The challenges of implementation: The world out there EUA Leadership Seminar Lausanne, June 2006 Arthur Mettinger

Institutional background 1: UoV  Founded in 1365, research + education  students (14% int‘l), staff  Annual budget Euro  Degrees in „traditional“ system (Mag./Dr.)  Degrees in „Bologna“ system (Bakk./Mag./Dr./*PhD)  Legal basis for double degrees, joint degrees  Strategic development plan „UoV 2010“

Institutional background 2: UNICA Founded (comprehensive) universities in capital cities of Europe 1, students, staff Activities: Bologna Lab, Working groups, Meetings & Seminars (IROs, Rectors, Research coordinators, …)

„International relations“ at the UoV Phase 1: „Memoranda of understanding“ - mainly research collaboration - decentralised, no strategy, no monitoring, IR Office established Phase 2: „European programs“ - focus on (student) mobility - SOCRATES: EPS as first strategic document (institutional commitment) - central infrastructure with decentral ‚contact points‘, bottom-up, monitoring

Phase 3: „profiling the institution“ through internationalisation - set up strategic goals & lines of development in education and research - develop targets - develop instruments + budget lines - develop infrastructure + convince – persuade – force implementation

Strategic goals & lines of development  Place the UoV among the best research universities in Europe/the world → focusing research activities + looking for appropriate partners  Position the UoV in the EHEA through high quality educational programs → change to learning outcome-based, student centred (Bologna) system,

→ augment employability through curriculum reform including European/international dimension  Make the UoV attractive for young researchers esp. from Central and Eastern Europe → set up doctoral programs (discipl. + interdisciplinary) with appropriate (European) partners

Develop targets  Degree of participation in EU framework programs  Proportion of graduates with study abroad period  Proportion of courses taught in languages other than German  Restructuring of all curricula by 2008  Number of Joint Degree programs  Number of Doctoral programs …

Develop instruments + budget lines  Competitive calls for doctoral programs  Support for Bologna implementation  Support for Joint Degree development  Support for EU applications  Support for eLearning (technical, didactic, eBologna)  Support for mobility of young researchers, academics, administrators  Support for publications in English …

Develop infrastructure  „Student Point“: information and counselling in 12 languages  „Research Services and International Relations Office“  Personnel Development Office  Diversity Management  University Language Centre  Diversified admission procedures + service levels

UNICA: Joint Degree Programs (at Master, Dr/PhD levels) UNICA should be (one of) the most competetive Higher Education network(s) in Europe and a competent global player The position of UNICA universities in the European Research Area should be strengthened

Advantages of joint Masters/PhDs for the universities  Improving educational profile and European/global visibility  Attracting more intelligent/interested students  Improving research collaboration  Getting more programs for less money

Advantages of joint Masters/PhDs for students  Increase in number and diversity of educational programs  Increase in vertical mobility („European dimension“, different educational systems)  Getting better qualifications for European labour market/research market

Advantages of joint Masters/PhDs for UNICA  Compilation of a growing portfolio of European („UNICA“) Masters/PhDs  Increase in attractiveness for non- European students  Closer cooperation between UNICA members

Threats to this vision  Different (legal & cultural) framework conditions  Different speeds of development  „institutional egotism“  Uncertainty as to „actors“ within institutions

„Internationalisation“  is but one element in institutional profiling  is multi-dimensional  involves strategic choices  entails changes within the institution  needs an integrative approach  challenges university leadership