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Arthur Mettinger Austrian Bologna Expert, University of Vienna

Institutional Internationalisation Strategies and their (possible) impact on the quality of educational programs. Arthur Mettinger Austrian Bologna Expert, University of Vienna. WHY DID UOV DEVELOP AN INTSTRAT?.

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Arthur Mettinger Austrian Bologna Expert, University of Vienna

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  1. Institutional Internationalisation Strategies and their (possible) impact on the quality of educational programs Arthur Mettinger Austrian Bologna Expert, University of Vienna

  2. WHY DID UOV DEVELOP AN INTSTRAT? • Strategic Development Plan (since 2005):- UoV should be among the best European research universities- UoV should offer internationally attractive study programmes, educating students for the European/ global labour market • Internationalisation (strategy) is not an end in itselfbut contributes to reaching those goals • Based on existing strengths (ties with leading HEIs,network participation, geographical location)

  3. Who developedtheintstrat? • the draft strategy/main goals have been developedby the Rectorateunder assistance of & discussed with:the University Board, the Senate, deans, study programme directors, Research Services & Int’ l Relations Office • Inclusiveness: cooperation instead of mere top down enactment • Data based: indicators on the basis of a collection of reliable data (from the UoV data warehouse)

  4. Major strategic goals I Research: • Increased share of international scientists at all levels • Enhanced cooperation with the best international universities/research institutes • Increased participation in international projects (focus: EU research programs) • Increased international visibility of research achievements (e.g. publications in leading international journals) • (Further) Development of internationally attractive doctoral programs in cooperation with leading European/international universities

  5. Major strategicgoalsii Education: • Increased share of international students in MA- and PhD study programs • Increased mobility of teachers • Qualitative Increase of student mobility (differentiated: BA/MA/PhD) • Development of a comprehensive “multilingualism -policy”: increase students’ and teachers’ foreign-language competencies

  6. Key indicators i • Number of internationally financed research projects • Scientific publications: Co-Authorship according to nation/institution • Cooperation (partnership agreements, joint-study-programs, cooperation agreements) according to regions and rankings of partner institutions • Number of students that participate in international mobility programs (outgoing) according to guest-country (EU/international) and mobility program • Number of students that participate in international mobility programs (incoming) according to citizenship (EU/international) and mobility program • Number of students (Master-/PhD-level) without Austrian Bachelor- or Master Degree according to field of study and citizenship (EU/international)

  7. Key indicatorsii • Number of Joint-Programs / Number of Master-programs in English • Number of professorial appointments from abroad (EU/Germany/international) and percentage with regard to total number of professorial appointments in this time-span • Share of scientific staff without Austrian citizenship according to staff categories • Share of teachers that teach courses (without language courses in language studies) in a language other than German • Share of courses taught in a language other than German

  8. Students: within-degree mobility

  9. Student mobility: a differentiated approach purpose of mobility - differentiated according to programme level: • BA: focus on program mobility inside Europe (experience, languages, culture); 1-2 terms • MA/PhD: research stays at the best international universities/research inst. (of the respective field); 1-3 months 2020 target: 25% BA grad., 60% MA grad., 75% PhD grad.

  10. „Experiential mobility“ „Research-oriented mob.“ Knowledge of research potential Research collaboration Joint supervision Integration into scientific community Language (for survival) Admin. help • Knowledge of curricula(similarity?) • Course offer (regularity) • Language (+ linguistic preparation) • Full recognition(outcome-oriented, on module basis) • Admin. help

  11. Students: between-degree mobility • (New) focus on degree-seeking students at MA/PhD level • Establishment of attractive MA/PhD Programs (English) • Development of “Joint Programs” (MA/PhD)

  12. Staff: “Brain gain” mobility

  13. Discussion: „blind spots“? • Beliefs vs. Evidence? • The underlying concept of „internationalisation“? • Correlations: real vs. imagined? • „Quality“? • Whose perspective? • Major features that should go into a (comprehensive) internationalisation strategy

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