1. National and institutional perspectives on internationalisation

2. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Internationalisation along four lines  strengthening internationally acknowledged research  PhD programmes which compares favourably with the best in the world  competitive research-based service to national and international authorities and companies  attractive choice for new groups of local and foreign students

3. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Policies of Brain Gain  Establish a clear internationalisation strategy  Focus attention to levels of education and modes of delivery  Proactivity in networks  Selectivity in partnerships and set standards for entry qualifications  Fee waivers and scholarship arrangements  Establish an efficient organisation

4. Return rates vary Correlation between return rates and income differential with the US, 2001. Source: Finn (2003) and World Bank (2005)

5. Internationalisation increases mobility

6. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Some European countries, and especially the Caribbean and Africa, face significant emigration rates of their elites (sometimes exceeding 50%) Source: OECD, Trends in International Migrations 2004

7. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Effects of mobility among the highly educated CHALLENGESPOSSIBILITIES SENDING COUNTRY  Brain drain  Waste of public resources  Reduced growth  Money transfers, trade and investment  Increases entrepreneurship and flow of knowledge  Enlarges competency areas RECIEVING COUNTRY  Unemployment among locals  Occupies scarce educational resourceses  Decreases growth in salaries  Highly qualified labour  Boost in research and development  Increased effectivity and revenues  Creates new jobs Source: Anthony P. D’Costa, ”The International Mobility of Technical Talent” (2006)

8. Benefits of Returnees

9. Returning? – and when? Percentage of temporary residents receiving a PhD in science and engineering in the US in 1996 who had left the US by 2001. Source: Finn (2003)

10. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Establishing policies of brain circulation  Return rates are not simply correlated with income diffenrentials  Attracting researchers is not simply a question of pecuniary rewards  Individual incentives (e.g. Colombia)  Creating attractive research environments  Establishing competing funding Source: Holm-Nielsen & Thorn, 2008

11. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Instruments at the international marketMarket-transparencyMarket-transparency Quality insurance Stimulating – supply supply InstitutionalcapacityInstitutionalcapacity Incentivating – demand demand MarketingMarketing

12. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Internationalisation from a Danish perspective

13. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Danish Higher Education - a three tier system  Short-cycle Higher Education (Colleges & Academies) Short-cycle Higher Education (Colleges & Academies) A study programme takes, as a general rule, 2 years to complete, though it can take longer. Students must have an upper secondary school or vocational diploma to be admitted. Teachers are not researchers Several hundred institutions across the country

14. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008  Medium-cycle Higher Education (University Colleges) Medium-cycle Higher Education (University Colleges) The study programmes take 3 - 4½ years to complete and are often aimed at specific professions or job functions. Most include an internship programme of ½ - 1 year in order to ensure responsiveness to labour market demands. Teachers do not conduct research, but some have research linkages to universities Danish Higher Education - a three tier system January 1, 2008: 22 Centres for Further Education → 8 Regional University Colleges

15. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008  Long-cycle Higher Education (Research Universities) Long-cycle Higher Education (Research Universities) A full bachelor degree programme takes 3 years to complete and a masters degree takes 2 years. A common feature is that they are theory-oriented and students work scientifically and analytical. All teachers have research capacity and a large majority conduct research Danish Higher Education - a three tier system January 1, 2007: 13 Government Research Institutions (GRI) + 12 Universities = 8 Universities + 3 GRI’s

16. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008

17. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 The University of Aarhus

18. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 The vision of the University of Aarhus is to belong to the elite of universities and to contribute to the development of national and global welfare

19. AU Strategy 2008-2012 →

20. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Internationalisation at AU

21. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Internationalisation at AU

23. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008

25. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 The research Universities  Self-governing institutions with external Boards  Further increase in autonomy and accountability  Development contract with the Ministry of Science, Technology and Innovation  New management structure with a selected Rector being CEO-like  Merging/inclusion of national institutions and laboratories as of January 1, 2007  New University Act (2003, revised 2007)  New Accreditation Act (2007)  New funding compact Major changes for Danish Universities

26. AU Strategy 2008-2012

27. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 The aims and objectives are:  to stimulate new research development  to strengthen internationally acknowledged research  to have research groups within all of its subject areas contributing to front-line research. Excellent research

28. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 The University of Aarhus has decided  to support pioneering research by establishing a framework for original and innovative research work, including research that involves several main academic areas  to strengthen research activity through improved recruitment of researchers and increased researcher mobility and exchange  to increase the number of articles published in recognized journals and focus the published material towards selected target groups  to enforce the implementation of action plans to ensure the diversity of research staff as regards age, gender and nationality  to support the university’s position as an elite university by allocating 75% of its resources – directly or indirectly – to research.

29. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Focused talent development The aims and objectives are:  to ensure that the quality of the PhD programmes compares favourably with the best in the world  to recruit top talents from Denmark and abroad to unique environments, where they feel free to pursue the unexpected  to double the number of researchers educated and developed at the university  to offer a continuous researcher development programme for the greatest talents from the Bachelor’s degree level.

30. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 The University of Aarhus has decided  to strengthen the university’s strategic international alliances  to create a financial framework that enables the researcher development environments to be characterised by creativity and curiosity  to ensure that the university’s best researchers can give priority to advising and coaching at Master’s degree, PhD degree and postdoctoral levels  to offer 5-year researcher development programmes that can keep qualified individuals in a long-term development programme, e.g. from the Bachelor’s to the PhD level or from the Master’s degree level up to and including the postdoctoral level.

31. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 Inspiring consultancy and knowledge transfer The aims and objectives are:  to provide independent research-based consultancy services and communication, and thus help ensure that decisions in the political/administrative process are taken on the best possible basis  to develop a user-oriented, holistic and internationally competitive research-based consultancy to authorities  to work with the business community to develop new businesses and strengthen Denmark’s competitiveness.

32. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 The University of Aarhus has decided  to use the entire research base at the university in providing advice to the authorities  to ensure, in collaboration with its partners, that the knowledge necessary for future research-based advice to the authorities is available nationally or in international collaboration  to expand and strengthen new areas of research-based advice, as well as interdisciplinary research, fundamental for advisory services  to increase the scope of technology transfer and research-based innovation between the university and the business community.

33. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 World-class education and knowledge dissemination The aims and objectives are:  to offer top-quality degree programmes within all the university’s fields of competence  to utilise the entire range of its competence to develop new degree programmes that reflect the needs of the future  to increase the scope, relevance and quality of its continuing and further education courses  to attract the best students and be an attractive choice for new groups of Danish and foreign students  to strengthen the knowledge society via independent and inspiring communication of knowledge.

34. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 The University of Aarhus has decided  that its degree programmes must set the standard for national and international accreditation  to establish “main routes” within the degree programmes by limiting the number of Bachelor’s degree programmes and at the same time expanding the range of Master’s degree programmes  to offer the best and most attractive continuing and further education programmes to both Bachelor’s degree and Master’s degree graduates, and that contact with the graduates must be maintained via an alumni network  to establish a flexible credit system that provides the students with more options for new and unusual subject combinations  that the communication of research-based knowledge to citizens, politicians and key sectors of society must be qualified and intensified in a wide range of media and by strengthening the university’s museum environment.

35. A A R H U S U N I V E R S I T E T Ledelsesseminar Sandbjerg Rector Lauritz B. Holm-Nielsen, February 25, 2008 International research universities must  strengthen internationally recognised research activities  have PhD programmes which compares favourably with the best in the world  provide research-based service to national and international authorities and companies  be an attractive choice for new groups of local and foreign students