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2. Definition ’Internationalisation is…the variety of policies and programs that universities and governments implement to respond to globalization.’ (UNESCO 2009)

3. What makes a university ‘internationalized’?

4. How does internationalization look from the institutions? … Which community does the university primarily serve? EUA: TRENDS V

5. Mobility or an Internationalised University? Internationalization Abroad vs Internationalization at Home International vs Intercultural (minorities too)

6. Why internationalize?

7. Driving forces  Globalization (migration, new technologies, etc)  Resource-seeking (funding, grants, joint projects)  Market (labor and academic)  Political pressure

8. Motivations  Individual: better career prospects/quality of life  Institutional: increased revenues, rankings, prestige  National: economic development (generating revenues, training specialists abroad), geopolitical  Regional: regional integration (EU/EHEA)

9. What to internationalize?  Policies/processes (degree structure, quality assurance)  Research  Recruitment/students  Staff  Curriculum  Teaching

10. Government level  Promote the national education system  Facilitate the visa procedure  Work with employers to create opportunities for relevant work experience Together with other authorities, the Ministry of Education will study the opportunities to prolong the length of the residence permit given for seeking employment to a non-Finnish person who has graduated from a Finnish higher education institution from the current six months  Facilitating study loans for foreign students  Work together with universities to identify common selling points

11. University level  Offer internationally relevant programs  Create the student support infrastructure required for an international student body  Train staff in intercultural awareness  Promote staff diversity policies that reflect the diversity of the student body

12. Significant Barriers to Internationalisation  National interests, policies (local labor market, braindrain)  Recognition  No transparency, corruption  Lack of funding  Existing recruitment startegies  Lack of expertise  Poor overall quality  Not attractive environment

13. University Branding

14. What is a brand?  A symbol  A product that can be distinguished from its competitors  A representation of a promise

15. What is a Brand?

17. What is branding?  image made from inside: marketing efforts made by organizations … in hope of establishing a strong position in their respective market and achieving competitive advantage  image as seen from outside: an institution's brand is its personality, psychology, and attitude-as its constituents perceive it. It is the face by which an institution distinguishes itself from all others

18. Why brand a university?  Highlight uniqueness  Emphasize strengths  Increase prestige  Attract interest (students, research, funding)  Creating differentiation  Generating value

19. Your brand already exists! …brand created by the perceptions and experiences associated with the university by  students  alumni  faculty, staff members  visiting faculty  the community  donors and partners

20. How would you brand your university?  What is your top of mind association with the university?  What makes your university unique?  What are its strengths?  What do you value the most in your university?  How would you describe the university’s personality and style?

21. Define the message of branding Why should students come to your university and not to another one?  the academic quality of your programs  the research  your geographic location  the qualifications you award  the profile of your students and faculty  your student aid packages  your specific mission

22. Common mistakes  choosing too common messages, that do not distinguish the university: ‘great teaching’, ‘inspiring faculty’, ‘diverse students’, ‘nice location’, ‘interesting subjects’  being everything means you're nothing in fact. ignoring the ‘keep it simple!’ rule  discrepancy between the image projected outside from the one existing inside  university staff does not embrace the brand

23. Challenges to building a university brand  Institutional resistance to change  Difficulty in constructing a real overall convincing brand  Lack of clear ideas  Sub-branding – schools/faculties who want a distinct brand

24. Benchmarking in higher education

25. WHAT is Benchmarking? Benchmarking is an internal organizational process which aims to improve the organization’s performance by learning about possible improvements of its primary and/or support processes by looking at these processes in other, better- performing organizations.

26. WHY do Benchmarking?  improve performance by inter-university comparison and collaborative learning  identification of best performance and best practices  increase self-understanding, identify gaps in performance and improve internal processes  increase the competitiveness of the institution on global and regional markets  demonstrate real innovation vs. reputation vs. position in various rankings  build and maintain international networks of exchange

27. How to do Benchmarking?  Step 1: Define institution's expectations and areas for benchmarking, perform internal self-assessment  Step 2: Identify your pool of potential partners/competitors, achieve their consent, establish benchmarking group  Step 3: Create a budget and make sure funding is available  Step 4: Discuss a set of clear and measurable performance indicators  Step 5: Collect and analyze data, identify best performer/s  Step 6: Achieve deep understanding of internal processes leading to best performance  Step 7: Implement best practice/s  Step 8: Collect and analyze data, monitor progress, adjust processes based on findings

28. Examples of performance indicators  Enrollment: application numbers (N), acceptance rates (%)  Graduation: attrition (%), time to degree (N of years)  Teaching: faculty-student ratio (%), library holdings (N)  Research: publications in peer-reviewed journals (N per FM per year), research funds ($ per FM per year)  Use of technology: courses that use Moodle (%), departments that use online course evaluations (%), response rates (%)  Alumni fund-raising: donating alumni (%), donation amounts ($ per alumnus/a per year)

29. Subject Benchmarks “Subject benchmark statements set out expectations about standards of degrees in a range of subject areas. They describe what gives a discipline its coherence and identity, and define what can be expected of graduates in terms of the abilities and skills needed to develop competence in the subject” (QAA UK)

30. Levels of achievement Minimum necessary achievement (threshold) – what is required to pass, e.g. some course or program learning outcomes may represent the passing threshold Typical achievement – also expressed as ‘desired outcomes’, i.e. expectations from a typical learner, e.g. Tuning competencies, or the ‘Dublin’ descriptors that signify completion of a certain cycle Excellent achievement – e.g. some QAA subject benchmarks make the distinction between levels

31. University Rankings –QS rankings – The Times Higher Education's World University Rankings –The Shanghai Ranking Consultancy's Academic Rankings of World Universities (ARWU)

32. QS rankings give greater reliance on reputational surveys than other rankers reputational indicators account for half of a university’s rank http://www.ceu.edu//article/2016-03-22/ceu-ranks-40th-politics-and- international-studies-awarded-qs-rankings-six Criteria: 1. Academic reputation (40%) measured using a global survey, in which academics are asked to identify the institutions where they believe the best work is currently taking place within their own field of expertise. 2. Employer reputation (10%) 3. Student-to-faculty ratio (20%) 4. Citations per faculty (20%) 5 & 6. International faculty ratio (5%) & international student ratio (5%)

33. The Times Higher Education's World University Rankings https://www.timeshighereducation.com/news/rank ing-methodology-2016 It analyses Teaching (the learning environment) Research (volume, income and reputation) Citations (research influence) International outlook (staff, students and research) Industry income (knowledge transfer).

34. The world’s most international universities 2016 the top 200 most outward-looking institutions The best universities in the world are truly global institutions – ones that attract students and scholars from all over the world and collaborate with leading departments no matter where they are based.best universities in the world All of the universities that feature in our World University Rankings place internationalisation high on their agenda.World University Rankings Qatar University tops the list, which is based on the results of the “international outlook” indicator while the UK is the nation that does the best on this measure overall. Qatar University“international outlook” indicator The international outlook indicator considers each institution’s proportion of international staff, proportion of international students and proportion of research papers published with at least one co-author from another country.

35. The Shanghai Ranking Consultancy's Academic Ranking of World Universities (ARWU) http://www.shanghairanking.com/ARWU2015.html relies on objective metrics related to citations and publications and the numbers of alumni and faculty winning Nobel Prizes and Fields Medals http://www.shanghairanking.com/ARWU-FIELD-Methodology-2015.html

36. U-Multirank measures teaching and learning, research, knowledge transfer, international orientation and regional engagement. Compares institutions with similar institutional profiles and allows users to develop personalised rankings by selecting performance measures/indicators in terms of their own preferences. Data is gathered by information supplied by institutions; data from international bibliometric and patent data bases; and surveys of more than 60,000 students at participating universities – one of the largest samples in the world and offering students a unique peer perspective. The first ranking – 2014 – covers more than 850 higher education institutions, 1,000 faculties and 5,000 study programmes from 74 countries U-Multirank is based on a methodology that reflects both the diversity of higher education institutions and the variety of dimensions of university excellence in an international context.

37. Main critics of rankings would say that..  they can measure only a narrow slice of quality  sampling procedure are not well explained and biased  the weighting of the various components is questionable  inappropriate measures of teaching quality are used  the assessment of research achievement is biased against the humanities and social sciences  the classification of institutions is inconsistent, there are striking and implausible changes in the rankings between consecutive years