Developing and Implementing Strategies for Internationalisation

A Tempus IRIS Handbook

Project number 530315-TEMPUS-1-2012-1-IL-TEMPUS-JPGR This project has been funded with support from the European Commission. This publication [communication] 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.

Developing and Implementing Strategies for Internationalisation A Tempus IRIS Handbook

Developing and Implementing Strategies for Internationalisation

1. Foreword As the Tempus IRIS project comes to a close, I have produced this brief handbook to provide a set of guidelines for developing and implementing an internationalisation strategy for the 7 academic colleges in Israel that participated in the project. It is based on the experience over the last 3 years in the many sessions and conversations shared with the colleges, many of whom were approaching internationalisation and strategic planning for the first time. The strategic plans produced as part of the project have undergone a process of experimentation and revision, and they will all come to an end in a year or two. The reality, of course, is that strategic planning has no natural end, and it is good practice to continue thinking about how to improve the current strategy and begin thinking about the next cycle of strategic planning. I hope that this handbook will help the academic colleges reflect on their experience of developing a strategic approach to internationalisation and use the lessons learnt to build on your successes and seek ways to overcome the inevitable shortcomings you have encountered on their way. I encourage you to see internationalisation as an opportunity to enhance the educational experience you offer your students, to strengthen your research activities and improve institutional practice. In doing so, you can use the next round of strategic planning to identify new international aspirations and endeavours, and I wish you all the best on your respective journeys. Fiona Hunter Associate Director Centre for Higher Education Internationalisation (CHEI) Università Cattolica del Sacro Cuore (UCSC) Milan, Italy

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2.1 Trends in Internationalisation of Higher Education In a recent study published by the European Parliament on the Internationalisation of Higher Education1, a number of key trends emerge, some of which can be highlighted here. There is an evident global trend, not only towards more internationalisation of higher education, but one that is much broader in the range of activities that it encompasses, and that is increasingly strategic in its approach. This is happening as internationalisation is increasingly identified as a response to challenges that both countries and institutions face. Indeed, there is a trend towards more national strategies for internationalisation as governments integrate it into a bigger strategy to position their country globally, improve economic standing or reinvigorate and modernise the higher education system. These strategies cascade down to institutional level, and influence the direction chosen by the universities and colleges. However, even when there is no national strategy in place, the institutions are developing their own responses. It is evident that they are moving away from an ad hoc to a more strategic approach to internationalisation, even though this may be happening at different speeds in the different countries and in the different institutions. There is of course no “one size fits all” approach in internationalisation. It is influenced by a dynamic and constantly evolving combination of political, economic, socio-cultural and academic rationales, and these take on different forms and dimensions in the different regions and countries, in the different institutions and their programmes. All this means that institution needs to be very clear, at all levels, on the motives for, and expected outcomes of internationalisation.

2.2 How can we define Internationalisation of Higher Education (IoHE)? Currently, it is Jane Knight’s definition that is the most widely used. She describes IoHE as “the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education” and it is one that has served higher education well. It has enabled institutions to conceive of IoHE as an ongoing process, and by remaining deliberately non-prescriptive, has enabled a range of understandings and enactments according to the different national and institutional contexts. However, internationalisation is often considered a goal in itself, rather than as a means to enhance the quality of education and research. There is often an over-focus on quantitative outputs, how many student exchanges, partnerships, agreements, how many places gained in the rankings and so on, linked to a growing emphasis on economic rationales, the trend towards privatisation through revenue generation and the need to position the institution according to international ranking parameters. This

1 De Wit, H., Hunter, F., Howard L. and Egron Polak, E. (eds).(2015) Internationalisation of Higher Education. European Parliament, Directorate-General for Internal Policies, Brussels. 3


2. Some background – trends and defintion of IoHE

does not mean that academic, political, socio-cultural rationales are no longer important, but rather that they run the risk of losing ground or coming into conflict with economic priorities. The balance is not easily found. The European Parliament study1 revised Jane Knight’s definition in an attempt to develop a concept of internationalisation that could have wider reach and create greater impact, and that could guide and inspire higher education institutions (HEIs) in their efforts for internationalisation. It proposes that Internationalisation of Higher Education is “the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of postsecondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society”. The revised definition seeks to make three key points: 1. It indicates that the process is a planned and purposeful one, which creates a framework for future direction and which is designed to strengthen and enhance HEI performance and quality. 2. It reflects increased awareness that IoHE needs to be more inclusive and less elitist and that mobility should be seen as an integral part of an internationalised curriculum for all students. It also includes staff since IoHE is critically dependent on active engagement and wholehearted commitment of all HEI members, who through their various academic and management functions will be at “the coalface of delivery”. 3. It re-emphasizes that IoHE is not a goal in itself, but a means to enhance quality within and beyond the institution, and for that reason, it should not focus solely on economic rationales. While this revised definition is longer, and perhaps less easily committed to memory, it was developed with the intention of providing a useful starting point for framing international aspirations and ambitions and giving clearer direction to the international dimension of institutional mission, in a broad range of different national and institutional contexts.

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3.1 Getting Started Gaining commitment from Senior Management It is critical that the process of developing an internationalisation strategy is visibly driven and supported by Senior Management. This is essential because strategic planning is fundamentally a change process. An internationalisation strategy can lead to changes in the academic offerings, the pedagogy, the research focus as well to changes in the organisational structures and practices. Without commitment from Senior Management the strategy can easily run into difficulty, be slowed down or sidelined and the various actions uncoordinated or not completed. It is good practice for Senior Management to make an official announcement about the importance of internationalisation to the institution, and about the need to develop a strategy to support its realisation. If all the stages suggested in this handbook are followed, it will probably take around 6 to 9 months from the announcement of a new planning cycle to the approval of the internationalisation strategy. Setting up a Core Group Once Senior Management support has been secured, the next step is setting up a Core Group to lead the planning process, coordinate the various interventions and contributions, and produce the final document for approval. The Group is normally composed of a small number of key staff members with experience of internationalisation or in the areas where the strategy is to focus (i.e. curriculum development, research etc) as well as some of the “champions” who have been involved in and are enthusiastic about internationalisation. It is also good practice to include the student voice.

3.2 Carrying out an analysis of the internal and external context (SWOT) It is always good practice to start the planning process with a SWOT exercise, and to involve as many stakeholders as possible. This means reaching out to academic and administrative staff, to students, but also to external stakeholders to gather as broad a range of perspectives as possible, not only about the current state of internationalisation but about the institution itself and the realities of its environment. The SWOT exercise is also a way to foster interest in internationalisation and encourage active engagement in the various activities that will be developed. The SWOT exercise should identify the strengths and weaknesses that are internal to the college, as well as the opportunities and threats in its external environment. The information gathered needs to be analysed and systematised into categories, which will inform the selection of priorities, since not everything that is mentioned in the SWOT will necessarily be included in the strategy. Building ownership The SWOT exercise offers an opportunity to the institution’s internal and external stakeholders to give their appraisal, but it is important to continue to involve them throughout the process. This can be done by holding meetings with key individuals or groups to understand what their priorities and concerns during the SWOT exercise, but also are by circulating drafts of the plan for wider discussion and feedback. 5


3. Developing an internationalisation strategy

It is essential to develop the strategy through an authentic process of consultation and participation with as many different stakeholder groups as possible. This will build ownership and improve the chances of success once the plan is implemented. The plan should not be seen as belonging only to Senior Management or isolated in the International Office. The vision for internationalisation should be understood and shared by all and communication on the plan’s progress should continue on a regular basis.

3.3 Selecting a model Identifying good practice Before writing the plan, it can be a good idea to look at how others have developed their plan for internationalisation. Many universities and colleges now post their internationalisation strategies on their website and so the list of examples is endless. However, it is important to identify examples of internationalisation strategies that are in line with the college’s international ambitions, stage of development, location and size. As said before, there is no “one size fits all” approach when it comes to designing a strategic plan for internationalisation. Strategies that have been developed in some national and institutional contexts may be inappropriate, or even detrimental in others. Therefore, strategic plans for internationalisation should be developed by primarily taking into account the institutional mission and profile and considering in what way internationalisation can add value, rather than by simply imitating others. The whole process should be driven by asking the question “Why do we want to internationalise?” The answer to this key question can then inform “what” to internationalise and “how” to do it. One model of a strategic plan for internationalisation That said, this handbook will offer one model for the development of a strategic plan for internationalisation. It can be used as a starting point and adapted to specific institutional needs. It offers a process but does not propose content as this will vary considerably based on the particular circumstances in each of the colleges. This model takes a holistic view to the strategic planning process and considers four major sections for the plan: 1. 2. 3. 4.

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Context, vision and mission; Academic activities; Support services; Resource management.

• In Section 1, the plan shows how the vision for internationalisation is underpinned by the college’s vision and mission are derived from an assessment of context in which institution operates – its history, location, ethos, and an evaluation of the factors, both internal and external that currently affect it (SWOT). • In Section 2, the plan describes internationalisation of the academic activities and demonstrates how these will seek to deliver the vision for internationalisation and drive forward the college’s vision and mission. • In Section 3, the plan outlines how support services will be internationalised to ensure that the can adequately support the academic activities. • In Section 4, the plan presents how the necessary resources will be identified, managed and developed to enable the academic and support activities for internationalisation to operate effectively The information contained in Sections 2-4 is expressed principally as objectives and actions to realise the vision for internationalisation. An objective is a broader principle that guides decision-making over the lifetime of plan, while an action is a concrete means to contribute to an objective. There can be several actions supporting a single objective and they make up the annual action plans. Actions generally have indicators to enable monitoring and measurement of their progress. These indicators are often defined as SMART in that they are: • Specific (relating to a particular activity and with a clear rationale); • Measurable (often numerical such as: from x today to y in 4 years; increase by x%; decrease by x%; take a certain action by x date); • Attainable (realistic but stretching the institution beyond its current capacity); • Relevant (appropriate for the objective/action); • Time-bound (have a clear timescale). Content, as previous indicated, depends on the college’s strategic choices for internationalisation. It is however recommended to keep it clear, simple and concise. The plan itself should be a relatively short document. Action plans will be developed from the strategic plan in the implementation stage. Appropriate timing for a plan is generally considered to be five years, since this is long enough for the objectives to be delivered, but also not too far-reaching as to lose sight of the current situation. Change of course happens, and the plan will be subject to continuous monitoring, with the objectives being reviewed, refined and redefined in line with the emerging imperatives of the college’s internal and external environment. The choice of language should also be clear and positive. Since strategic plans are future-focussed, the easiest format is to use “we will” or “the college will”. The verbs should be verbs of action such as: improve, implement, develop, enhance, review, introduce etc. and not verbs of reflection such as: 7


This means that:

consider, explore, think about. Consideration is what is done in the initial stages of preparation, but the plan is about action. The message should be energetic and purposeful. The length of the plan will vary but in general it should be possible to present each section in around 3 to 4 pages, which means the whole plan will be around 12 to 16 pages long.

3.4 Writing the plan In order to write the plan, the Core Group should develop a calendar for the production of the different sections and assign the responsibility to a smaller group of individuals with the appropriate level of knowledge and expertise. As each section is completed, it can be shared with the rest of the Core Group for feedback, and then distributed to a wider audience for their input. Who to consult may vary in the different sections of the plan, according to knowledge and expertise. Each section builds on the previous one, so it is important to reach consensus on a section before proceeding to the next one. This process can take between 4 and 6 months to complete. Once the plan is completed, the Core Group should ensure that the internationalisation strategy: • • • • •

has direct articulation with the college’s mission and vision; has set clear objectives to deliver strategy; has actions that are designed to deliver the objectives; has appropriate units and policies - in place or planned - to deliver actions; has resources – financial and human – in place or planned - to enable the units to deliver the actions.

In other words it is important to assess whether the college has the capacity and the commitment to deliver the strategy for internationalisation. It is important to avoid developing proposals that will not or cannot be implemented. Once the Core Group is satisfied with the plan, it is then ready for ratification.

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The model is presented with suggestions on how to structure content in each of the sections. As said before, this should be seen only as a starting point and each college will develop a model in line with its own traditions or preferences.

STRATEGIC PLAN FOR INTERNATIONALISATION NAME OF COLLEGE TIMEFRAME (5 YEARS)

SECTION 1 – CONTEXT, VISION AND MISSION Preamble It is a good idea to have a few words from the college president at the beginning of the plan to show their commitment and support of the plan. The preamble can then go on to outline the college’s previous experience with internationalisation and how that fits into the college’s history and development. It may also include some information about the local/national context with reference to any key political document, or to some key elements emerging from the SWOT analysis. If the college has an institutional strategic plan, then it should make reference to it and how the plan for internationalisation serves the broader institutional objectives. It can also indicate why it sees this strategic plan for internationalisation as necessary.

Vision and Mission In this section, the college can make a statement on the strategic vision for internationalisation including its relevance to the wider mission and vision of the college, and the underlying rationales. Why is this the vision for internationalisation? What is the role of internationalisation in achieving the university’s vision and mission?

External Context and Strategic Imperatives The college can describe the challenges the plan will seek to address (or opportunities it will seek to take advantage of) as emerging from the SWOT analysis and indicate general direction of response. It should also indicate how this direction of response will support the general institutional strategy, if one exists. It is important here that the outcomes of the SWOT have been distilled into a set of priorities for the plan and that this part does not become overly long. It should inform the reader of the key issues the plan will address in the upcoming 5-year period. 9


4. An example of a strategic plan for internationalisation

SECTION 2 – ACADEMIC ACTIVITIES The priorities could be Curriculum (including mobility), Research, Partnerships etc. For example, in the case of Curriculum, how does an internationalised curriculum serve your institutional mission and what is your understanding of such a curriculum? In order to reach your objective do you plan to introduce an international dimension to all programmes/levels or to specific programmes/levels? How will this affect learning outcomes? Does this imply a change of language of instruction? Will mobility opportunities be offered in all or some programmes to students and/or staff? Will you develop new international programmes, joint/double degrees? Is it aimed specifically at your own students or do you plan to recruit international students, either as exchange students or degree-seeking students, and to which programmes? Are you using or planning to use technology to offer a virtual international classroom? In the case of Research, how will a stronger international dimension enable you to realise mission? In order to do so, is it about identifying new international themes, developing joint research projects, jointly authored papers, participation in international research networks, hosting international conferences, linking research projects to teaching? In the case of Partnerships, how will a more strategic and international approach to partnership development enable you to realise your mission? To reach your objectives, do you need to review existing partnerships, search for new partners, develop a partnership policy? PRIORITY 1: CURRICULUM Introduction: Write a short paragraph. What is the current situation and how do you see it developing over the timeframe of the plan? (What is the rationale for the change?) Objective(s): Provide 2-3 overarching (long-term) objectives as short statements. (What is the change you are seeking to achieve?) Actions for year 1: Identify the actions that will be carried out to meet the objectives and express them as short statements/bullet points. Ensure that the actions you list relate to the objectives mentioned above. (How will you realise the objectives?) Where possible provide measurable indicators – how will you recognise you have realised the actions? As you write these actions, you are developing your action plan for the first year. Actions for subsequent years: This can be very brief since these actions are often not known. You can indicate what is likely to be the future direction of actions, or simply state that these will developed based on the results obtained in year 1. PRIORITY 2: RESEARCH Follow the same pattern as PRIORITY 1.

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Add or remove priorities as required

SECTION 3 – SUPPORT SERVICES Support Services are provided by the administrative units to enable the academic activities to function effectively. A key administrative unit is the International Office and you will need to ensure that it is offering appropriate support services for all the academic activities, or whether some activities, such as Research, are managed by a Research Management Office. If you are receiving international students either for exchange or for degree-seeking purposes, Student Services (from initial enquiry stage to alumni management) will need to be internationalised. Housing is always a particular issue. This unit may also deal with extracurricular activities and will need to consider how to include international students if they are present on campus. There will also be implications for a Marketing and Recruitment Service, which may be housed initially in the International Office. If you are changing curricula to provide an international dimension, offering curricula in other languages, or on-line, this will have implications for Learning Resources (library) and IT. If the college has a Quality Assurance Unit, it will need to include the international elements as well. PRIORITY 1: INTERNATIONAL OFFICE Introduction: Write a short paragraph. What is the current situation and how do you see it developing over the timeframe of the plan? (What is the rationale for the change?) Objective(s): Provide 2-3 overarching (long-term) objectives as short statements. (What is the change you are seeking to achieve?) Actions for year 1: Identify the actions that will be carried out to meet the objectives and express them as short statements/bullet points. Ensure that the actions you list relate to the objectives mentioned above. (How will you realise the objectives?) Where possible provide measurable indicators – how will you recognise you have realised the actions? As you write these actions, you are developing your action plan for the first year. Actions for subsequent years: This can be very brief since these actions are often not known. You can indicate what is likely to be the future direction of actions, or simply state that these will developed based on the results obtained in year 1. PRIORITY 2: STUDENT SERVICES Follow the same pattern as PRIORITY 1.

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PRIORITY 3: PARTNERSHIPS Follow the same pattern as PRIORITY 1.

PRIORITY 3: MARKETING AND RECRUITMENT Follow the same pattern as PRIORITY 1. PRIORITY 4: LEARNING RESOURCES AND INFORMATION TECHNOLOGY Follow the same pattern as PRIORITY 1. PRIORITY 5: QUALITY ASSURANCE Follow the same pattern as PRIORITY 1. Add or remove priorities as required

SECTION 4 – RESOURCE MANAGEMENT The final section looks at the necessary resources to implement the activities identified in sections 2 and 3. This can include organisational renewal, human resources, financial resources and infrastructure. In organisational renewal, it is important to consider whether the college has the appropriate structures in place to deliver the plan and its constituent parts. Does it need to re-organise parts of the colleges, create different relationships, establish new offices and/or posts? Can the college identify the people responsible for each of the sections and priorities in the plan? Does it need an international committee? It is most important that the structure of the college is able to deliver the plan, that responsibilities and relationships are clearly delineated. In Financial Resources the college should indicate how it will support the activities set out in sections 2 and 3. How it might raise additional funds, divert funds from others sources to support internationalisation? Are there activities that can be done on an existing budget? Are there opportunities for volunteers, for students?It is important to indicate in the plan that it has the necessary resources for all the activities planned, or knows how it will seek to secure them. This may mean of course that some activities may need to be re-scheduled if there is a delay in identifying the necessary finances. In Human Resources it will be important to ensure that both academic and administrative staff have the necessary skills to deliver the objectives of the plan. What staff development programmes will need to be put in place in terms of language acquisition, intercultural competences, new pedagogies, IT, etc.? How might both incoming and outgoing mobility be used as a professional development tool? Are there any incentives the college can offer staff to become more involved in internationalisation? What reward mechanisms are in place for those who make significant contributions? How will it affect recruitment and promotion policies? In Infrastructure the college will need to consider whether any changes need to be made to support the objectives. Is further student accommodation required, are new study spaces necessary etc? PRIORITY 1: ORGANISATIONAL RENEWAL Introduction: Write a short paragraph. What is the current situation and how do you see it developing over the timeframe of the plan? (What is the rationale for the change?)

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Actions for year 1: Identify the actions that will be carried out to meet the objectives and express them as short statements/bullet points. Ensure that the actions you list relate to the objectives mentioned above. (How will you realise the objectives?) Where possible provide measurable indicators – how will you recognise you have realised the actions? As you write these actions, you are developing your action plan for the first year. Actions for subsequent years: This can be very brief since these actions are often not known. You can indicate what is likely to be the future direction of actions, or simply state that these will developed based on the results obtained in year 1. PRIORITY 2: FINANCE Follow the same pattern as PRIORITY 1. PRIORITY 3: HUMAN RESOURCES Follow the same pattern as PRIORITY 1. PRIORITY 4: INFRASTRUCTURE Follow the same pattern as PRIORITY 1.

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Objective(s): Provide 2-3 overarching (long-term) objectives as short statements. (What is the change you are seeking to achieve?)

5. Implementing the plan Once the internationalisation strategy has been formally ratified by the college, the process of implementation can begin. This implies developing an annual action plan, to transform the strategy into a detailed action programme and coordinate the various actions in terms of content and timing, to enable the change to happen. The actions for the first year are already embedded in the strategy, but now more details around roles and responsibilities will need to be included.

An action plan indicates 5 key elements: 1. 2. 3. 4. 5.

what actions will be carried out (prioritisation) who will carry them out (named individuals) by when they will be carried out (calendar) with which resources (human and financial) who needs to know what (communication).

A good action plan ensures that all those involved know who will be doing what and by when. It sets up a realistic timetable with short and long term actions. It designates lines of responsibility and accountability for reach of the actions. It creates expectations of performance. It leads to the realisation of the actions and gives credibility to those who carry it out. It organises time, resources and energy, and leads to greater efficiency. It motivates people to do what needs to be done and creates accountability. However, change can only be shaped so far and it is important to be ready for unexpected developments that will require adjustments to the plan. Once completed, the action plan forms the basis of institutional action for internationalisation during the first year of the plan and it will require a meeting calendar. It is common for institutions to develop an overly dense action plan and so some rescheduling might be necessary. What is important, is to identify which actions represent building blocks for future years of the plan and to ensure these are accomplished, or at least initiated, in the first year. A key factor of success is the extent to which staff accept responsibility for actions, are appropriately resourced, and held accountable. Taking part in internationalisation should be an enjoyable experience and so it is also important to communicate and celebrate successes!

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Once the action plan has been designed, it is important to agree on the arrangements for monitoring and reviewing its implementation. This means identifying how it will be done, by whom and when. A monitoring team can have a number of different tasks such as: • Identifying monitoring dates for internationalisation objectives and actions; • Ensuring accurate information on the various indicators is being gathered; • Planning periodic review of goals, timetables, benchmarks, performance indicators (progress made vs progress expected); • Setting up regular consultations with the college community on progress, concerns to resolve issues; • Planning longer-term periodic reassessment of the institutional environment to ensure the strategy is still appropriate. Whatever the monitoring team is doing, it is basically seeking to answer three key questions: 1. Are we doing what we planned to do? 2. Are we doing it well? 3. Is it in line with our mission? The answers to these questions will inevitably lead to adjustments, refinements and revisions when certain actions are no longer feasible or desirable, or new opportunities and challenges emerge that require attention. Commitment to ongoing review, evaluation and adjustment on a regular basis as well as the ability to be flexible in the course of implementation are essential elements of the implementation process. It is important to think of strategic planning as an instrument of facilitation, not of control. Unpredicted and unintended events will occur and the college will need to rethink its strategy in response to these. If a monitoring and review approach is not currently part of the college culture, it is important to communicate that it is not a control process, but rather one that enables adaptation and responsiveness. It is not a “box-ticking” approach to say that a task has been completed, but a way to reflect on achievements think to the future about continuous improvement and renewal.

7. Some final thoughts Developing an internationalisation strategy is a relatively straightforward process but ensuring successful implementation requires considerable time, commitment, energy and resources. As strategic internationalisation becomes integral to the mission of the college, it will also become increasingly embedded in its academic activities, its support services and its resource management. It is a demanding journey but one that is also highly rewarding, as its staff and students become active participants in a global higher education community.

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6. Monitoring and review


ORT Braude College P.O.Box 78, Karmiel 21982, Israel Tel. 972-4-9901911, Fax. 972-4-9882016 http://braude.ac.il

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