OMVÄRLDSANALYS FÖR INTERNATIONELLT

SAMARBETE

Mirko VaranoKTH – Royal Institute of Technology

Scope

• Example on how omvärldsbevakning is applied to internationalization at KTH

Terminology

• Business Intelligence VS External Environment Monitoring

Åsa AnkarcronaAvdelningschef

Annika EngströmGruppchef

(12)Kommunikation

Frida PålssonGruppchef

(8)Student-

rekrytering

Åsa CarlssonGruppchef

(18)Internationella

relationer

Anna JohanssonGruppchef

(4)Evenemang

och konferens

Kommunikations-strateg Kjell Carli

Internationell strategTina Murray (5)

Kommunikation och internationella relationer

IS-group’s mission

Develop KTH internationalization in the field of education with special focus on fee paying students

- Develop and improve KTH capacity to attract and manage fee paying students

- Provide strategic support on internationalization policies linked to education to the University Management through analysis and omvärldsbevakning

Examples of covered activities

• Omvärldsbevakning and supprt/management of externally funded projects

• Development of internal routines• Communication• International Analysis and development

Joint programmes

…mainly related to the internationalization of education with a special focus on the recruitment and management of fee paying students.

Internationalization objectives, Strategic Plan 2013-16

• Number of own students that spend at least one term abroad: 700 (2013:618)

• Balancing the figures of incoming and outgoing student mobility (2013: 1058 incoming)

• Number of fee-paying students to be recruited in host 2016: 1000 (2013: 269)

• Number of recruited freshmen ad advanced level from EU/EES/Schweiz in fall 2016: 700 (2013: 570)

• Number of international strategic partner universities: 12 (2013: 2 consolidated partnerships)

External Environment Monitoring of Internationalization at KTH

Why?• React promptly to upcoming questions and

challenges

• Enhance the efficiency of the system (not only facts but also processes are monitored)

• Improve the performance in specific areas

• Avoid duplications

• Select relevant and appropriate partners

And more….

External Environment Monitoring of Internationalization at KTH

Process

Identification of the Needs

Assignment

Identification of the

relevant sources

Collection of information

Analysis of the facts and data

Deliverance

Follow up

Identification of the needs: focus areas

Routine monitoring:

1) Rrecruitment of fee-paying students

2) Externally funded programs (national and European)

3) ERASMUS+ monitoring over than a year

4) EU policies

5) Prioritized Regions

6) Major trends and developments

Ad hoc assignments

For example MOOCS, Management of Joint Programmes, Prioritized Regions and most of the above but on a different level

Identification of the needs: geographical areas

In principle the whole world but continuosly shifting focus:

1) Prioritized Regions

2) Norden

3) Prioritized EU partners

4) North America

5) EU neighbouring countries

6) Other Industrialized Countires

7) Africa (recently)

All of a sudden the whole world with few exceptions is prioritized

Pre-analysis (benchmarking and available resources) and request for new input

Assignments: WHO?

• University Management crucial starting point

• Schools via IAG

• Communication and International Relations Department

• IS own initiative • Individuals based on personal relations

Identification of the sources + Collection of information

• National: UHR etc (relevant component but not enough)• EU policy documents• National Agencies (DAAD; NUFFIC, etc.)• University Networks (CLUSTER, TIME, Dean’s Forum)• International Associations and Organizations (ACA, EAIE,

NAFSA, British Council, etc.)• Bilateral benchmarking (field visits)• Social Media• Publications• Newsletters• Past project results• Database of available information (from follow-up project to

internal resource)

Analysis of facts and data

• Skimming

• Double checking with partners (sometimes in a workshop)

• Ensuring relevance with the objective

• Rationalization and preparation of reports

Deliverance

• General reports (depending on the nature of the assignment) including a follow-up/action proposal

• Workshop reports and follow up

• Estalishment of ad hoc working groups

• Database on international scholarship schemes

Follow-up

• New workshops

• Distribution of the outcomes to other relevant actors

• Specific project proposals

• Adjusting the outcomes

• Storing the results and making them available (database)

Challenges (1)

1) Getting clear and coherent input on the relevant issues to be covered

2) Changing priorities and complexity of the field

3) Diversity of interests and priorities in a complex system with many actors involved

4) Difficult to create a timeline and stick to it

5) Growing competition doesn’t make it easy to obtain relevant information

Challenges (2)

6) Growing number of events: important to get feedback on their quality, select carefully and plan the participation

7) Efficient participation to conferences and events

8) Shift of paradigm over time

Final Comments1) One person assigned full time to this specific task

2) Clear input from the management and schools is crucial

3) Channels to spread the results identified before the process starts

4) Need to be proactive

5) Need to be structured

6) Identify good and complementary partners, create trust, ensure mutual benefit

7) Make best possible use of university networks

ExampleCLUSTER University Management benchmarking exercise

ExampleCLUSTER University Management benchmarking exercise

University A in comparison to the CLUSTER average(Cluster blue, A magenta)

0

20

40

60

80

100

120

140Professors per FTE bachelor and master students

Professors per FTE doctoral students

Teachers per students

Budget per student (euro)

Square meters per student

Median annual salary (professors)

Budget money through competition (%)

M.Sc. degrees per professorD.Sc. degrees per professor

Publications per professor

Foreign students (%)

Survival rate (%)

Graduation efficiency (%)

Inverse of the median study time (integrated M.Sc.)

Inverse of the median study time (two year M.Sc.)

ExampleCLUSTER University Management benchmarking exercise

ExampleCLUSTER University Management benchmarking exercise

ExampleCLUSTER University Management benchmarking exercise

ExampleCLUSTER University Management benchmarking exercise

Examplegraduated M.Sc. student cohort during a given academic year divided by the initial student cohort 5 years before

Example

Specific profile of university X in comparison to the CLUSTER average

Thank you!

varano@kth.se