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INTERNATIONALISATION OF HE MICRO LEVEL ANALYSIS. INDEX. 1. International activities and internationalisation in a HEI 2. Evaluation of internationalisation 3. Internationalisation of curricula in HEI 4. The internationalisation process 5. IRO Models 6. Debate – IRO SWOT Analysis.

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    2. INDEX • 1. International activities and internationalisation in a HEI • 2. Evaluation of internationalisation • 3. Internationalisation of curricula in HEI • 4. The internationalisation process • 5. IRO Models • 6. Debate – IRO SWOT Analysis

    3. 1. International activities and internationalisation in a HEI • What makes an university “international”?

    4. 1. Undergraduate international students 2. Postgraduate international students 3. Student exchange programs 4. Staff exchanges programs 5. Staff interaction in international context 6. Internationally focused programs of study 7. Attendance to international conferences 8. International research collaboration 9.Internationally recognised research activity 10. Support for international students 11. International institutional links 12. Overseas curriculum 13. Overseas trained staff

    5. 2. Evaluation of internationalisation 2.A. SIMPLE APPROACH

    6. 2.B UNESCO Approach

    7. 1. Mobility of students and teachers is considered to be the most important reason formaking internationalization a priority and is identified as the fastest growing aspectof internationalization. • 2. Brain drain and the loss of cultural identity are seen as the greatest risks ofinternationalization. • 3. Student, staff and teacher development; academic standards and quality assurance;and international research collaboration are ranked as the three most importantbenefits of internationalization.

    8. 4. Lack of financial support at the institutional level is identified as the most importantobstacle for internationalization. • 5. Distance education and the use of ICTs are noted as key areas for new developments. • 6. Faculty are seen to be the drivers for internationalization, more active than administratorsand students. • 7. While two-thirds of the institutions appear to have an internationalization policy/strategy in place, only about half of these institutions have budgets and a monitoringframework to support the implementation.

    9. 8. Rationales based on academic considerations for internationalization ranked higherthan rationales based on political or economic considerations. • 9. Intra-regional cooperation is the first geographic priority for Africa, Asia and Europe.Overall, Europe is the most favoured region for collaboration. • 10. Issues requiring attention include development cooperation, quality assurance/accreditation, funding, and research cooperation.

    10. 3. Internationalization of the curricula in universities • "Curricula with an international orientation in content, aimed at preparing students for performing (professionally/socially) in an international and multicultural context, and designed for domestic students as well as foreign students" (OECD)

    11. Main aspects of curricula internationalization • Curricula which prepare students for defined international professions; • Curricula leading to internationally recognized professional qualifications; • Curricula leading to joint or double degrees [with other universities]; • Curricula in which compulsory parts are offered at universities abroad; • Curricula with an international subject (e.g. international law);

    12. Main aspects of curricula internationalization • Interdisciplinary programs, such as regional studies, covering more than one country; • Curricula in which the traditional/original subject area is broadened by an internationally comparative approach; • Curricula which address explicitly cross-cultural communication issues and which provide training in intercultural skills; • Curricula in which the content is especially designed for foreign students.

    13. Main aspects of curricula internationalization “That an ‘internationalised curriculum’ should create values and beliefs and intellectual insight through which domestic and international students participate in a equally beneficial, internationally and multi-culturally and ethically aware educational process, engaging with and creating global up-to-date knowledge, developing understanding and useful skills, and preparing students to a concept of life long learning”.

    14. 4. Internationalisation - Process ZERO STAGE INTERNATIONALISATION AS MARGINAL ACTIVITY • There are some free movers • Internationalisation is an exotic and status phenomenon – some important actors in the organisation travel to congresses • Foreign languages are taught

    15. Internationalisation - Process FIRST STAGE STUDENTS MOBILITY • Student Mobility • Awareness of the need to internationalise • Commitment to planning and implementing different programmes enhancing the mobility of students • Creation of international offices to take care of the routines of student mobility • Internationalisation is taken as an end in itself • ECTS becomes an important tool to facilitate counselling and the acknowledgement of foreign studies

    16. Internationalisation - Process SECOND STAGE CURRICULUM AND RESEARCH INTERNATIONALISATION • Awareness of teachers to internationalise in order to make the internationalisation of the curriculum and research possible • Organising of teacher mobility • Internationalisation taken as a means to enhance the quality of education • Different ways to internationalise the curriculum • Nomination of international coordinators to take care of curriculum and research internationalisation

    17. Internationalisation - Process THIRD STAGE INSTITUTIONALISATION OF INTERNATIONALISATION • Internationalisation is given a strategy and a structure • Networking both through cheap travel and new ICT; partnerships and strategic alliances • The quality of internationalisation is receiving more attention • Multiculturalism • Nomination of an internationalisation manager

    18. Internationalisation - Process FOURTH STAGE COMMERCIALISING THE OUTCOMES OF INTERNATIONALISATION • Exporting education services • Franchising education services • Licensing • Joint ventures • Strategic alliances • Creation of organs to promote commercialisation


    20. Trends in IROs • How higher education institutions respond to the new situation (internationalisation / globalisation)? • How do they prepare themselves to the fourth stage of the internationalisation process? • Do they need organisational changes to face this situation?

    21. Trends in IROs FIGURA LUIS

    22. IRO most common models • Higher Educations Institutions start creating more flexible structures to cope with this new environment. The most common examples are: • FOUNDATIONS (non-profit institutions) • PRIVATE ENTERPRISES (belonging to the University)

    23. IRO most common models • WHAT KIND OF SERVICES ARE OFFERING ...? • TYPICAL • Foreign Students support • Local Students support to study abroad • Language Courses • Promotion of international projects

    24. New services offered by the IROs • WHAT KIND OF SERVICES ARE OFFERING ....? • NEW !! • Travel Agency – Educational tours (International • Programmes) • Translation Service • International Congress organisation • Consulting - International projects • Internships, etc...

    25. UNIVERSITY COMMUNITY S Y N E R G I E S International Programmes International Projects Consulting Language Courses Internships Students Support Congress Organization Translation Service Travel Agency L O C A L E N V I R O N M E N T

    26. 6. Debate – IRO SWOT Analysis