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Internationalisation Conference

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1 Internationalisation Conference
Keynote Dr Chris Yeomans, Head of Policy, UK Higher Education International Unit

2 Dr Chris Yeomans UK HE International Unit
The EU, Bologna and internationalisation – new opportunities and challenges from Europe Dr Chris Yeomans UK HE International Unit Intro Moving on from research to higher education, I will be providing details on another recent EC programme proposal of significant importance: Erasmus for All 2

3 The strategic turn 94% of institutions now have an internationalisation strategy 75% with a European strategy have it embedded in the international strategy Joint Outward Mobility Steering Group International Education Advisory Forum

4 Context: EU 2020 strategy The ‘Europe 2020’ strategy follows on from the Lisbon Strategy  ( ) that set out to create “'the most competitive and dynamic knowledge-based economy' in the world 3% of the EU's GDP should be invested in R&D by 2020 The share of early school leavers should be under 10% and at least 40% of the population aged should have completed tertiary or equivalent education Innovation – this is the big change – issue with this: 4

5 The next generation of EU HE and Research programmes
New budgetary cycle: Rationalising, simplifying, connecting Focus on added value of European level Europe in international context 5

6 Erasmus for All: More money, less paperwork
New European Commission programme proposal to run from Unites the seven existing programmes for education, youth, training and sport Proposed budget of €19 billion: an increase of 70% So what is Erasmus for All? An EC programme proposal for the budgetary period , that was launched on 23 November 2011, which can be best summarised by the phrase – more money, less paperwork Though it uses the name Erasmus – much wider than the original Erasmus programme (widely recognised in EU and non-EU participating countries as a synonym of EU learner mobility) – a deliberate choice to capitalise on the popularity and awareness of the Erasmus brand If adopted, Erasmus for All would unite the 7 existing programmes for education, training, youth and sport into one. The proposal is designed to reduce duplication, fragmentation and – that old Brussels problem - red tape. Currently there are a number of EU instruments implementing similar objectives. For example, Erasmus Mundus, Tempus, Alfa, Edulink, and the EC programme for cooperation with industrialised countries all fund comparable, albeit slightly different types of action, following different timetables, and with different implementation modalities and procedures. Final thing to say would be that: Funding would be increased by a staggering 70%, bringing the programme’s total budget to 19 billion euros. 6

7 Erasmus for All: Proposed changes
Streamlined architecture supports three key actions: - Learning mobility - Cooperation for innovation and good practices Support for policy reform 2/3 funding on mobility grants 5 million people to benefit between To return to the substance of the Erasmus for All proposal: its streamlined architecture supports 3 types of key actions 7

8 Erasmus for All: Opportunities
Erasmus activities: substantially strengthened and expanded internationally Staff mobility: significantly strengthened International collaboration: consolidation Collaborative degrees Erasmus Master To return to the substance of the Erasmus for All proposal: its streamlined architecture supports 3 types of key actions 8

9 Collaborative degrees - on the rise
2007 IU survey: do you have the power to award? 2011: 47/80 institutions award a joint degree or multiple/dual double degree 48 collab. programmes with UK partner; 78 with European partner; 48 with HEI outside Europe Building on success of Erasmus Mundus B First and most importantly, LEARNING MOBILITY -> an area where EU can contribute Two-thirds of the funding would be spent on mobility grants to enhance knowledge and skills. According to the EC, the proposed programmes would ensure that up to 5 million people would benefit from EU grants for education & training opportunities abroad between 2014 and This is nearly twice as many as today. Additionally Over 2 million higher education students would spend part of their education and training abroad, including EU students who study in a non-EU country and non-EU students who study in the EU. vocational students would spend part of their education and training abroad. million teachers, trainers, education staff and youth workers would gain new teaching and learning methods abroad. Finally, one of the completely new initiatives proposed in EforAll is an EMSLGF Under the scheme, postgraduates would be able to access a bank loan backed by the EU to finance their studies in another European country. It is part of efforts to ensure that 20 per cent of all students undertake some study abroad by 2020. The ESU against it as it thinks it goes against the grant-tradition of continental Europe and would do nothing to encourage mobility among poorer, debt averse, students HWVR, Giving evidence to a House of Lords subcommittee inquiry into European higher education policy before Christmas, Liam Burns said he broadly supported the Erasmus Master's Degree Mobility Scheme outlined in the proposed Europe 2020 Strategy. "Any move that could give access to funding will be beneficial," Mr Burns told the committee last week. "The caveat is that it should be subsidised, not [offered] at commercial rates...We think the EU is right to pursue [a subsidised system]." 9

10 Collaborative degrees - on the rise
Most regularly cited problems/obstacles: administrative burden; curriculum compatibility; credit equivalency; conflicting quality assurance expectations; legal issues Of those who do not offer a collaborative degree: 26% are in the process of establishing Erasmus for All will strengthen support for collaborative programmes – EU and non-EU First and most importantly, LEARNING MOBILITY -> an area where EU can contribute Two-thirds of the funding would be spent on mobility grants to enhance knowledge and skills. According to the EC, the proposed programmes would ensure that up to 5 million people would benefit from EU grants for education & training opportunities abroad between 2014 and This is nearly twice as many as today. Additionally Over 2 million higher education students would spend part of their education and training abroad, including EU students who study in a non-EU country and non-EU students who study in the EU. vocational students would spend part of their education and training abroad. million teachers, trainers, education staff and youth workers would gain new teaching and learning methods abroad. Finally, one of the completely new initiatives proposed in EforAll is an EMSLGF Under the scheme, postgraduates would be able to access a bank loan backed by the EU to finance their studies in another European country. It is part of efforts to ensure that 20 per cent of all students undertake some study abroad by 2020. The ESU against it as it thinks it goes against the grant-tradition of continental Europe and would do nothing to encourage mobility among poorer, debt averse, students HWVR, Giving evidence to a House of Lords subcommittee inquiry into European higher education policy before Christmas, Liam Burns said he broadly supported the Erasmus Master's Degree Mobility Scheme outlined in the proposed Europe 2020 Strategy. "Any move that could give access to funding will be beneficial," Mr Burns told the committee last week. "The caveat is that it should be subsidised, not [offered] at commercial rates...We think the EU is right to pursue [a subsidised system]." 10

11 Erasmus Master Student Loan Guarantee Facility
Too little full degree mobility – partly due to limited nature of national support schemes. Support cannot be provided by another state Erasmus Master will offer chance for Masters kevel students to access loans at favourable rates Tell us more......provided it does not impinge on Member State autonomy First and most importantly, LEARNING MOBILITY -> an area where EU can contribute Two-thirds of the funding would be spent on mobility grants to enhance knowledge and skills. According to the EC, the proposed programmes would ensure that up to 5 million people would benefit from EU grants for education & training opportunities abroad between 2014 and This is nearly twice as many as today. Additionally Over 2 million higher education students would spend part of their education and training abroad, including EU students who study in a non-EU country and non-EU students who study in the EU. vocational students would spend part of their education and training abroad. million teachers, trainers, education staff and youth workers would gain new teaching and learning methods abroad. Finally, one of the completely new initiatives proposed in EforAll is an EMSLGF Under the scheme, postgraduates would be able to access a bank loan backed by the EU to finance their studies in another European country. It is part of efforts to ensure that 20 per cent of all students undertake some study abroad by 2020. The ESU against it as it thinks it goes against the grant-tradition of continental Europe and would do nothing to encourage mobility among poorer, debt averse, students HWVR, Giving evidence to a House of Lords subcommittee inquiry into European higher education policy before Christmas, Liam Burns said he broadly supported the Erasmus Master's Degree Mobility Scheme outlined in the proposed Europe 2020 Strategy. "Any move that could give access to funding will be beneficial," Mr Burns told the committee last week. "The caveat is that it should be subsidised, not [offered] at commercial rates...We think the EU is right to pursue [a subsidised system]." 11

12 Innovative cooperation
Strategic Partnerships Cross sector alliances between educational establishments and youth organisations 23,000 partnerships Knowledge Alliances Large scale partnerships between HEIs and businesses 400 alliances First and most importantly, LEARNING MOBILITY -> an area where EU can contribute Two-thirds of the funding would be spent on mobility grants to enhance knowledge and skills. According to the EC, the proposed programmes would ensure that up to 5 million people would benefit from EU grants for education & training opportunities abroad between 2014 and This is nearly twice as many as today. Additionally Over 2 million higher education students would spend part of their education and training abroad, including EU students who study in a non-EU country and non-EU students who study in the EU. vocational students would spend part of their education and training abroad. million teachers, trainers, education staff and youth workers would gain new teaching and learning methods abroad. Finally, one of the completely new initiatives proposed in EforAll is an EMSLGF Under the scheme, postgraduates would be able to access a bank loan backed by the EU to finance their studies in another European country. It is part of efforts to ensure that 20 per cent of all students undertake some study abroad by 2020. The ESU against it as it thinks it goes against the grant-tradition of continental Europe and would do nothing to encourage mobility among poorer, debt averse, students HWVR, Giving evidence to a House of Lords subcommittee inquiry into European higher education policy before Christmas, Liam Burns said he broadly supported the Erasmus Master's Degree Mobility Scheme outlined in the proposed Europe 2020 Strategy. "Any move that could give access to funding will be beneficial," Mr Burns told the committee last week. "The caveat is that it should be subsidised, not [offered] at commercial rates...We think the EU is right to pursue [a subsidised system]." 12

13 And there’s more...... IT support platforms Virtual mobility
E-Twinning Jean Monnet Knowledge Alliances HE capacity-building projects Transnational traineeships First and most importantly, LEARNING MOBILITY -> an area where EU can contribute Two-thirds of the funding would be spent on mobility grants to enhance knowledge and skills. According to the EC, the proposed programmes would ensure that up to 5 million people would benefit from EU grants for education & training opportunities abroad between 2014 and This is nearly twice as many as today. Additionally Over 2 million higher education students would spend part of their education and training abroad, including EU students who study in a non-EU country and non-EU students who study in the EU. vocational students would spend part of their education and training abroad. million teachers, trainers, education staff and youth workers would gain new teaching and learning methods abroad. Finally, one of the completely new initiatives proposed in EforAll is an EMSLGF Under the scheme, postgraduates would be able to access a bank loan backed by the EU to finance their studies in another European country. It is part of efforts to ensure that 20 per cent of all students undertake some study abroad by 2020. The ESU against it as it thinks it goes against the grant-tradition of continental Europe and would do nothing to encourage mobility among poorer, debt averse, students HWVR, Giving evidence to a House of Lords subcommittee inquiry into European higher education policy before Christmas, Liam Burns said he broadly supported the Erasmus Master's Degree Mobility Scheme outlined in the proposed Europe 2020 Strategy. "Any move that could give access to funding will be beneficial," Mr Burns told the committee last week. "The caveat is that it should be subsidised, not [offered] at commercial rates...We think the EU is right to pursue [a subsidised system]." 13

14 Concerns Vague – need more details Too good to be true?
EU tools for valorisation: U-Multirank Also keen to ensure that the international element of Erasmus for All  includes all regions

15 Value of EU research policy to UK universities
15

16 Horizon 2020: renewing the EU research landscape
15% of the EU budget allocated for the current Framework Programme has gone to UK researchers. Total contribution of FP7 to UK research expected to reach €7 billion. Annually, FP7 contributes 5% of the UK’s national science budget, which is equivalent to the spending power of a medium-sized UK research council. to “substantially improve educational links between India and the UK, ensuring in the longer term we become each other’s partner of choice in education.”: so this is about choice (ie not short term economic benefit and mutuality of benefit and long term ) To overcome a move towards commercially based relationship of Indian students being recruited to study in the UK: so consciously part of this stratigc move away from commerical imperative – grw out of bilateral UK-India roundtable. 16

17 Horizon 2020: renewing the EU research landscape
‘Horizon 2020’ is the proposed new EU programme for research and innovation. 2014 – 2020, total budget of €80 billion – a substantial increase on the budget for FP7 H2020 brings together all existing EU programmes for research and innovation under single umbrella: FP7, Competitiveness and Innovation Framework Programme (CIP) and the European Institute of Innovation and Technology (EIT). Innovation focus Innovation aspect crucial. 17

18 Horizon 2020: Three key strands
Excellent Science (€24.6 billion) 77% increase for ERC; Special attention to Future and Emerging Technologies (FETs); International co-operation encouraged Societal Concerns (€31. 7 billion) : Health, demographic change and wellbeing; Food security, sustainable agriculture and bio-economy; Secure, clean and efficient energy; Smart, green and integrated transport; Climate action, resource efficiency and raw materials; Inclusive, innovative and secure societies. Industrial Leadership (€17.9 billion). Int. calls for Societal concerns. 18

19 Horizon 2020: Broadly aligned with UK HE sector interests
Substantial budget increase for European Research Council Continuation of excellence as underlying principle for allocation of EU research funding Single set of administrative rules for all components of Horizon 2020.  Extension of administrative model of the European Research Council across Horizon 2020, allowing a 100% reimbursement rate (direct eligible costs). Move towards a more trust based control strategy eg. acceptance of the accounting practices of all participants Horizon 2020 reflects the majority of key positions set out in the UK HE sector position on the future of the Framework ProgrammeThe UK is broadly supportive of the European Commission’s Horizon 2020 programme proposal.. 19

20 Remaining issues for the UK HE sector
Increased role for the European Structural Funds in capacity building and widening participation across Europe. Cost declaration through full costing will not be possible.  Specific Grand Challenges identified by the Commission under the ‘Societal Concern’ strand of Horizon 2020 Balance of funding between innovation and research Horizon 2020 reflects the majority of key positions set out in the UK HE sector position on the future of the Framework ProgrammeThe UK is broadly supportive of the European Commission’s Horizon 2020 programme proposal.. Structural funds issue: The Commission has said that Horizon 2020 will include initiatives to connect underperforming member states more closely to the Horizon What will these initiatives entail, and what will be the implications for the UK? Specific grand challenges: Do they miss any key aspects? There is some concern that initiatives outside the ‘Societal Concern’ strand, such as Joint Technology Initiatives, will be expected to pick up key themes that are missing from the list of Grand Challenges. This would lead to pressure for initiatives outside the ‘Societal Concerns’ strand to deal with particular themes (ie. those not covered in the ‘Societal Concerns’), thus artificially limiting their scope. 20

21 Key Bologna Process Reforms
Bachelor – Master – Doctoral cycles (UK already uses this structure) Overarching Framework for Qualifications of the EHEA (UK HE qualifications frameworks self-certified) European Standards and Guidelines for Quality Assurance in the EHEA (Quality Assurance Agency – QAA) European Credit Transfer System (ECTS) (Experience of using credit – NUCCATS, SCQF) Diploma Supplement (New challenge – development of HEAR) As one of the founding members, the UK has played a key role in shaping the framework for the EHEA, shaping and leading policy development. Important to emphasise that many of the reforms don’t necessitate much action from the UK as it has a much more developed higher education landscape than many other Bologna Process countries. 21

22 Bologna Process 2009-2012: Leuven Communiqué
Student mobility: in 2020, 20% of students graduating in the European Higher Education Area should have had a study or training period abroad Lifelong Learning: Ministers formally acknowledged learning outcomes as the basis for recognition of formal and informal learning. ‘Multidimensional transparency tools’: BFUG to monitor development of classifications/typologies and rankings of HEIs Expanding Bologna’s remit: to include additional policy areas International dimension enhanced in 2009 In the Leuven/Louvain-la-Neuve Communiqué, of 2009, the main working areas for the next decade were set. These include the above. These main working areas show a new orientation of the Bologna Process, towards a more in-depth approach of the reforms, thus ensuring the completion of the Bologna Process implementation. From a UK perspective mobility is a particular priority. The extreme imbalance between incoming and outgoing mobility is a worry for the UK government in terms of the future employability of the UK workforce in a global labour market (Government Joint Steering Group) 22

23 But what is interesting.... increasing implementation
79% HEIs currently use the Diploma Supplement – 20% more than in 2007 Of those who do not use the DS, 28% plan to introduce it 61% use ECTS for credit transfer; 26% for accumulation

24 Bologna doesn’t stop at Europe
Enhances global attractiveness Deep integration - sits at heart of internationalisation strategy Erasmus Mundus – worldwide since 2009 Horizon 2020 – third countries Erasmus for All -

25 To finish with...good news from the IU survey
294 one-year or 12-month Masters Degrees currently offered – compared to 69 two-year Masters degree programmes Recognition of UK qualifications: 72% not aware of any difficulties experienced by UK Integrated Masters graduates, 80% not aware of any difficulties experienced by one-year full-time Masters graduates – compares to 66% not aware of difficulties in 2009.

26 Internationalisation – does it make a difference to the student experience? A student and graduate perspective. Kian Golzari, (MA Soc Sci 2010), Product Development Manager, Highlander Outdoor Wear Student Study Abroad Ambassadors, Kate Goldie and Lynsey Wallace


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