1. Strengthening of Internationalisation in B&H Higher Education Methodology of Creating the Strategy for Internationalisation in the University Prof dr André Govaert KU LEUVEN Bihac, 06 09 2016 Logo of your organization Project number: 561874-EPP-1-2015-1-BE-EPPKA2-CBHE-SP "This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein"

2. Quality framework KAHO Sint-Lieven2

3. Development/review: Mission, Vision & Goals of internationalisation Top-down & Bottom-up University, Faculty, Study programme, Research unit, Service, …

4. New international policy The Executive Board (Gebu) and the Academic Council of KU Leuven have accepted the policy that is presented in the policy document Internationalisation. The various components will be developed further, together with the assistant vice rectors responsible for the various areas. Broad consultation sessions will also be carried out, which will lead to concrete decisions in the corresponding subject areas; these decisions will be submitted to the Executive Board (Gebu). The new Internationalisation Council will play a key role in these consultations, in which the International Office will also be closely involved.

5. Main components of Quality Framework 1. Mission statement 2. Values 3. Vision 4. Key processes 5. Strategic goals - Giving procedures 6. Operational goals 7. Action plans - Giving instructions 8. Quality indicators KPI

6. Mission :Tells the world why it needs the internationalisation of your organisation Values:The ethical values that will drive your internationalisation Vision:Says what you think to do about internationalisation in the coming three to five years Key processes: The main processes in internationalisation according to your mission statement Strategic aims:Says how you think to reach your aims; go from SWOT analysis to priorities to strategy maps Operational goals:Tells us exactly which goals you are going to pursue Action plans:Actions time tables means responsibles

7. Action plans Operational goals Strategic aims Vision Values Key processes Mission

8. The mission statement should reflect the reasons for internationalization of the university; the service; the faculty … In defining the mission it’s also good to specify the focus on the customer as clearly as possible. A mission expresses what must be done to consistently meet the customer expectations. 1. Mission

9. QUESTIONS Why does the internationalization of the university exists? Who are our customers? What can they expect from us? Note: there are also internal customers! Which international activities pursues the university,...? For which customers? 1. Mission

10. TO DO: SUMMARIZE THE ANSWERS TO PREVIOUS QUESTIONS IN A FEW KEY PHRASES. NOTE: We prefer a few pithy sentences then notwithstanding the danger that one lapse in generalities. With a longer text the strength of the core will be lost. 1. Mission

11. Some final remarks: Important for profiling and differentiation Preparation requires reflection and consensus Basis for screening It can take up some time to get it right 1. Mission

12. KU Leuven The policy document Internationalisation: Less Is More proceeds from the view that internationalisation is inherent to the essence of the threefold mission of the University. After all, excellence in research can only be achieved within an international framework. Education, and especially courses that make use of a foreign language, must interest students from around the world. At the same time, it must be our ambition to educate our students as citizens of the world. A service to society which is worth its name cannot only be oriented inwards; it must also serve the rest of the world and, in the first place, its weakest members. Internationalisation concerns all KU Leuven activities and services.

13. 1. Mission 2. Key Processes 3. Attitudes and behaviors 4. Vision 5. Strategic objectives 6. Operational objectives The components of a quality framework

14. 2. Key Processes A process is defined as a series of changes (= transformations), which act on something (= input) so that a modified form (= Output) occurs. Key processes are all processes that primarily contribute to the concretization of the mission.

15. Key Processes in Internationalisation The English writer J. Bentham was first to use the term "international" around 1780 Until the mid-1980s the international dimension of higher education was a marginal concern Twenty years ago, internationalisation was almost identical with the mobility of students (and, to a lesser extent, faculty) across country borders. Internationalisation at the beginning of the 21st century has very many faces. Bernd Wachter (ond.vlaanderen.be) Strengthening of Internationalisation in B&H Higher Education

16. What? Bernd Wachter Six clusters: 1. (Physical) mobility across country borders students/staff credit/short-term/exchange mobility horizontal/vertical mobility Strengthening of Internationalisation in B&H Higher Education

17. What? 2. Recognition across country borders Degrees/qualifications/modules/course units Lisbon convention 1997 ECTS/diploma supplement/EQF Strengthening of Internationalisation in B&H Higher Education

18. What? 3. Curricular reform with the aim of injecting an international element Delivery of a programme in another language than the national language (Majority English international students) Country comparative and international study programmes (International law, European studies, …) Literatures/languages/intercultural couse units Joint degrees/double degrees/fully integrated and recognised study abroad periods Strengthening of Internationalisation in B&H Higher Education

19. What? 4. Transnational education/colloborative/cross-border provision Branch/off-shore/delivery abroad by licensed HEI/ distance (online) education Not the student moves but the offer Strengthening of Internationalisation in B&H Higher Education

20. What? 5. Marketing and promotion abroad (branding, promotional websites, road shows, fairs,…) Host countries attracting students with financial incentives (tuiton fees, …) Strengthening of Internationalisation in B&H Higher Education

21. What? 6. For some the entire agenda of the EHEA is internationalisation The three-cycle degree structure, EQF, common guidelines for quality assurance and accreditation, European register, … (jointly developed and agreed) Strengthening of Internationalisation in B&H Higher Education

22. What? The given inventory is not complete, only for the educational function of universities. Internationalisation of research International partnerships International offices …. Strengthening of Internationalisation in B&H Higher Education

23. 2. Key Processes 23 QUESTIONS What are the main key processes in the internationalization of your university/service? TASK: DESCRIBE FOR EACH PROCESS IN BRIEF: INPUT, TRANSFORMATION, OUTPUT

24. KU Leuven Adapted structures Incoming mobility Outgoing mobility and virtual mobility Mobility and accessibility of internationalisation Development cooperation Institutional cooperation Other internationalisation actions

25. 25 1. Mission 2. Key Processes 3. Attitudes and behaviors 4. Vision 5. Strategic objectives 6. Operational objectives The components of a quality framework

26. 3. Attitudes and behaviors 26 The experienced fundamental values ​​ in the institution are described in the mission of the university/service. Here we discuss the resulting attitudes and behaviors related to international relationships. They give an idea of ​​ the university/service culture and the environment. On the one hand, it’s about feeling, thinking and behavior of individuals and on the other hand about tasks, behaviors and ethics.

27. 3. Attitudes and behaviors 27 KU Leuven The keywords of internationalisation that we champion are: Quality in our educational offer to the world, quality in the international educational components that we offer to our students; quality as an absolute requirement for institutional cooperation with foreign universities; the promotion of quality through cooperation with regard to top-level research; Hospitality for all of those who temporarily or permanently join our university community; hospitality here also includes: to remain true to one's own identity and to accept those of others; Responsibility, namely to accept our responsibility as the largest Flemish and Catholic university within international university networks, and especially within the League of European Research Universities (LERU); Service through our commitment to a free university, which is conscious of its values, and to academic freedom throughout the world; service through our commitment for the weakest, in the form of university-level development cooperation and a socially conscious exchange policy.

28. 3. Attitudes and behaviors 28 QUESTIONS How would you describe the attitude of staff, necessary to fully contribute to the smooth functioning of the university/service in internationalisation? How would you describe the necessary attitude of staff to international colleagues? How would you describe the necessary attitude of staff towards international students?

29. 29 1. Mission 2. Key Processes 3. Attitudes and behaviors 4. Vision 5. Strategic objectives 6. Operational objectives The components of a quality framework

30. 4. Vision 30 In a vision we define the improved international university/service and this in medium term. A vision expresses what can be defined supplementary in life to satisfy existing international customers even better or to attract new international customers to offer services. A vision is expected not to be too vague, clearly positive, realistically achievable, implies a clear challenge to give direction to initiatives, improves the image of the service and can release actions and enthusiasm among employees.

31. 4. Vision 31 A vision should be ambitious but achievable!

32. 4. Vision 32 QUESTIONS ANSWERED WITH EXAMPLES Where does the internationalization of the university/service wants to go? What does the university/service wants to reach within 5 years in internationalisation? Are we expanding our activities or target groups or do we study them more thoroughly?

33. 4. Vision 33 What do we change in our approach? Will we need other qualifications (means, staff, …)?

34. 34 1. Mission 2. Key Processes 3. Attitudes and behaviors 4. Vision 5. Strategic objectives 6. Operational objectives The components of a quality framework

35. 5. Strategic objectives 35 From what precedes follows the desirability to formulate specific targets which support the mission and help realize the vision of the internationalisation. It is useful to search and to identify the differences between the reality and the desired situation. The points with the largest discrepancies are the most appropriate strategic objectives.

36. 5. Strategic objectives 36 QUESTIONS ANSWERED WITH EXAMPLES Evaluate the list of key processes that were established under section 2: - What benefits should be stored and if so, how? - Which weaknesses are given special attention? Which activities and/or characteristics of the university/service (at least 3 and up to 5) would be priority in the coming years to see improvement?

37. 5. Strategic objectives 37 Describe the desired improvements qualitatively and/or quantitatively, so that the proposals are feasible. Which innovations (new initiatives) are desirable and feasible?

38. 5. Strategic objectives 38 TO DO: Write down the strategic objectives (based on previous questions and tasks of 5. Strategic objectives) Write the previous objectives on a measurable and a verifiable way.

39. 39 1. Mission 2. Key Processes 3. Attitudes and behaviors 4. Vision 5. Strategic objectives 6. Operational objectives The components of a quality framework

40. 6. Operational objectives 40 To meet the strategic goals we work on the operational objectives. → Then action plans, key performance indicators, …

41. Mobility o Incoming mobility o Emphasis on hospitality o Striving for quality and expanding the recruitment field o Strengthening the international dimension of doctoral schools o Supporting the infrastructure of summer schools Strengthening of Internationalisation in B&H Higher Education

42. Mobility Outgoing mobility and virtual mobility o Travelling within the EU o Travelling to countries outside of the EU o Strengthening the bond with KU Leuven o Organising remote and hybrid forms of education Strengthening of Internationalisation in B&H Higher Education

43. Accesibility of internationalisation Mobility and accessibility of internationalisation o Encouraging traineeship student exchanges and lecturer mobility o Regulating student exchange programmes at a central level o Developing joint degrees o Granting lecturers the right to take sabbatical and exchange leave o Democratising international mobility o Providing information on financing sources and possibilities o Involving Flemish representatives o Investigating the influence of gender aspects Strengthening of Internationalisation in B&H Higher Education

44. Development cooperation o Organising social service and institutional cooperation o Development cooperation consists, on the one hand, of social service for development objectives of the recipient country and, on the other hand, of institutional cooperation's with institutions in the South. o Encouraging students and young researchers o Making cooperation visible o Using financial resources o Representation of the University in Flanders Strengthening of Internationalisation in B&H Higher Education

45. Institutional cooperation o Cooperating with three categories of universities o Making full use of the possibilities of the League of European Research Universities (LERU) o Working with the neighbours Other internationalisation actions Strengthening of Internationalisation in B&H Higher Education

46. Operational plan 46 Level 1 There is a minimum short-term planning for the activities that fit within the primary mission(s); follow up is performed ad hoc and on the basis of information and experience available.

47. Operational plan 47 Level 2 Strategic and operational goals are translated into an operational plan; focus of the action plan is on primary missions and key processes. Objectives of the actions in the plan are expressed in indicators and target values. Realization of the planned actions is followed up on with the employees involved.

48. Operational plan 48 Level 3 The operational plan involves the entire organization. Actions/projects related to auxiliary processes are linked to indicators and target values. The plan is systematically followed up on and adjusted where necessary.

49. Operational plan 49 Level 4 The operational plan is developed in line with the partners and external actors and the mutual initiatives taken within particular areas of attention.

50. Operational plan 50 Level 5 The operational plan includes innovative and pioneering projects that integrate social themes.

51. Systematic and Strategic internationalisation How? Ulrich Teichler: From short-term collaborations From an artificial aggregation of dispersed and diverse international links From pioneers, an artificial aggregation of dispersed and diverse international links (tired and retired) To more efficiently through coordination and scale To priorisation To a common institutional profile Strengthening of Internationalisation in B&H Higher Education

53. KPI? The success of a strategy must be measurable KPIs create the link between strategy and performance o Need to reflect strategic objectives o Provide information on progress towards achieving the objectives

54. In which way indicators differ from other quantitative information? An indicator has a clear function An indicator value can be compared in an objective way to one or more different numbers An indicator value is regularly determined An indicator value is frequently analyzed, discussed and communicated

55. Why indicators? To monitor activities and processes To follow up goals To optimize processes To focus on core bussiness To obtain a more corporate culture To support external communication To justify activities

56. When not use indicators? Difficulties to determine appropriate indicators Lack of expertise High costs, not justified by the benefits Risks and unexpected side effects Little added value

57. Three possible functions Signal Function A threshold is reached or exceeded? Evaluation Function Are processes running as it should be? To what extent do we reach our goal? Communication function How can we inform, reassure and warn others?

58. The importance of the comparability An indicator is "useful" if the value can be compared with other values. Comparison of indicator values: In time Between entities With a reference value

59. Three types of indicators  objective related indicators or target indicators  process-related indicators or process indicators  indicators related to the organization as a whole or organizational indicators

60. Steps for the implementation 1. Determining the function(s) 2. Determining the search fields 3. Identifying the indicators 4. Testing the use 5. Generalising the use 6. Evaluating the use 7. Adjusting if necessary

61. Pitfalls to avoid Function and role of indicators Lack of clearness about the purpose, the function and the role of the indicators Use of indicators in contexts without major added value Too much focus on short-term goals and individual entities Especially designed to monitor and penalise

62. Pitfalls to avoid Determination and formulation of indicators Too many indicators Limited possibilities of comparison Problems to determine the standard values Excessive perfectionism and precision Blind copying of indicators from other organizations Lack of involvement of the staff members in the development Difficulty to reach internal consensus about the choice

63. Pitfalls to avoid Introduce indicators Introduce at the time of major changes Unclear or unsatisfactory communication Lack of willingness within the organization to question oneself Too fast start, without taking into account the changing capacity of the organization Increasing internal tensions, conflicts,...

64. Pitfalls to avoid Using indicators Irregular and/or non professional communication Difficulty to collect in time the required data Excessive time investment Too much administration and bureaucracy Figures become too important, neglecting the 'indicator-free zones‘ No feedback from indicator values to causes Lack of visibility of results Lack of clear visible effects No changes in the set of indicators

65. KPI Internationalisation Quality framework university, study programme % course units with ECTS description files in English % study programmes adapted to EQF % graduates with international experience Number of students incoming mobility Number of international students Number international projects/partners …

70. International cooperation KU Leuven collaborates with leading universities worldwide. PhD students, researchers and professors get the opportunity to spend a period abroad. Central bilateral agreements KU Leuven has signed institutional bilateral agreements with partners in Europe, the USA, Asia and South Africa for the exchange of academic staff, PhD students and postdoctoral researchers o Faculty agreements o Erasmus agreements http://wereldkaart.int.kuleuven.be/map.php?map=wereld

71. Research (in the academic year of 2013- 2014) Researchers expressed in full-time equivalents: Professors: 1,022 of which 9% are international Post-docs: 1,177 of which 36% are international Doctoral students: 5238 of which 39% are international Research spending: 426 million euro 669 doctoral degrees 105 spin-off companies (4100 jobs)

72. Thank you. Questions? andre.govaert@kuleuven.be