Presentation on theme: "Internationalising Higher Education: Framework for Action Dr Helen May and Dr Janette Ryan, Higher Education Academy 8 May 2014."— Presentation transcript:
Internationalising Higher Education: Framework for Action Dr Helen May and Dr Janette Ryan, Higher Education Academy 8 May 2014
To provide an insight into the HEA’s internationalising HE framework. To provide an opportunity for you to help shape the framework at a critical phase in its development. To stimulate dialogue and debate about core internationalisation issues. To consider how the framework may be best used as an enhancement tool in HE. 2 Aims of this session
Promoting a high quality, equitable and global learning experience for all students studying UK programmes across the world. Enhancing the quality of learning and teaching: Onshore Offshore Inspire and assist in enhancing the process of internationalising higher education. To the benefit of the students, staff, institutions and the wider society. 3 Vision to action…..
Strategy Establish an international presence Develop the curriculum Improve student recruitment Enhance research quality Promote cultural diversity Enhance teaching quality Internationalisation Strategic Priorities (PVC survey, Oct 12)
5 Role of the framework To shape policy and practice to enhance the experience of….. …..students coming to the UK to study. …..students studying UK programmes offshore. …..all students by providing a globalised education.
Aim To inspire and assist the sector in the process of internationalising HE, facilitating the achievement of a high quality, equitable and global learning experience for all students studying UK HE programmes, irrespective of their geographical location. Objectives To recognise and build on the quality and variety of internationalisation policy and practice in higher education; To foster collegial approaches to education, research and partnership that transcend national and international boundaries; To acknowledge the on-going individual and institutional roles and responsibilities required to realise internationalisation. 6 Aims and objectives
154 responses to date; 102 fully completed From 70 HE institutions When asked is the framework needed: 61% YES; 4% NO; 35% abstain Approximately 60% academic roles; 25% senior management roles; professional services 10%; students 1%; other 4% Request for practical examples and articulation of benefits for multiple audiences within the framework. 8 Consultation responses to date
Curriculum development and review tool To focus/refocus or direct the agenda Guideline for best practice in the UK Reference point for strategic development of policy & practice To stimulate reflective debate /staff development Internal audit/tool for benchmarking/ target setting 9 How would you envisage using the framework……..
There is a need to raise the status of learning and teaching in the agenda. HE is a global academic community, in which staff and students are members. Internationalising HE is a joint responsibility with implications for all staff and students, functions and services. Internationalising HE is a process of continual enhancement. Collaboration are essential to the internationalising of HE. 10 Key messages The framework aspires to having regard for:
Agenda is dominated by international recruitment, research, and standing. The quality of learning and teaching (both onshore and offshore) is significant to enhancing the student (and staff) experience but also to achieving these drivers. Learning is enriched by a diverse student and staff body. Encompasses all aspects of students’ lives inside and outside the classroom (formal and informal curriculum). How can we raise the profile of learning and teaching in internationalisation? Raising the profile of learning and teaching in internationalisation
Boundaries are shifting, not ‘international’ vs ‘home’. Need to critique and address a ‘deficit’ led approach. Increase in transnational education and off shore students. Students need to think of themselves as global and envision possible international connections and/or futures. Staff are increasingly international or have international experience. International collaborations (involving staff and students) can arguably benefit learning and teaching. How can we encourage all staff and students to think of themselves as being part of a global academic community? HE is a global academic community of staff and students
More institutions are working at local, regional, national or global level, in teaching and research, seeking to increase the number and quality of their partnerships. Increasing international operations across institutions – groupings and consortia. However there are mixed institutional messages – collaboration versus competition. Fresh thinking is required to facilitate and overcome barriers to collaborative ways of working. How can we facilitate collaboration and collegiality in internationalisation? Collaboration is essential to internationalising HE
Framework offers a tool for quality enhancement not assurance. Intends to complements the effective and diverse existing developments across the sector. Promotes a continual process, informed by, as well as helping to shape, the global context. How do we encourage internationalisation to be addressed as a process of continual enhancement? Internationalising HE is a process of continual enhancement
The process arguably requires a holistic approach as there are implications for all staff and students, functions and services. Internationalising the curriculum, has implications for individuals and organisations. Attention is needed across the academic lifecycle (for staff and students) from pre-arrival to exit. This is pertinent to all staff and all students (and students as peers). How can we ensure that everyone is committed and takes joint responsibility for internationalising HE? Internationalising HE is a joint responsibility
The framework aspires to promote: the status of learning and teaching HE as a global academic community collaboration Internationalisation as a process A collective responsibility. 1.Is this something your institution could/do aspire to? 2.How are you making, or could you make this aspiration a reality? 3.How do, or will, you measure its success? 16 Key themes and questions