Global and regional trends in internationalization threat to or improvement of quality ?

Patricia Pol IAU Board member Policy advisor AERES Universit Paris Est

INQHAAE- ENQA, Brussels, Decembre 2011

Presentation outline
About internationalization From global to regional trends : some results of the IAU 3rd Global Survey From benefits to threat : (re) thinking QA for Internationalization ? New challenges for internationalization of QA agencies

INQHAAE- ENQA, Brussels, Decembre 2011

I. About internationalization
From institutional policies focused on international cooperation strategies To introduce international and intercultural dimension into teaching, learning, research and mode of delivery of higher education (Knight and De Witt, 90s) International cooperation policies improve quality To global strategic management around worldwide competitive markets The international dimension is no more a specific dimension but is fully part of all the dimensions of the institutions To be international or not to be : a one best way for excellence? Risks to increase fragmentation among HEI and a challenge for QA issues
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II. From Global to Regional trends

A global and regional view in line with IAU principles - 1998 : statement on cooperation and partnership - 2004 statement on ethical conduct in cross border education - 3 global surveys published : 2003, 2005, 2010

INQHAAE- ENQA, Brussels, Decembre 2011

IAU 3rd Global Survey Internationalization of Higher Education: Global Trends, Regional Perspectives

Published Sept. 2010

An international expert Task Force Questionnaires for HEIs and NUAs 5 languages, larger sample, online completion with IT assistance from CONAHEC Continuity but also new questions (2003, 2005)
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3rd global survey Response rate (12%): 745 HEIs 115 countries

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745 HEIs in 115 countries

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Internationalization : change in level of importance

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 IAU October 2010 INQHAAE- ENQA, Brussels, Decembre 2011

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IAU October 2010

Funding for Internationalization

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Mobility = top priority; yet still low

HEIs according to # of undergraduate international students as % of total enrolment Opportunity to Study Outside Ones Own Country as % of overall undergraduate enrolment

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International student enrolment and mobility

WORLD - 1/3 of HEIs undergraduate international students less than 1% of student body; 48% of respondent HEIs gave less than 1% of undergraduate students opportunity to study abroad as part of their study programme! AFRICA 70% of HEIs to less than 1% of students
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Institutions offering dual/double degree programs N=745

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Institutions offering joint degree programs N=745

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A few conclusions at global level

Internationalization is a way to improve students preparedness and mobility; yet actual mobility remains low International research collaboration less important at aggregate level, but key for developing regions Internationalization increasingly important for HEI policy, but funding now the main obstacles Faculty interest, readiness and staff capacities a major internal obstacle Strong link between prestige and internationalization Risks appear only visible to HEIs in some regions Geographic priorities stable but highly focused QA is mainly integrated in the general QA system when it exists

INQHAAE- ENQA, Brussels, Decembre 2011

III. Benefits and threats

To be international and going international, multinational or global: (Re)-Thinking QA systems

INQHAAE- ENQA, Brussels, Decembre 2011

What do we want to do?

To know and measure the degree or stages of internationalization - At institutional, faculty, programme, research levels An issue of quantitative datas - Structural indicators : numbers of agreements , rates of international students, in coming out-going mobility (staff and students), part of the budget dedicated to internationalization, size of the international office, number of international ublications - Performance indicators : % fund raising, evolution of the position in the international rankings? Income generated
INQHAAE- ENQA, Brussels, Decembre 2011

- Attitude indicators * Internationalization of staff in the decision bodies, among faculty members, * Language skills of the curricula and staff * Development of joint programmes/branch campuses, * Choice of partnership, of international networks Ethnocentric, Regiocentric, Polycentric (see H.W. Perlmutter, 1974 studying the Multinational Firms)

Towards mapping and typologies

 To evaluate the quality of internationalization and its impact on the stakeholders An issue of processes - Evaluating the processes implemented Why and how is the International strategy of the institution defined and implemented, is it integrated in the whole strategy ? How is the internationalization of programmes, research, staff, students defined and achieved?

INQHAAE- ENQA, Brussels, Decembre 2011

- Measuring progress What is the added value, the efficiency of the cooperation policies and mobility practices ? What are the new learning outcomes of the students through international mobility Setting goals, elaborating a policy and designing a strategy are prerequisite to measure the impact on quality Need a good fit with goals pursued
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IV. New challenges for QA Agencies To be more international?

 Most of the QA Agencies operate in their countries for more than 90% of their activities Some regional joint QA initiatives (Central America, East Africa, south East Asia) Competition increases at intra and inter-national agencies levels (see the adaptation of the national regulations for such countries in Europe as Lituania, Austria, Romania..) A strong tradition of cooperation at regional levels where networks act actively

Main regional networks (CINDA, INQAAHE):

NOQA

ENQA ASPA
CANQATE

ANQAHE

APQN AfriQAan

RIACES

How to be more international?

Developing an international policy - Defining goals - Setting up a strategy and a QA process Cooperation with other agencies at regional, sub-regional levels according to shared values and visions with the National authorities, the HEIs international country strategies Export of activities (accreditation, audit, institutional evaluation abroad) Regional and international governance to build up Regional Higher Education and Research Areas Developing expert and peers mobility

 Designing a QA system for the international dimensionof the HEIs - At institutional , programme, research levels : within the existing evaluation/audit/ accreditation processes ? Through specific programmes ? Organizing national and regional seminars to facilitate the knowledge and diffusion of best practices Producing, consolidating data in cooperation with the main stakeholders at national, regional, global levels

 QA for off shore programmes and campuses, joint degrees or joint research programmes - Through specific processes and site visits (See QAA (UK) Audit for overseas provisions) - In cooperation with other agencies through joint evaluations (see the Nordic experience) - Consolidating national data and international benchmarking

Conclusion
Internationalization is still not a natural issue in Higher Education - Strongly supported by the academic internationalism of the 90s, global trends have emerged while the global agenda is in process and new risks are increasing Should we re-think internationalization (see the IAU initiative) and its QA system ? - The role of regional and international association of universities and QA networks are increasing and they are offering new services to their members - and contribute to new forms of international regulation

IAU Internationalization Agenda

Dissemination of the 3rd Global Survey Report ------------------------------------------------------------------------------Internationalization Strategies Advisory Service (ISAS) = support for institutional policy development and improvement Internationalization Workshops = Nairobi, Kenya, Iran, Rio de Janeiro, Brazil Re-thinking internationalization (ad hoc expert group) 14th General conference in Puerto Rico (November 14-16 2012): HE and the global agenda -------------------------------------------------------------------------------

www.iau-aiu.net Eva Egron-Polak e.egronpolak@iau-aiu.net

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