1. Inspiring Leaders 2013/2014 Ana Adi & Alastair Morrison

2. The study Reflecting on challenges for leadership in promoting and furthering BU’s 2018 internationalization vision

3. Academic Partnerships A relatively small team A relatively small team Activities include partnership approval process and contract management, partnership development and student mobility Activities include partnership approval process and contract management, partnership development and student mobility The department’s activity relies heavily on collaboration and coordination with Schools/Faculties and other academic services The department’s activity relies heavily on collaboration and coordination with Schools/Faculties and other academic services

4. Media School current structure Head of International Development Head of International Development Academic team – 5 academics (bought-out from their current workload; time allocated ranges from 0.01 to 0.2 FTE) Academic team – 5 academics (bought-out from their current workload; time allocated ranges from 0.01 to 0.2 FTE) Initiating (in charge) of student/staff exchange partnerships (implementation dependent on MS support staff and Academic Partnerships staff) Initiating (in charge) of student/staff exchange partnerships (implementation dependent on MS support staff and Academic Partnerships staff) Pursuing but also following up partnership leads from M&C Pursuing but also following up partnership leads from M&C Supporting M&C in recruitment initiatives Supporting M&C in recruitment initiatives

5. Media School Challenges The Head of International Development has no executive role (the implementation of its initiatives depend heavily on staff buy-in and AD support) The Head of International Development has no executive role (the implementation of its initiatives depend heavily on staff buy-in and AD support) This sees many procedures challenged by staff This sees many procedures challenged by staff This also sees a wider and increasing call for more allocated resources (as more partnerships are signed and added to the school’s portfolio) This also sees a wider and increasing call for more allocated resources (as more partnerships are signed and added to the school’s portfolio)

6. Media School Challenges The Media School operates in the absence of a BU strategy for internationalisation The Media School operates in the absence of a BU strategy for internationalisation The Media School is dependent on other BU wide departmental strategies and goals (i.e. international recruitment, EDQ/SASC guidance on educational partnerships- whether recognition, exchanges or other) The Media School is dependent on other BU wide departmental strategies and goals (i.e. international recruitment, EDQ/SASC guidance on educational partnerships- whether recognition, exchanges or other) The Media School operates within an internationally risk- averse environment The Media School operates within an internationally risk- averse environment

7. Media School model advantages The absence of a wider university strategy, enables the school to pursue its own partnerships and models The absence of a wider university strategy, enables the school to pursue its own partnerships and models The absence of a centralized structure, enables at times for negotiation of priorities and resources to take place The absence of a centralized structure, enables at times for negotiation of priorities and resources to take place

8. Audencia – International Office Set-up The international office is a transversal / central unit that reports to the Dean of the Business School The international office is a transversal / central unit that reports to the Dean of the Business School The office is in charge of everything that can be related to international activities (i.e. it is the International Office that can decide on the agreements and the double degrees). The office is in charge of everything that can be related to international activities (i.e. it is the International Office that can decide on the agreements and the double degrees). 12 members of staff 12 members of staff one director (who sits at the board of the school), one deputy, 4 recruitment officers, one executive assistant and 5 mobility officers. one director (who sits at the board of the school), one deputy, 4 recruitment officers, one executive assistant and 5 mobility officers.

9. Audencia – benefits Independence/ Autonomy in the decision-making process

10. Audencia – challenges Pressure on meeting financial targets Pressure on meeting financial targets Pressure on meeting higher demands for increasing student exchange numbers (both incoming and outgoing) Pressure on meeting higher demands for increasing student exchange numbers (both incoming and outgoing)

11. Chula – International Office Set-up Chula has an international office (centrally) whose aim is to assist students applying to go on or to attend Chula as exchange students. However, the office does not pursue any relationships. Chula has an international office (centrally) whose aim is to assist students applying to go on or to attend Chula as exchange students. However, the office does not pursue any relationships. As a result faculties conduct their own international activities and seek partners. As a result faculties conduct their own international activities and seek partners. School specific partnerships will sometimes be extended (but without any notification to the initial host school) brings internal challenges and potential tensions School specific partnerships will sometimes be extended (but without any notification to the initial host school) brings internal challenges and potential tensions With regards to outgoing students, faculty often need to support students in their preparations; the international office providing little support. With regards to outgoing students, faculty often need to support students in their preparations; the international office providing little support.

12. Chula - challenges Cooperation and communication Cooperation and communication Cultural context of non- confrontation makes addressing these challenges and seeking solutions difficult Cultural context of non- confrontation makes addressing these challenges and seeking solutions difficult

13. University of Missouri-Columbia International Office set-up The University of Missouri has a central International Center which includes two distinct areas to address 1) international student & scholar services and 2) study abroad. The University of Missouri has a central International Center which includes two distinct areas to address 1) international student & scholar services and 2) study abroad. The central office provides assistance on immigration matters and health and safety matters The central office provides assistance on immigration matters and health and safety matters Schools, like the Journalism School at Mizzou, also have their own offices focusing on Study Abroad programmes (non-degree but credit transfer) Schools, like the Journalism School at Mizzou, also have their own offices focusing on Study Abroad programmes (non-degree but credit transfer)

14. University of Missouri-Columbia International Office set-up

15. Mizzou - challenges Large university processes which may seem redundant and unnecessary Large university processes which may seem redundant and unnecessary i.e. students who apply for department study abroad programs, must also complete essentially the same process with the central office to "confirm" their participation. i.e. students who apply for department study abroad programs, must also complete essentially the same process with the central office to "confirm" their participation. Overlap of responsibilities Overlap of responsibilities

16. Mizzou - benefits  The larger structure means that there will always be someone to help/address a student’s need/ problem  Wider collaboration  Collaborative programming across departments

17. Mizzou - benefits  The larger structure means that there will always be someone to help/address a student’s need/ problem  Wider collaboration  Collaborative programming across departments

18. Learning points  Internationalisation at the institutions we collaborate with is recognized already as an essential element in the academic offering  The International Offices whether central or school related are strongly resourced with most of the staff being non-academic (with exception of Chula)

19. Montclair State University office structure Centralized office responsible for all international activities on campus Centralized office responsible for all international activities on campus Reports directly to the Provost Reports directly to the Provost Includes: Executive Director’s Office, Office of International Services for Students and Scholars, Office of Study Abroad and Special Programmes Includes: Executive Director’s Office, Office of International Services for Students and Scholars, Office of Study Abroad and Special Programmes

20. Montclair State University benefits High visibility on campus High visibility on campus High recognition High recognition Effective structure with clear area of activity Effective structure with clear area of activity

21. Learning points BU partners make a clear difference between BU partners make a clear difference between Partnerships (MoU is the general trend) Partnerships (MoU is the general trend) Recruitment (full and part-time study undertaken by international students) Recruitment (full and part-time study undertaken by international students) Collaborative educational programmes (such as joint degrees, progressions, recognitions) Collaborative educational programmes (such as joint degrees, progressions, recognitions) Study exchange Study exchange Study abroad (this includes summer schools, an extra semester abroad) Study abroad (this includes summer schools, an extra semester abroad)

22. Learning points The services that support internationalisation (marketing, EDQ, legal) can either be part of: The services that support internationalisation (marketing, EDQ, legal) can either be part of: The school teams The school teams Central team Central team Their own teams but have a clear international remit Their own teams but have a clear international remit Judging how BU currently operates, keeping them within their current teams might be the appropriate solution for the time being Judging how BU currently operates, keeping them within their current teams might be the appropriate solution for the time being

23. Learning points The recurring model: The recurring model: A central office (visas, health & safety, legal, admin – application processing of both exchange and direct international recruitment) A central office (visas, health & safety, legal, admin – application processing of both exchange and direct international recruitment) A school office which focuses mainly on two matters: A school office which focuses mainly on two matters: Study abroad (summer schools, projects, visits) Study abroad (summer schools, projects, visits) Student exchanges (reciprocal exchanges during the academic time and part of the degree) Student exchanges (reciprocal exchanges during the academic time and part of the degree)

24. Leadership challenges Getting BU staff (academic and service) to recognize and therefore subscribe to an international vision (create a sense of urgency) The benefits of internationalisation need to be made clearer to each The benefits of internationalisation need to be made clearer to each The benefits and contribution to student life need to be more often communicated The benefits and contribution to student life need to be more often communicated Appropriate resources, processes and funds need to be allocated in order to gain support Appropriate resources, processes and funds need to be allocated in order to gain support Creating a visible and tangible “international office” space could help in communicating that vision Creating a visible and tangible “international office” space could help in communicating that vision

25. Leadership challenges Form a powerful coalition Generating an international strategy for BU to which Schools can contribute to but that also recognizes their specific subject/market needs Generating an international strategy for BU to which Schools can contribute to but that also recognizes their specific subject/market needs Consider the major stakeholders – academic schools, international marketing, Admissions, Academic partnerships, Legal,EDQ Consider the major stakeholders – academic schools, international marketing, Admissions, Academic partnerships, Legal,EDQ They all have different considerations and views but they could be united if focusing on internationalisation as a “core” activity They all have different considerations and views but they could be united if focusing on internationalisation as a “core” activity

26. Leadership challenge Get the vision right and communicate for buy-in Communicate plans clearly stressing benefits for each stakeholder Communicate plans clearly stressing benefits for each stakeholder

27. Leadership challenge Empower action Allocate appropriate resources to manage the operation (this requires consideration of space, investment in human resources and clarification of processes and procedures) Allocate appropriate resources to manage the operation (this requires consideration of space, investment in human resources and clarification of processes and procedures) Make ownership of initiatives clear (the BU partners model indicates that the central office plays a role of an “admin” hub, while the School offices pursue school specific initiatives) Make ownership of initiatives clear (the BU partners model indicates that the central office plays a role of an “admin” hub, while the School offices pursue school specific initiatives) Engage academic staff by recognizing their work and contribution (i.e. buy-out for international team, professional practice for teaching abroad) Engage academic staff by recognizing their work and contribution (i.e. buy-out for international team, professional practice for teaching abroad) Engage admin/service staff by recognizing their work and contribution (this goes back to allocating resources) Engage admin/service staff by recognizing their work and contribution (this goes back to allocating resources) Engage students to contribute and support the initiatives (various models – interns in the international office, international ambassadors, international network list ) Engage students to contribute and support the initiatives (various models – interns in the international office, international ambassadors, international network list )