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International Benchmarking in UK Higher Education HESA International Benchmarking Conference 20 th July 2011
© PA Knowledge Limited Page 2 Business drivers for international benchmarking Benchmarking is not an end in itself. It is worth doing to: Support universities’ internationalisation strategies and plans Understand relative strengths, weaknesses, opportunities and threats Inform decisions about objectives, priorities and targets Manage international performance, through relevant KPIs: ThemeIndicators STUDENTSOverseas as % total UG Overseas as % total PGT Overseas as % total PGR No. of countries of origin (all students) Overseas student perceptions/experiences STAFF International as % total academic staff International as % professors/chairs % UK staff with overseas experience No. of countries of origin (all acad. staff) International staff perceptions/experiences RESEARCH % research awards from non-UK sponsors % research projects with overseas partners % research undertaken overseas No./value of projects for multinational corporations. PARTNERSHIPS No. of MoUs with overseas HEIs Membership of international HE networks No. of countries in which university is present
© PA Knowledge Limited Page 3 Available resources for international benchmarking There is a plethora of public and proprietary resources available for international HE benchmarking: Global league tables and institutional rankings Cross-country institutional process comparisons Proprietary analyses of institutional performance Reviews of international and national market trends and intelligence Sources of national market data New initiatives and developments –IMPI –U-Map and U-multirank –EUMIDA
© PA Knowledge Limited Page 4 Caveat emptor! There are real dangers from taking international data sources at face value, re: Comparability Comprehensiveness Timeliness Methodologies
© PA Knowledge Limited Page 5 Experiences from UK institutions UK universities vary greatly in their use of international benchmarking. Feedback from institutions highlighted: Widely differing levels of maturity in internationalisation Intra-national rather than international comparators Ambivalence over international league tables Benefits from mission-specific ‘drill down’ Value of collaborations and partnerships Information gaps, e.g. employability
© PA Knowledge Limited Page 6 Conclusions International benchmarking is an evolving science and art for UK higher education. Priorities for institutions should include: Adopting a genuinely international perspective Tailoring approaches to business priorities Identifying relevant, reliable information sources Collaborative development of better resources and shared learning
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