omvärldsanalys för internationellt samarbete

1. omvärldsanalys för internationellt samarbete Mirko Varano KTH – Royal Institute of Technology

2. Scope • Example on how omvärldsbevakning is appliedtointernationalization at KTH Terminology • Business Intelligence VS External Environment Monitoring

3. Kommunikationoch internationella relationer Åsa Ankarcrona Avdelningschef Internationell strateg Tina Murray (5) Kommunikations-strateg Kjell Carli Anna Johansson Gruppchef (4) Evenemang och konferens Annika Engström Gruppchef (12) Kommunikation Frida Pålsson Gruppchef (8) Student-rekrytering Åsa Carlsson Gruppchef (18) Internationella relationer

4. IS-group’s mission Develop KTH internationalization in the fieldofeducationwith special focus on feepaying students • Develop and improve KTH capacitytoattract and managefeepaying students • Providestrategic support on internationalizationpolicieslinkedtoeducationto the University Management throughanalysis and omvärldsbevakning

5. Examples ofcoveredactivities • Omvärldsbevakning and supprt/management ofexternallyfundedprojects • Developmentof internal routines • Communication • International Analysis and development Joint programmes …mainlyrelatedto the internationalizationofeducationwith a special focus on the recruitment and management offeepaying students.

6. Internationalizationobjectives, Strategic Plan 2013-16 • Numberofown students thatspend at leastone term abroad: 700 (2013:618) • Balancing the figuresofincoming and outgoing student mobility (2013: 1058 incoming) • Numberoffee-paying students to be recruited in host 2016: 1000 (2013: 269) • Numberofrecruitedfreshmen ad advancedlevel from EU/EES/Schweiz in fall 2016: 700 (2013: 570) • Numberof international strategic partner universities: 12 (2013: 2 consolidated partnerships)

7. External Environment MonitoringofInternationalization at KTHWhy? • Reactpromptlytoupcomingquestions and challenges • Enhance the efficiencyof the system (not onlyfactsbutalso processes are monitored) • Improvethe performance in specific areas • Avoidduplications • Select relevant and appropriate partners • And more….

8. External Environment MonitoringofInternationalization at KTHProcess

9. Identificationof the needs: focus areas Routinemonitoring: • Rrecruitmentoffee-paying students 2) Externallyfunded programs (national and European) 3) ERASMUS+ monitoring over than a year 4) EU policies 5) Prioritized Regions 6) Major trends and developments Ad hoc assignments For example MOOCS, Management of Joint Programmes, Prioritized Regions and mostof the abovebut on a different level

10. Identificationof the needs: geographical areas In principle the wholeworldbutcontinuoslyshiftingfocus: • PrioritizedRegions • Norden • PrioritizedEU partners • North America • EU neighbouringcountries • OtherIndustrializedCountires • Africa(recently) All of a sudden the wholeworldwithfewexceptions is prioritized Pre-analysis (benchmarking and availableresources) and request for new input

11. Assignments: WHO? • University Management crucial starting point • Schools via IAG • Communication and International Relations Department • IS owninitiative • Individualsbased on personal relations

12. Identificationof the sources + Collection of information • National: UHR etc (relevant componentbut not enough) • EU policy documents • National Agencies (DAAD; NUFFIC, etc.) • University Networks (CLUSTER, TIME, Dean’s Forum) • International Associations and Organizations (ACA, EAIE, NAFSA, British Council, etc.) • Bilateral benchmarking (field visits) • Social Media • Publications • Newsletters • Past project results • Database of available information (from follow-up project to internal resource)

13. Analysisoffacts and data • Skimming • Double checking with partners (sometimes in a workshop) • Ensuring relevance with the objective • Rationalization and preparation of reports

14. Deliverance • General reports (depending on the nature of the assignment) including a follow-up/action proposal • Workshop reports and follow up • Estalishmentof ad hoc working groups • Database on international scholarship schemes

15. Follow-up • New workshops • Distribution of the outcomes to other relevant actors • Specific project proposals • Adjusting the outcomes • Storing the results and making them available (database)

16. Challenges (1) 1) Gettingclear and coherent input on the relevant issuesto be covered 2) Changingpriorities and complexityof the field 3) Diversityof interests and priorities in a complex system withmanyactorsinvolved 4) Difficulttocreate a timeline and stick to it 5) Growingcompetitiondoesn’t make it easytoobtain relevant information

17. Challenges (2) 6) Growingnumberof events: importantto get feedback on theirquality, selectcarefully and plan the participation 7) Efficient participation toconferences and events 8) Shiftof paradigm over time

18. Final Comments • One person assigned full timetothisspecific task • Clear input from the management and schools is crucial • Channels tospread the resultsidentifiedbefore the process starts • Needto be proactive • Needto be structured • Identifygood and complementary partners, create trust, ensuremutual benefit • Make best possibleuseofuniversitynetworks

19. ExampleCLUSTER University Management benchmarking exercise

20. ExampleCLUSTER University Management benchmarking exercise

21. ExampleCLUSTER University Management benchmarking exercise

22. ExampleCLUSTER University Management benchmarking exercise

23. ExampleCLUSTER University Management benchmarking exercise

24. ExampleCLUSTER University Management benchmarking exercise

25. Examplegraduated M.Sc. student cohort during a given academic year divided by the initial student cohort 5 years before

26. ExampleSpecific profile of university X in comparison to the CLUSTER average

27. Thank you! varano@kth.se