cultureresourcecentre internationalisation of sydney institute cultureresourcecentre.com.au – 14...

CULTURERESOURCECENTRE

Internationalisation of Sydney Institute

cultureresourcecentre.com.au – 14 May 2010

LEADERSHIP FORUMINTERNATIONALISATION OF SYDNEY INSTITUTE

Facilitated by Joost Thissen & Kees Hoefsloot




INTRODUCING INTERNATIONALISATION- Presentation: “Internationalisation Circle”, “Past, Present & Transition” and a Working Definition

AWARENESS: RATIONALES FOR INTERNATIONALISATION - Presentation: political, economical, educational, cultural rationales

WORKSHOP- Activity: Identifying & Positioning Rationales for Internationalisation Policy of Sydney Institute

Break 10.30 - 11.00

OUTLINE

DEBRIEF WORKSHOP- Feedback: Overlap of Rationales across Functional Areas

PLANNING: APPROACHES TOWARDS INTERNATIONALISATION- Presentation: Activities, Rationales, Competency, and Process approach

OPERATIONALISATION: PROCESS APPROACH TO IMPLEMENT INTERNATIONALISATION- Presentation: building on the Process approach- Case Studies: exchange student and a staff member

WORKSHOPS - Activities: What and How of Operationalise the Internationalisation of Sydney Institute




1. AWARENESSOf needs, purpose &

benefits of Internationalisation for

students, staff, institute & society

2. COMMITMENTBy senior administration, board, institution, staff,

and students

3. PLANNINGIdentify needs and

resources, purpose and objectives, priorities and

strategies4. OPERATIONALISE

-Academic activities & services

-Organisational factors- Use guiding principles

5. REVIEWAssess and enhance quality and impact of initiatives and

process strategy

6. REINFORCEMENTDevelop incentives,

recognition and rewards for institute, staff and student

participation

INTERNATIONALISATION CYCLEADAPTED FROM KNIGHT (1994), VAN DE WENDE (1998), DE WIT (2002)

INTEGRATING EFFECT

Of needs, purpose & benefits of

Internationalisation


©copyright 2010 cultureresourcecentre pty ltd


PHASE 1 - AWARENESS

• The Past, The Present and Transition

• A Definition of Internationalisation in Higher Education in terms of its desired or intended effects

INTRODUCING INTERNATIONALISATION




1. AWARENESS

PASTChanges in the External and Internal environment of higher education have been influential in the Development of Internationalisation

• Prior to the 20th century the international dimension of higher education was more incidental and individual than organised.

• The international dimension as an organised activity – referred to as international education is a product of the 20th century. First mainly in the US for reasons of foreign policy and national security (WW II & the Cold war).

• Around the end of the cold war, this international dimension evolved in into a strategic process referred to as the Internationalisation of Higher Education and became increasingly linked to globalisation and regionalisation of our societies and the impact of this on our higher education.




PRESENTInternationalisation has become an important issue in the development of higher education.

Factors• Competitiveness • The labor market• Globalisation of Societies and Markets• New Knowledge Societies based on Information Technology• New forms of Education & Lifelong learning

1. AWARENESS

TRANSITIONChange of Nature of Higher Education

With further development of globalisation, the international dimension will evolve into an integrated element of higher education and will move away from its present position as an isolated set of activities, strategies and processes.

We see the shift in emphasis from a more traditional form of international education to strategies that are more directly related to the core functions of higher education, and a shift in emphasis from political to economic rationales.




1. AWARENESS

WORKING DEFINITIONIn Higher Education a Definition of Internationalisation in terms of its

desired or intended effects is:

The Process of Integrating an International/Intercultural Dimension into the Teaching, Research and Service

Functions of the Institution.

Jane Knight (1999)




1. AWARENESS

WHY INTERNATIONALISATION – A CONCEPTUAL FRAMEWORK

Stakeholders

When analysing rationales, we take into account the diversity of stakeholder groups in higher education and within each stakeholders group:

1. Government: trend away from national governments towards regional bodies (EU) and international entities (UN)

2. Private sector: difference between multinational companies and foundations and smaller national or local companies

3. Educational sector and distinguish several sub groups: - institutional level- teachers and their departments- students




Rationales & sub-categories for Internationalisation of Higher Educationas defined by Knight (1999), de Wit (2002)

1. AWARENESS

Political• Foreign policy• National security• Technical assistance• Peace and mutual understanding• National identity• Regional identity

Social-cultural• Cultural• Social

Economic• Economic growth & competitiveness• Labour market • National educational demands • Financial incentives for government & institutions

Educational• International dimension to teaching • Extension of the academic horizon• Institution-building• Profile and status • Enhancement of quality• International academic standards




1. AWARENESS

POLITICAL

EDUCATIONAL ECONOMIC

CULTURAL

MINIMUM RELEVANT IMPORTANCE

MAXIMUM RELEVANT IMPORTANCE

Model (van der Wend -1997)




WORKSHOP – EXPLORING & POSITIONING THE RATIONALES

What to do:Each table will receive a copy of the model and we ask you to start a discussion as a stakeholder from the educational sector (either institutional level or teachers and their departments).

Please review the rationales and sub-categories and discuss:

1.Which of the rationales and added sub-categories are of relevant importance for your functional area

Feel free to skip some sub-categories or add sub-categories, depending on your discussion

2. After selecting the rationales and sub-categories position them in the provided model. (minimum relevant importance in the center – maximum in the edge)

Please discuss at your table the rationales from your shared functional area

1. AWARENESS








and students







process strategy



participation


INTEGRATING EFFECT






PHASE 3 - PLANNING

• Activities Approach, Rationales Approach, Competency Approach, and Process Approach

APPROACHES TOWARDS INTERNATIONALISATION




3. PLANNING

WHAT - APPROACHES TO INTERNATIONALISATION

1. Activity Approach:

- describes Internationalisation in terms of categories or types of activities.

- focuses exclusively on the content of the activities and does not necessarily include

any of the organisational issues needed to initiate, develop and sustain the activities

2. Rationales Approach:

- describes Internationalisation in terms of its purpose or intended outcomes.

- focuses is on the rationales and does not necessarily include organisational

issues

3. Competency Approach:

- describes Internationalisation in terms of developing new skills, attitudes, and

knowledge in students, faculty, and staff.

- focus is on human dimension – not on academic activities or organisational issues.




WHAT - APPROACHES TO INTERNATIONALISATION

4. Process Approach:

- frames internationalisation as a process that integrates an international dimension

or perspective into the major function of the institution

- A wide range of academic activities, organisational policies and procedures and

strategies are part of this process.

- Key components of Internationalisation are divided in two categories

Program strategies and Organisational Strategies.

This can be seen as the most comprehensive approach to describing

Internationalisation, which is also reflected in the Working Definition

3. PLANNING








and students







process strategy



participation


INTEGRATING EFFECT






PHASE 4 - OPERATIONALISE

• Building on the Process Approach

• Case Studies

• Workshops

PROCESS APPROACH TO IMPLEMENT INTERNATIONALISATION




HOW – PROCESS APPROACH TO INTERNATIONALISATION

Program strategies:

- Academic programs

- Technical assistance

- Export of Knowledge (inward)

- Transnational education (outward)

- Extracurricular activities

4. OPERATIONALISE

Organisational Strategies:

- Governance

- Operations

- Support services

- Human Resource Development




WORKSHOP 1 – WHAT IS CURRENTLY IN PROGRESS?

What to do:Mention the actual activities that are already in progress.

Please discuss:

At present, what kind of activities are in progress at Sydney Institute? Please look across functional areas, follow the categories provided for both Program as Organisational strategies.

4. OPERATIONALISE

Program strategies:

- Academic programs

- Technical assistance

- Export of Knowledge (inward)

- Transnational education (outward)

- Extracurricular activities

Organisational Strategies:

- Governance

- Operations

- Support services

- Human Resource Development




WORKSHOP 2 – WHAT COULD WE ALSO LOOK AT?

What to do:Please use the provided handout (listing Program Strategies & Organisational Strategies) to explore activities, services and elements.

Please discuss:

Identify within Program Strategies & Organisational Strategies which categories that are relevant for your specific functional area;

and

For each identified category discuss relevant activities & services (Program) and elements (Organisational) that are of interest for your specific functional area.

4. OPERATIONALISE




WORKSHOP 3 –IMPLEMENTATION

What to do:Each table discusses how to implement selected activities, services and elements - and identify those people who can play a leadership role in driving the implementation.

Please discuss:

Discuss for one of the Program and Organisational strategies and the activities and services or elements a possible implementation process. Focus on the HOW and WHO.

4. OPERATIONALISE

cultureresourcecentre internationalisation of sydney institute cultureresourcecentre.com.au – 14...

Documents

internationalisation

institute society

cultureresourcecentre

international education

awareness of needs

positioning rationales

strategic process

process strategy