Leadership Forum Internationalisation of Sydney Institute

Leadership Forum Internationalisation of Sydney Institute Facilitated by Joost Thissen & Kees Hoefsloot

OUTLINE INTRODUCING INTERNATIONALISATION - Presentation: “Internationalisation Circle”, “Past, Present & Transition” and a Working Definition AWARENESS: RATIONALES for internationalisation - Presentation: political, economical, educational, cultural rationales WORKSHOP - Activity: Identifying & Positioning Rationales for Internationalisation Policy of Sydney Institute Break 10.30 - 11.00 DEBRIEF WORKSHOP - Feedback: Overlap of Rationales across Functional Areas PLANNING: Approaches towards internationalisation - Presentation: Activities, Rationales, Competency, and Process approach OPERATIONALISATION: PROCESS APPROACH TO IMPLEMENT INTERNATIONALISATION - Presentation: building on the Process approach - Case Studies: exchange student and a staff member WORKSHOPS - Activities: What and How of Operationalise the Internationalisation of Sydney Institute

Internationalisation cycle Adapted from Knight (1994), van de wende (1998), de wit (2002) 1. AWARENESS Of needs, purpose & benefits of Internationalisation for students, staff, institute & society 6. REINFORCEMENT Develop incentives, recognition and rewards for institute, staff and student participation 2. COMMITMENT By senior administration, board, institution, staff, and students INTEGRATING EFFECT Of needs, purpose & benefits of Internationalisation 5. REVIEW Assess and enhance quality and impact of initiatives and process strategy 3. PLANNING Identify needs and resources, purpose and objectives, priorities and strategies • 4. OPERATIONALISE • -Academic activities & services • Organisational factors • Use guiding principles

INTRODUCING INTERNATIONALISATION • Phase 1 - AWARENESS • The Past, The Present and Transition • A Definition of Internationalisation in Higher Education in terms of its desired or intended effects

1. awareness • PAST • Changes in the External and Internal environment of higher education have been influential in the Development of Internationalisation • Prior to the 20th century the international dimension of higher education was more incidental and individual than organised. • The international dimension as an organised activity – referred to as international education is a product of the 20th century. First mainly in the US for reasons of foreign policy and national security (WW II & the Cold war). • Around the end of the cold war, this international dimension evolved in into a strategic process referred to as the Internationalisation of Higher Education and became increasingly linked to globalisation and regionalisation of our societies and the impact of this on our higher education.

1. awareness • PRESENT • Internationalisation has become an important issue in the development of higher education. • Factors • Competitiveness • The labor market • Globalisation of Societies and Markets • New Knowledge Societies based on Information Technology • New forms of Education & Lifelong learning TRANSITION Change of Nature of Higher Education With further development of globalisation, the international dimension will evolve into an integrated element of higher education and will move away from its present position as an isolated set of activities, strategies and processes. We see the shift in emphasis from a more traditional form of international education to strategies that are more directly related to the core functions of higher education, and a shift in emphasis from political to economic rationales.

1. awareness WORKING DEFINITION In Higher Education a Definition of Internationalisation in terms of its desired or intended effects is:The Process of Integrating an International/Intercultural Dimension into the Teaching, Research and Service Functions of the Institution. Jane Knight (1999)

1. awareness • WHY INTERNATIONALISATION – A CONCEPTUAL FRAMEWORK • Stakeholders • When analysing rationales, we take into account the diversity of stakeholder groups in higher education and within each stakeholders group: • Government: trend away from national governments towards regional bodies (EU) and international entities (UN) • Private sector: difference between multinational companies and foundations and smaller national or local companies • Educational sector and distinguish several sub groups: • - institutional level • - teachers and their departments • - students

1. awareness Rationales & sub-categories for Internationalisation of Higher Educationas defined by Knight (1999), de Wit (2002) • Political • Foreign policy • National security • Technical assistance • Peace and mutual understanding • National identity • Regional identity • Social-cultural • Cultural • Social • Economic • Economic growth & competitiveness • Labour market • National educational demands • Financial incentives for government & institutions • Educational • International dimension to teaching • Extension of the academic horizon • Institution-building • Profile and status • Enhancement of quality • International academic standards

1. awareness Model (van der Wend -1997) political Maximum relevant importance Minimum relevant importance educational economic cultural

1. awareness • WORKSHOP – exploring & positioning the rationales • What to do: • Each table will receive a copy of the model and we ask you to start a discussion as a stakeholder from the educational sector (either institutional level or teachers and their departments). • Please review the rationales and sub-categories and discuss: • Which of the rationales and added sub-categories are of relevant importance for your functional area • Feel free to skip some sub-categories or add sub-categories, depending on your discussion • 2. After selecting the rationales and sub-categories position them in the provided model. (minimum relevant importance in the center – maximum in the edge) • Please discuss at your table the rationales from your shared functional area

approaches towards internationalisation • Phase 3 - planning • Activities Approach, Rationales Approach, Competency Approach, and Process Approach

3. planning What - Approaches to internationalisation 1. Activity Approach: - describes Internationalisation in terms of categories or types of activities. - focuses exclusively on the content of the activities and does not necessarily include any of the organisational issues needed to initiate, develop and sustain the activities 2. Rationales Approach: - describes Internationalisation in terms of its purpose or intended outcomes. - focuses is on the rationales and does not necessarily include organisational issues 3. Competency Approach: - describes Internationalisation in terms of developing new skills, attitudes, and knowledge in students, faculty, and staff. - focus is on human dimension – not on academic activities or organisational issues.

3. planning • What - Approaches to internationalisation • 4. Process Approach: - frames internationalisation as a process that integrates an international dimension or perspective into the major function of the institution • A wide range of academic activities, organisational policies and procedures and strategies are part of this process. • Key components of Internationalisation are divided in two categories Program strategies and Organisational Strategies. • This can be seen as the most comprehensive approach to describing Internationalisation, which is also reflected in the Working Definition

PROCESS APPROACH TO IMPLEMENT INTERNATIONALISATION • Phase 4 - operationalise • Building on the Process Approach • Case Studies • Workshops

4. operationalise • How – process Approach to internationalisation • Program strategies: - Academic programs • Technical assistance • Export of Knowledge (inward) • Transnational education (outward) • Extracurricular activities • Organisational Strategies: - Governance • Operations • Support services • Human Resource Development

4. operationalise • WORKSHOP 1 – what is CURRENTLY in progress? • What to do: • Mention the actual activities that are already in progress. • Please discuss: • At present, what kind of activities are in progress at Sydney Institute? Please look across functional areas, follow the categories provided for both Program as Organisational strategies. • Program strategies: - Academic programs • Technical assistance • Export of Knowledge (inward) • Transnational education (outward) • Extracurricular activities • Organisational Strategies: - Governance • Operations • Support services • Human Resource Development

4. operationalise WORKSHOP 2 – What could we ALSO look at? What to do: Please use the provided handout (listing Program Strategies & Organisational Strategies) to explore activities, services and elements. Please discuss: Identify within Program Strategies & Organisational Strategies which categories that are relevant for your specific functional area; and For each identified category discuss relevant activities & services (Program) and elements (Organisational) that are of interest for your specific functional area.

4. operationalise • WORKSHOP 3 –implementation • What to do: • Each table discusses how to implement selected activities, services and elements - and identify those people who can play a leadership role in driving the implementation. • Please discuss: • Discuss for one of the Program and Organisational strategies and the activities and services or elements a possible implementation process. Focus on the HOW and WHO.

Leadership Forum Internationalisation of Sydney Institute