Internationalisation at Home as a Quality Tool

1
Internationalisationat Home as a Quality Tool

• Mainstream approach to help change your
  organisation and people
• From local to cosmopolitan

2
Globalisation, Localisation and Glocalisation

• Shifting Identities?
• The Global Village Globalisation
• How to experience consumership and citizenship?
• Practical and Ethical Challenges
• Regionalisation and Localisation
• Urban Development
• ICT The Internet
• Glocalisation

3
Local versus Cosmopolitan new competencies are
called for

• Consumer Citizenship
• Local
• Marketing
• HR Consequences
• Orientation and World View may lead to Stagnation
• Cosmopolitan
• Tourist
• From Local to Cosmopolitan a process

4
Internationalisation Processes Three Policy and
Working Levels
5
The Big Divide
How to move the line? External Impulses Networking
Accreditation
Impact of Quality Management Educational
Changes Internationalisation Processes
COSMOPOLITAN
LOCAL/TOURIST
6
Development Levels
7
Professionalisation Structure and Architecture

• POLITICS and POLICIES
• Macro levels
• Country - University
• OPERATING SYSTEM
• CULTURE
• Visions Missions
• Training and Classroom Experience
• Internationalisation
• Research
• Educational Renovation
• Quality Management
• Community Service
• Communication
• Etc.
• SOFTWARE

• STRUCTURES
• Accreditation Self Evaluation
• Structuring and Design
• Professional and Thematic Networks
• Associations
• Alliances (International Strategic Networks)
• Internal Framework IaH matrix
• HARDWARE
• HUMAN POTENTIAL
• Professionalisation Students, professors,
  researchers, lecturers, management,
  administrators, clerical staff and alumni
• WETWARE

8
Internationalisation at Home

• IaH since the 1999 EAIE Forum article by Bengt
  Nilsson
• What about the 90 of the students who do not go
  abroad?
• Internationalisation
• Seventies-Eighties Mobility
• Eighties-Nineties Co-operation
• Nineties-Naughties Quality and Competition?
• Now Institutional Change Matrix
• Beyond Mobility
• Develop it into a mainstream tool for Quality
  Management and Educational Development
• Everybody Gets Involved Administrators, Academic
  Staff and Students makers, shakers and clients
• What kind of student do we want to form (outcomes
  and competencies?  The Profile 

9
IaH Matrix
10
 Phase 1 Personal Experience and First Signs
of an Institutional Approach

• Have you got annual student mobility?
• Have you got annual mobility of academic staff,
  administrators and policy makers?
• Have you got a multicultural campus, with
  students who are involved in activities other
  than studying?
• Have you got an infrastructure to cater for the
  needs of the international students?
• Have you got international courses or modules?
• Do you use ICT as an instrument to
  internationalise?
• Have you got staff responsible for the inter.
  processes, with objectives and mandates?
• Specific budget earmarked for Internationalisation
  ?

11
Phase 2 Procedures

• Is there a platform for consultation and
  information with students and academic staff
  regarding international affairs?
• Is there a separate platform for foreign
  students?
• Does the number of international activities grow?
• Is there an awareness programme?
• Is there a protocol in school that says that all
  courses must be internationalised (content,
  learning methods)
• Is ECTS used?
• Does the school promote lecturers to take on the
  role of project coordinator?

12
Phase 3 Professionalisation

• Is there a vision/mission with objectives,
  indicators and a time frame?
• Is internationalisation a part of the structural
  policies?
• What is the profile of your students and
  lecturers?
• Do students get credits for their involvement in
  the institutional process?
• Are the practical arrangements and procedures
  (mobility, IaH) well adapted?
• Is internationalisation an integrated part of the
  quality culture and educational development?
• Is there a systematic internal and external
  evaluation
• Is the international aspect part of the HRM?

13
Phase 4 Systematic Improvement

• Do you offer language courses?
• Do you offer intercultural modules (focus on co
• Other practical issues (insurance, housing, etc.)
• Do you have international lecturers on a regular
  basis, as a part of the curriculum?
• Do you use the international programmes as an
  engine for innovative processes?
• Is there strategic networking, e.g. professional
  networks, transnational alliances for integrated
  cooperation?
• International competencies are part of the
  students and lecturers institutional profile

14
Phase 5 External Counselling and Quality Culture
in an International Scope

• Do you regularly use experts from abroad to
  (help) audit your system?
• Is there an explicit attention for the
  international and multicultural aspect on all
  organisational levels (development of IaH
  matrix)?
• Have you become a preferential partner for
  foreign universities?
• Is there a continuous international benchmarking
  procedure on all levels?
• Does this benchmarking lead to systematic
  improvements?
• Does your operational paradigm figure as a model
  for other universities?

15
Examples of Competency Descriptions and Mission
Statements

• The school develops from a local-based
  institution into an internationally recognised
  learning organisation as a part of a set of
  learning regions.
• The school offers English courses to all staff
  and students, because English has become the
  lingua franca of our age.
• Most of our administrators and lecturers have a
  transnational twin with a partner abroad (work
  field or school)
• The school is an active partner in international
  educational and professional networks for
  curriculum development, exchange projects and
  quality benchmarking.
• The school engages to be a node in the network of
  a virtual university

16
Some Examples From a Euregional Project Module
Student Level

• Understanding border-crossing problems related to
  the social, economic and the political systems in
  the Euregio, in Europe and in the world
• Mastering languages (basic/professional)
• Ability to deal with intercultural communication
• Ability to deal with Euregional clients
• Ability to work with new professional concepts in
  a different organizational context

17
Integrated Approach

• Internationalisation cannot be an goal in its own
  right
• A strategic approach is needed IaH is the
  international component in an integrated
  synergetic educational strategy, where it goes
  hand in hand with QUALITY CULTURE and EDUCATIONAL
  DEVELOPMENT
• This calls for strategic planning and defining
  outcomes, on all levels
• It also calls for clear objectives and indicators

18
The Triskell/Tripod
19
Thank You

• Michael Joris
• International Development Manager
• Katholieke Hogeschool Limburg
• Member of the Association Katholieke Universiteit
  Leuven
• Universitaire Campus, Gebouw B, bus 1
• B-3590 Diepenbeek Belgium
• michael.joris_at_mail.khlim.be