resources Emphasize the relationship as much as the product Expand over time Create dialogical basis for global learning Establish a bi-(or multi)national unit of higher education within an evolving global system Any partnership can be transformative if conceived a certain way. Such partnerships respect the resources and integrity of each partner, and are prepared to change, rather than dictate.Any partnership can be transformative if conceived a certain way. Such partnerships respect the resources and integrity of each partner, and are prepared to change, rather than dictate.

36. Part 4: Case Study Indiana University and Moi University As led by the urban campus of IU, known as IUPUIAs led by the urban campus of IU, known as IUPUI

37. Indiana University – Purdue University at Indianapolis (IUPUI)

38. IUPUI: the university with the longest name in the U.S. 22 schools and academic units Over 30,000 students Over 200 degree programs Over 2500 faculty and 1600 professional staff A course catalog that resembles the Manhattan telephone directory

39. The IUPUI Story. A philosophy of IZN through partnership has: led us to rethink how we structure and sustain partnerships provided an integrating principle for all internationalization efforts transformed us as an institution The pieces have come together; no longer isolated.The pieces have come together; no longer isolated.

40. Like many institutions, we Have been reworking our partnership strategy Taking stock of existing partnerships Developing policies and procedures Convening campus-wide conversations Engaging in extensive dialogue with partners Becoming centered on fewer, more transformative, more sustained partnerships For us, the key is working with institutions that are involved in similar research, engaging with local communities, located in urban centers, of interest to central Indiana. e.g., we needed to develop policies for establishing partnerships Principles of participation in partnerships We needed to establish oversight committees for campus-wide partnerships For us, the key is working with institutions that are involved in similar research, engaging with local communities, located in urban centers, of interest to central Indiana. e.g., we needed to develop policies for establishing partnerships Principles of participation in partnerships We needed to establish oversight committees for campus-wide partnerships

41. STRATEGIC PARTNERSHPSwww.iupui.edu/~oia/IA/strategicpartnerships Bi-national (or multinational) communities of higher education in which there is a constant flow of people, ideas, and projects back and forth, as well as the development of new projects and common goals. One of the lynch pins of our IZN plan.One of the lynch pins of our IZN plan.

42. IUPUI’s Strategic Partnerships: Require campus-wide conversation, engagement, and approval Result from lengthy discussions with partner institutions Entail long-term commitments to develop the relationship over time Go far beyond their original conception and activities Are coordinated by a Steering Committee Have Principles of Engagement

43. Strategic Partnerships (1): Enable faculty who know little about the partner country or have no international background to become involved Build complex understandings and a sense of mutual responsibility that deepens over time Impact student learning across the curriculum for both institutions Spark joint research and development projects on new topics Foster creative interdisciplinarity Involve administrators & staff, too Why did we want to develop such partnerships? especially since they require time, work, resources to get started? Why did we want to develop such partnerships? especially since they require time, work, resources to get started?

44. Strategic Partnerships (2): Create economies of scale/synergies of effort Establish defined concentrations of activity that attract external funding Model the cross-national competencies we want for our students Lead to community engagement on both sides Build resources through sharing and collaboration Last long beyond their original proposers

45. IUPUI and Sun Yat Sen University Each of our strategic partnerships tells a slightly different story – there is no cookie cutter for these complex, evolving entities. Five 2+2 programs under construction 2 study abroad programs Developed after 2 years of extensive discussion within the China Interest Group. Confucius Institute Much community outreach on both sides Joint work in medicine, public administration, philanthropy, informatics Confucius InstituteEach of our strategic partnerships tells a slightly different story – there is no cookie cutter for these complex, evolving entities. Five 2+2 programs under construction 2 study abroad programs Developed after 2 years of extensive discussion within the China Interest Group. Confucius Institute Much community outreach on both sides Joint work in medicine, public administration, philanthropy, informatics Confucius Institute

46. IUPUI and the Universidad Aut?noma del Estado de Hidalgo Chosen after a similar process – and the decision to focus on Mexico. Chosen because it is the area of Mexico sending migrants to Indiana Began with Med, Dental, Nursing, Social Work engaging in collaborative health care research, student exchange Added liberal arts, law, engineering Collaborative forums on immigration, using videoconferencing Working with Indy Mayor’s Latino Advisory Council on health, education for migrant popChosen after a similar process – and the decision to focus on Mexico. Chosen because it is the area of Mexico sending migrants to Indiana Began with Med, Dental, Nursing, Social Work engaging in collaborative health care research, student exchange Added liberal arts, law, engineering Collaborative forums on immigration, using videoconferencing Working with Indy Mayor’s Latino Advisory Council on health, education for migrant pop

47. IUPUI and Moi University Our biggest and the model that inspired the others. Grew from small student exchange in 1989 to: 2 hospitals, 26 clinics, 8 farms, craft workshop, orphanages, food distribution center Treating 80,000 HIV/AIDS patients a year Exchanging 20 faculty and 50 students annually Projects in Education, Social Work, Social Sciences, Law, Informatics, Physical Ed, Engineering, Business, Nursing Engagement of dozens of community organizations in Indiana and Kenya Over $100 million in grants Dean of Medical School: most important thing about the partnership – come back better doctors. Our biggest and the model that inspired the others. Grew from small student exchange in 1989 to: 2 hospitals, 26 clinics, 8 farms, craft workshop, orphanages, food distribution center Treating 80,000 HIV/AIDS patients a year Exchanging 20 faculty and 50 students annually Projects in Education, Social Work, Social Sciences, Law, Informatics, Physical Ed, Engineering, Business, Nursing Engagement of dozens of community organizations in Indiana and Kenya Over $100 million in grants Dean of Medical School: most important thing about the partnership – come back better doctors.

48. Grew from small student exchange in 1989 to: 2 hospitals, 40+ clinics, 12 farms, craft workshop, orphanages, food distribution center Treating 100,000 HIV/AIDS patients a year Exchanging 20 faculty and 30 students annually Projects in Education, Social Work, Liberal Arts, Law, Informatics, Engineering, Business, Nursing, Dentistry, Public Health, Tourism, Physical Education, Science, Water Management, Art, Journalism, SPEA Engagement of dozens of community organizations in Indiana and Kenya Over $100 million in grants

56. This partnership was put to the test last year. Post-election violence, skirmishes. Evacuated students, but did not stop there. Post-election violence in January-March 2008 Quick and immediate response; show of support Raised $100,000 in community in 10 days Now working on rebuilding – Harmonization Symposium Helped educate Indianapolis community on causes – through our Moi colleagues. Both sides came to understand: role of university in dealing with the violence necessity of re-opening Moi and the partnership as soon as possible Dean of Engineering from Moi in Indianapolis: project to replace tents with houses – for engineering students from both; re-opening textile mill, etc. Reconciliation ConferenceThis partnership was put to the test last year. Post-election violence, skirmishes. Evacuated students, but did not stop there. Post-election violence in January-March 2008 Quick and immediate response; show of support Raised $100,000 in community in 10 days Now working on rebuilding – Harmonization Symposium Helped educate Indianapolis community on causes – through our Moi colleagues. Both sides came to understand: role of university in dealing with the violence necessity of re-opening Moi and the partnership as soon as possible Dean of Engineering from Moi in Indianapolis: project to replace tents with houses – for engineering students from both; re-opening textile mill, etc. Reconciliation Conference

61. Some things we have learned about Strategic Partnerships: Need time to grow and develop Must be based on respect, reciprocity, dialogue, trust, and mutual benefit Require laying out campus goals, policies, principles with respect to partnerships Require campus-wide coordinating bodies Are enhanced by on-the-ground presence Need a system of regular communication About crafting strategic partnershipsAbout crafting strategic partnerships

62. Some other things we have learned about Strategic Partnerships: Are enhanced by attending to cross-cultural communication and cultural/national embeddedness Often move forward around specific topics that concentrate the collaboration Foster global learning across the curriculum and co-curriculum Stimulate comparative, collaborative research Need some baseline funding, but often return this in grants Faculty at each institution can cross-train each otherFaculty at each institution can cross-train each other

63. Above all, they come to have a momentum all their own.

64. Part 5: How to Develop and Implement a Partnership Strategy

65. What does a partnership strategy cover? What you want them to do What role they play for your institution Your institution’s IZN strategy What kinds make the most sense for you What strategies you will use to develop the kinds of partnerships you want The resources and support you will need We are all working with these questions. No definitive answers. Depends on the institution, the circumstances, the partner. Many overlapping approaches, goals.We are all working with these questions. No definitive answers. Depends on the institution, the circumstances, the partner. Many overlapping approaches, goals.

66. This is inherently a matter of: Prioritizing Negotiating Convening multiple conversations Following decision-making structures at your institution Taking time Remaining flexible And it is rarely linearAnd it is rarely linear

67. A partnership strategy derives the first column by considering the second. Overall goals Types Locations Number Existing resources Possible new resources Opportunities Existing connections Assessment of how one activity leads to another Institutional mission IZN Plan Promoting a culture of partnership Through the various decision-making channels, with widespread conversation across the campus.Through the various decision-making channels, with widespread conversation across the campus.

68. Understand Institutional Goals, Structures, and Processes Institutional mission and goals Lines of authority and common modes of institutional decision-making Stake-holders and vested interests in IZN Channels of communication Who should be on an IZN planning team Fiscal and other institutional resources Bright ideas alone are not enough Always navigating between top-down and bottom-up centers of energy at your institution Explore examples of success change at your institution – e.g., the introduction of IT in the 19080s and 1990s Bright ideas alone are not enough Always navigating between top-down and bottom-up centers of energy at your institution Explore examples of success change at your institution – e.g., the introduction of IT in the 19080s and 1990s

69. Review existing international strengths & weaknesses Internal funding sources Scope & activities of international office(s) Faculty resources Curricular resources Co-curricular resources Partnerships and collaborations Policies and procedures Alumni Students

70. Especially take stock of partnerships Identify existing partnerships: number geographical distribution level of activity impact on both institutions

71. For example, in conducting our review, 100s of international partnerships but ¾ were not active University policies made it difficult to run exchanges in cost-effective way

72. Develop an overall IZN Plan Based on campus-wide conversations among essential constituents Based on knowledge of what IZN is and where it is headed What it is your institution wants to get out of IZN Defines the role of partnerships and the criteria for determining how many and what kind of partner institutions you will pursue Refer to one of the hand-outsRefer to one of the hand-outs

73. For example, criteria for selecting partner institutions: Compatibility with mission and IZN goals Fit with range of existing partnerships Quality & integrity of partner In part of world of interest to you Faculty already have connections Partnership will be of mutual benefit Partnership will benefit more than one unit of your university Productive discussions have taken place Resources exist to sustain the partnership

74. Identify specific strategies to achieve IZN and partnership goals achievable have maximum impact take advantage of strengths and resources remove obstacles are sustainable over time lead to future activities attract new resources can be assessed

75. For example, Establishing curricular requirements that reflect international learning goals Convening faculty interest groups around key parts of the world, key research topics Developing IT global networking capacity And so forth

76. Identify resources and support It is better to define what you want to do and seek funding to do it, than to let unrelated funding opportunities define what you end up doing. But we all do some of both.

77. Focus internal resources: Empower the international office Establish university-wide committees Provide faculty development programs Develop IT capacity for collaboration Provide small “seed” grants for: international travel course and project development visiting scholars international students study abroad

78. Share resources with partner universities: Use IT for collaborative research, teaching, course exchange Establish dual degree programs Develop revenue-neutral student/faculty exchanges Have faculty at partner institution do cross-cultural workshops/training Create collaborative centers on mutual areas of research excellence

79. Use initiatives & partnerships as basis for external funding: National Science Foundation (inc PIRE grants) National Institutes of Health Fulbright-Hayes programs Department of Education (Title VI) Private foundations Special programs (e.g., PEPFAR, TIES) U.S. AID Corporations (especially multinational ones) Immigrant associations Professional associations

80. Establish the importance of partnerships across your university. Lead this process in multiple forums Produce written statements that articulate the benefits and significance of partnerships Lead campus to see that internationalization is more than students out and students in

81. Develop partnership expertise Intricacies of 2+2 and similar programs, dual/joint degrees and so forth Models, best practices, innovative ideas Connect the various individuals who work on component parts of partnerships Consider a Director of Partnerships

82. Prepare faculty and administrators for partnership work Workshops, web resources, group travel Educate on Complexities, obligations, and implications of establishing partnerships History, language, culture, politics, economics of partner countries Skills of cross-cultural interactionHave colleagues at partner institutions do some of this work Have to do the same prep for faculty and staff, as we do for students. Have to do the same prep for faculty and staff, as we do for students.

83. Prepare faculty and administrators for partnership work Lead them to understand partnership development as: on-going lengthy open-ended based on mutuality, reciprocity, trust not always following a set agenda transformative

84. Create ground rules Policies for establishing partnerships in general Criteria for strategic partners Principles of participation in partnerships Will include hand-outs on each of these, and highlight key points.Will include hand-outs on each of these, and highlight key points.

85. Think about how you will support partnerships over time (1) System of regular communication Steering committee/leaders E-communications & interactive websites Visits back and forth Innovative ways to use partnerships for research , ,curriculum development, institutional development, civic engagement Drawing in faculty who are not already involvedDrawing in faculty who are not already involved

86. Supporting partnerships over time (2): Organized lectures, films, performances that showcase partner nations Development of interdisciplinary study abroad platforms at partner institutions Teaching on partner nations across the curriculum Insure that the languages of partner institutions are taught, in multiple formats

87. Think about how you will review and rework partnerships over time Number of faculty and students engaged Increase in external funding Student learning measures Curricular developments Sustained working relationships New projects generated Evaluation by partner Ease/difficulty of working together Criterion for knowing if the partnership is working Criterion for knowing if the partnership is working

88. Guide partnership initiation Evaluate potential candidates for partnership Engage in (or support others in engaging in) repeated dialogue and negotiation with potential partners Identify key questions and issues Identify areas of mutual interest Make sure that both sides understand what is being offered and discussed Develop MOUs No more drive-by signings! See hand out on visits.No more drive-by signings! See hand out on visits.

89. A few thoughts… IZN is about forging an institution’s place in a global system of higher education. It must Reflect mission, character, strengths Result from campus-wide conversations, planning, and coordination Must not be limited to the disciplines historically involved in international work Should not be left as a disconnected set of activities Should not be left as a disconnected set of activities

90. We have all become players in a global academic arena. We can ignore this change and continue to do what we have always done We can move into the arena through outreach strategies that are unilateral (and hence imperialistic). OR We can create new modes of higher education that are internationally constructed and ever-evolving.