1. Plan of presentation 1. Understanding internationalisation – definitions 2. Rationales for internationalisation 3. Internationalisation of HEIs in Europe 4. Internationalisation of HEIs in Poland 5. Internationalisation at home – experiences of Jagiellonian University

2. 1. Understanding Internationalisation Definitions overview: There have been many different terms used in connection to internationalisation of higher education. Currently Internationalisation became a new mantra in higher education, characterised as complex and multifaceted, often fragmented process. Deeply influenced by the normative and cultural insights of institution, such as history and culture; academic disciplines and subjects; the higher education institution’s profiles and individual initiatives; national policies; regulatory frameworks; finance; European challenges and opportunities; and globalisation.” OECD When executed at home, consists of incorporating intercultural and international dimensions into the curriculum, teaching, research and extracurricular activities and hence, helps students develop international and intercultural skills without ever leaving their country. When is executed as transnational, is delivered through off -shore campuses, joint programmes, distance learning, etc.

3. For Norway, Frolich (2008,120) comes to the conclusion that “Internationalisation in higher education institutions (...) is a case of a match between the inherently international character of academic activities and external demands and changing environments.” „Internationalisation is defined as the variety of policies and programs that universities and governments implement to respond to globalization” Altbach, Reisberg and Rumbley (2009, 7) “the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education.” Knight (2008, 3) 1. Understanding Internationalisation

4. The process of integrating an international perspective into a university system is ongoing, future-oriented, interdisciplinary, leadership-driven. Involves top administrators creating vision and motivating people in both academic affairs and student affairs to change the entire system to think globally, comparatively, collaboratively. Universities constantly encouraged to ‘plug in’ in various ways in order to reap the benefits of global interconnectedness, as well as to avoid the perils of parochialism higher education as a part of internationalisation process- seen as an integral part of the global knowledge economy, an export industry Diversity vs. Quality ? (Maintaining international partnerships can be costly, and many are, for various reasons, not particularly productive) Questioning the ‘value’ of internationalisation projects Many forms of internationalisation: co-taught courses and degrees, massive open online courses (MOOCs), collaborative research projects and student and staff exchanges, International academic networks.

5. The changing landscape of international higher education as a consequence of the globalisation of our societies and economies manifests in many ways: –increasing competition for international students and academics, – growth of cross-border delivery of programmes and emergence of international for profit providers in higher education, –the changing position of countries in the world economy and in the higher education arena. 1. Understanding Internationalisation

6. Why are we internationalising higher education? 4 broad categories of rationales for internationalisation (De Wit, 2002, 83-102): Political rationales (foreign policy, national security, technical assistance, peace and mutual understanding, national and regional identity) Economic rationales (including growth and competitiveness, national educational demand, labour market, financial incentives) Social and cultural rationales (creating an intercultural understanding and an intercultural competence for the students and for the faculty and in their research) Academic rationales (international and intercultural dimension in research, teaching and services, extension of the academic horizon, institution building, profile and status, the improvement of the quality, and international academic standards). 2. Rationales for internationalisation

7. Quality assessment Diversity in rationales, approaches and strategies of institutions and programmes call for an assessment of the quality of internationalisation at the programme and the institutional level and the realisation a system of certifications as to define the progress and status of the internationalisation at the programme and institutional level. 2. Rationales for internationalisation

8. Assessment of internationalisation How do we measure what we do? What do we measure? What indicators do we use for assessment? Do we assess processes or activities? Do we carry out assessments with a view to improving the quality of our own process and activities or do we assess the contribution made by internationalisation to the improvement of the overall quality of higher education? Do we use a quantitative and/or a qualitative approach to measurement? Which instruments do we use, ex post or ex ante measurements, indicators, benchmarking, best practices, quality review, accreditation, certification, audits or rankings? Are we focusing on inputs, outputs and/or outcomes? 2. Rationales for internationalisation

9. 3. Internationalisation in Europe Universities are considered one of society’s most international institutions. Mobility started in medieval ages. The knowledge stored, generated and transmitted is often universal (i.e. not systematically bound by borders). It has long been seen as desirable to gather systematic information from all over the world and to generate innovation on a world scale. New wave of internationalisation in Europe: Stimulated in the 1980’s by European programmes for cooperation and exchange in education and research. Through years become an indicator for quality in higher education. The enormous rise of English as the dominant language of scientific communication Information and communications technologies have created a universal means of instantaneous contact and simplified scientific communication

10. Students and staff mobility Mobility either as part of the home degree or for a full degree abroad - has been dominant until the end of the century. Mobility as a tool of internationalisation – in the past decade though a gradual shift can be observed where mobility becomes more one of the instruments and elements of internationalisation. Mobility is in that approach no longer an objective in itself but one of the ways how to reach this; and international becomes more interconnected with intercultural, where crossing borders is no longer an absolute must but only a plus to get an international and intercultural experience In the Communique of the Conference of European Ministers Responsible for Higher Education, Leuven (28-29 April 2009, point 18) on the Bologna Process, there is an ongoing strong emphasis on the importance of mobility: “in 2020, at least 20% of those graduating in the European Higher Education Area should have had a study or training abroad.” 3. Internationalisation in Europe

11. Mobility evaluation The evaluation of cross-border higher education should focus on several major potential impacts: quality and capacity building in specific subject areas; spillovers in the innovation system; internationalisation of research; related economic activity; retention and subsequent migration of highly trained workers; displacement of domestic students; equity of access to mobility, impact on higher education finances. 3. Internationalisation in Europe

12. EU Support for Student Mobility: The Central Role of ERASMUS the mid-1990s - Treaty of Maastricht signed in 1992, large umbrella programmes of SOCRATES for education and LEONARDO DA VINCI for vocational training ERASMUS became a subprogramme of SOCRATES. Continuous support was provided for student mobility, again under the condition that recognition was provided for, and support was enlarged for teaching staff mobility and for projects of curricular innovation. Actually Erasmus+, open to non EU countries 3. Internationalisation in Europe

13. The Bologna Process: A New Stage of Internationalisation The late 1990s, - establishment of similar systems of study programmes and degrees all over Europe (Sorbonne Declaration on the “harmonisation of the architecture of the European higher education system”). system of two main cycles: the concept was specified as a first cycle leading, after three years or more of study, to a bachelor degree, both professionally relevant and preparing for subsequent stages of study, a second cycle leading to a master degree after between one and two years of study, and a third cycle leading to a doctoral degree. Third cycle of studies 3. Internationalisation in Europe

14. Globalization and Bologna Process: Compatible or Conflicting? Vertical mobility from outside Europe to Europe is criticised as calling for adaptation rather than for learning from contrast, for benefiting the financial elites of poor countries, and for contributing to brain drain. Mobility of elites vs. mobility of the best 3. Internationalisation in Europe

15. 4. Internationalisation of HEIs in Poland 46 101 foreign students from 158 countries in Poland Growing number of International students in Poland: 2005/2006 - 10 000, 2010/20111 - 25 000, 2013/2014 - 36 000 3,1% of the total student body in Poland (1,469,386 students) Over 50% of foreign students come from Ukraine The biggest groups of foreign students: Belarusians (4118), Norwegians (1538), Spaniards (1188)… Asian students – 5602 (mainly from China, Taiwan, India) JU – on the 4th position in Poland as most frequently chosen by foreign students Most popular fields of study in Poland for foreigners: medical studies, management, International relations, tourism, economy. Number of employed foreign academic staff in Poland in 2014/2015: 1671

16. Poland has set a goal to more than double its international student numbers to reach 100,000 by 2020 The Polish government released a new international education strategy in June that provides new funding and new priorities for the internationalisation of Polish higher education. According to the strategy, the Ministry of Science will allocate EUR 57.5 million to funding international education programmes, international summer schools, and language training, and will encourage universities to: –Offer more degree programmes in foreign languages; –Create more joint educational projects –the development of e-learning opportunities, such as Massive Open Online Courses (MOOCs). 4. Internationalisation of HEIs in Poland

17. Internationalisation of staff Staff training and professional development will be cornerstones for Poland’s higher education internationalisation. language training and training in best international practices for university staff. In 2012/13, Poland sent 7,000 university staff and faculty abroad through the Erasmus+ programme, more than any other EU country. the Top 500 Innovators programme, designed to boost Poland’s ranking in European innovation indices. Top 500 allows Poland’s leading academics to learn about technology transfer and entrepreneurship from US universities in Silicon Valley. Since late 2011, the initiative has sent 320 Polish academics to California. 4. Internationalisation of HEIs in Poland

18. In the early 2000s, Polish higher education institutions faced a growing exodus of Polish students to the EU and increased competition with foreign universities, but this trend now appears to be reversing. in 1999, Polish higher education has undergone a series of further reforms, including a clear separation between bachelor’s and master’s degree programmes. It has also joined the European Credit Transfer System (ECTS) and become both a major sending and host country within Erasmus. Erasmus is the most comprehensive mobility scheme that Poland participates in. As the sixth-most populous country in the European Union, Poland was the seventh-most popular destination country in 2012/13 with 11,000 incoming students, with Spain, Germany, Portugal, France and Turkey as the major sending countries within the Erasmus programme. 4. Internationalisation of HEIs in Poland

19. JU International cooperation over 200 agreements on academic cooperation over 1200 agreements within Erasmus+ Programme with EUC and 7 with non EUC over 1700 foreign students at JU

20. Participation of JU in International academic networks COIMBRA Group UTRECHT Network European University Association International ResearchUniversity Network –IRUN UniTown EUROPAEUM SYLFF Institutions’ Network Erasmus Student Network European Students Forum (AEGEE) European Law Students’ Association (ELSA)

21. Internationalisation at home – experiences of Jagiellonian University Podstawowe obszary działania: dydaktyka w językach obcych i mobilność –Komisji ds. internacjonalizacji –przygotowanie kadry do prowadzenia takich zajęć –studenci w toku studiów powinni być przygotowywani do publikowania w językach obcych. Dotyczy to również odpowiedniego motywowania i szkolenia w tym zakresie kadry naukowej –Obowiązkowy 30-godzinny kurs języka obcego zakończonego egzaminem jako jeden z warunków ukończenia studiów –Szkolenie administracji w zakresie języków obcych –Jasne zasady przeliczania ocen –eksponowanie informacji o programach wymiany zagranicznej na stronach internetowych instytutów, –aktywne promowanie udziału w konkursach stypendialnych Erasmus (ogłoszenia USOS, mailing), –zachęcanie do udziału w projektach aktywności międzynarodowej w ramach uczelni (ESN) Zapewnienie jakości kształcenia: - ocena zajęć dydaktycznych prowadzonych w językach obcych: należy tę grupę przedmiotów wyodrębniać w celu przeanalizowania wyników ich ewaluacji, Ewaluacja zajęć dydaktycznych pod kątem ich oceny przez studentów zagranicznych - analiza wyników ewaluacji zajęć w tej grupie uczestników. Jako element kształtowania wizerunku uczelni - opublikowanie na stronach internetowych UJ tłumaczenia dokumentów dotyczących systemu zapewnienia jakości kształcenia uczelni.

22. Jagiellonian University’s policy paper concerning Erasmus Plus I.Goals with regard to the three Key Actions Learning mobility of individuals (KA1 – Students&staff mobility): – increase mobility of students and teachers and transnational co- operation (horizontal mobility), – seek further possibilities for joint study programmes at Master level (vertical and horizontal mobility), including programmes delivered by consortia of HEIs, – develop flexible study programmes, – create interdisciplinary study programmes, – broaden geographical scope – look for new EU partners and partners from different types of HEIs (providing education in similar subject areas), – promote an international environment within the study programmes (internationalization at home), – improve linguistic competence of staff and students (on-line tools to promote virtual mobility), – see possibilities of applying throughout networks.

23. Co-operation for innovation and exchange of good practices (KA2-Strategic Partnership): –exchange good practices between staff responsible for support services, –develop innovative ways of producing and sharing knowledge, –design and develop curricula and ways of learning and fostering creativity, –design new teaching and learning approaches and modules, –share information and data on ongoing activities, –support mobility from neighbouring countries, –enter into strategic partnerships, –enter into partnership to meet societal challenges, –improve the quality of education and its relevance for labour market, –find work placements in enterprises (local/regional authorities, social partners, youth organizations), –improve professional skills of non-academic staff.

24. Support for policy reform (KA3 - Capacity Building in Higher education – budowania potencjału w szkolnictwie wyższym w krajach partnerskich) : Uprawnione instytucje z krajów programu lub krajów partnerskich to między innymi: uczelnie (uczelnie z krajów programu muszą mieć Kartę Erasmusa dla szkolnictwa wyższego); stowarzyszenia uczelni; konferencje rektorów i organizacje studenckie; ministerstwa ; inne publiczne lub prywatne organizacje prowadzące działalność na rynku pracy lub w dziedzinie kształcenia, szkolenia i na rzecz młodzieży (np. firmy, organy publiczne, partnerzy społeczni, instytuty badawcze, fundacje, organizacje kulturalne)

25. Expected benefits of internationalisation to provide the most relevant education to students, who will be the citizens, entrepreneurs and scientists of tomorrow. driver for change and improvement – it should help generate the skills required in the 21st century, spur on innovation and create alternatives while, ultimately, fostering job creation improve student preparedness internationalise the curriculum enhance the international profile of the institution strengthen research and knowledge production diversify its faculty and staff introduces alternative ways of thinking, it questions the education model, and it impacts on governance and management