1. Bangor Internationalisation Conference
26 March 2014
Keith Hoggart
Leadership Foundation for Higher Education

2. Initial thoughts on strategies
There is no single answer, find your own focus Universities not islands, note political imperatives Think long-term, do not expect miracles Need top-down & bottom-up initiatives for success Actions in strategy are not the only ones achievable Internationalism needs resources, be sure it pays To grasp opportunities, work across boundaries Expect singing different tunes, expect failure Success breeds success

3. UK university context

4. Internationalised HEIs
Have academic staff from many nationalities
Have a significant proportion of international students
Have staff & student mobility & study abroad activities
Have international collaboration in research
Have an international curriculum
Integrate academically & socially international students
Have offshore teaching activities of some form
Leadership Foundation for HE 2011

5. A Common Overseas Image
International foci of UK universities are: 1. Student recruitment 2. Overseas campuses/TNE / franchising 3. Research collaborations by individuals Bone Report 2008 recommends shift from recruitment to comprehensive partnerships. British Council, 2012, Trust Pays, favours long-term viewpoint.

6. EUA 2013 survey priorities
International recruitment (30% #1, 52% #1-3) Internationalise the curriculum (19%, 41%) More students studying abroad (12%, 32%) Strategic research partnerships (10%, 29%) Attracting graduate students (8%, 40%) Teaching partnerships (5%, 30%)

7. UK HEI international priorities 2013
1 Partnerships 92%
2 Student mobility 83%
3 Research 79%
4 International student recruitment 71%
5 Internationalise curriculum 63%
6 Supporting international students 63%
7 More international mobility 58%
8 Alumni relations 56%
9 Raise staff international skills 50%
10 Internationalise at home 46%
Source: Enzo Raimo The Guardian, 27 August 2013

8. UK HEI lesser objectives
Raising international staff numbers
Scholarships to build capacity/diversify
International business engagement (KT)
Improve foreign language skills in UK
Develop English language support
Source: Enzo Raimo The Guardian, 27 August 2013
Add government-third sector links?
Add short courses?

9. Russell Group survey 2009 Key drivers for internationalising
improving the student experience
improving research quality
profile-raising
Key challenges in internationalising
internal communications
imbalances in exchange numbers
limited resources

10. Student views
78% think an international perspective is important 81% not involved in international activities at university 41% university should offer more international opportunities 33% want to do part of degree abroad 69% wish they had better languages What are the benefits? 60% cultural, 55% fun, 50% languages For CIHE employability is critical For 42% degree structure the main inhibitor (lack of time) Source: British Council 2011 survey

11. Strategies to internationalise

12. Internationalisation good practice
Fundamental to institutional strategy
V-C strongly supports (SMT member to implement)
Mechanisms so faculties implement strategy
Coordination group (SMT chair) to review progress
Senior managers chair area groups (coordination)
Clear policy and criteria for partnerships
Funding for and monitoring of strategy actions
Acknowledging centrality of staff commitments to strategy
Overseas offices work with area groups, students & alumni
Source: UUK, 2008, The Practice of Internationalisation

13. One university’s institutional strategy
Creating opportunities: break access barriers, support success, embed employability, maximise potential, be socially responsible.
Research excellence with impact: address global challenges, understand the future through the past.
Teaching that inspires: enhance the student experience, invest in infrastructure & an excellent portfolio, equip students for success.
Engaging the world: build our reputation, attract students/staff globally, collaborate with internationally recognised partners.
Work in partnership: collaborate with universities, the local community, FE, employers & alumni, build global partnerships, enrich the experience of students/staff/partners.
Investing in future: grow resources, invest in strategic priorities, ensure sustainability and growth.

14. Monash institutional strategy 2005
Promote international research collaboration
Invest in more effective pedagogies
Provide expert assistance on curriculum
Facilitate staff & student exchanges
Promote cultural dialogue awareness
Promote ethnic diversity in appointments

15. Monash curriculum development
Staff development to provide skills to:
Teach students of diverse backgrounds
Teach offshore
Problem-solve in varied cultural settings
Understand different learning styles
Explore cultural practices of disciplines

16. HULT internationalising the curriculum
Key factors in promoting an international agenda:
Culture & leadership - the zest to engage in promoting a vision and culture
International faculty hires
A diverse student body
Institutional support, guidance & regulation
Source: Nicola Sayers, 2013, Internationalising the
Curriculum, LFHE publication

17. Where are you?

18. What kind of institution is this?
Where is internationalisation in the culture?
Alignment but around what? Evaluate seriously.
Research (REF or ?)
Learning (international content & opportunities)
New staff & their development (promote diversity?)
Portfolio (new initiatives to internationalise)
Service to society (overseas or local?)
Fund-raising (campaign themes?)
Aiming for a distinctive reputation?

19. International facilities cost

20. The Cultural Web

21. Cultural Web components
Stories – newcomer messages? heroes?
Rituals – core beliefs? actions encouraged?
Symbols – client image? status symbols?
Structure – hierarchical? silos? organic?
Systems – reward? control? emphasize?
Power – where? who influences? how used?

22. Implementing change

23. Kotter’s 8-stage change model

26. What went wrong? Objectives unclear (plus alignment)
Stakeholders needs not managed (anxieties)
Flawed concept – no aligning of key issues
Flawed strategy – will not meet objectives
Flawed execution – steps too large
Insufficient resources / skills – few incentives

27. Change pointers

28. What to do? Leadership
Senior Management Team lead for internationalism
Steering group to monitor and develop strategy
Mainstream committees have international inputs
Clear roles for champions – area/faculty/partner
Adequately staffed professional services offices
Develop local representative relationships
Overall resources reflect importance of strategy
Invest to raise capacity for internationalisation

29. What to do? Partners Agree aims of partnerships
Agree criteria for selection
Concentrate as resources are limited
University/College/School partners differ
Make partners special (symbols of status)
Ensure activity range, regular visits (incl admin)
Push partners for more joint activity
Monitor - mentions on their web sites
Partners may offer few recruitment possibilities

30. What to do? Research Provide an international research office
Have joint funding with overseas units
Cultivate UK science & innovation offices
Work up business links (including exec ed)
Fund faculty/postdoc/PhD research visits
Fund PhD student visits
Ensure funds support promotional wins
Target joint funding possibilities

31. What to do? Learning Foreign language opportunities for all
Enhance international student support
Curriculum offers varied perspectives
Alumni mentoring, employability, recruiting roles?
Promote culture of mobility (WP funding?)
Scholarships to diversify student leaders
Celebrate own students internationalism

32. Celebrate!

33. What to do? Communications
Take every opportunity
Bespoke meetings & networking possibilities
Articles in University reports
Newsletters (faculty, international office)
“Committees” (representatives)
“Requirements” (e.g. QAA on partners)
Surveys, insurance and travel data
Online data bases

34. An ideal champion? Willing to prioritise and look long-term
Willing to look beyond own activity / area
Willing to cooperate with others
Willing to travel regularly wearing various hats
Evaluative (dispassionate)
monitoring essential, of strategy and own capacities
recognises what raises contribution of others/self
Willing and enabled to input to overall strategy

35. Ideal aids for champions
Priorities clear on international expectations
Curriculum aligned, research aims clear
Wins & losses of strategy explained & supported
e.g. IELTS/foreign credits ≠ UK awards but worth it
Professional services support available
silos worked against, senior officials supportive
Provides advice on practicalities (in- & out-going)
health, visas, tax, funding, housing, travel, insurance
Load of champions recognised & rewarded
time, travel, inputs to strategy, learning other fields/areas

36. Follow-up issues What priorities by area and activity?
What type of internationalism for you? Alignment?
real priority students/revenue/research/profile?
What priorities by area and activity?
how are priorities manifest (resource, publicity, monitor)
What roles for champions? What skills?
expectations, authority, support, visibility, accountability
What wins will broaden support?
can resistors become advocates

37. Fin