Workshop for Academic Faculty on Internationalisation of the Curriculum

Amit Marants Gal – Sapir College – TEMPUS IRIS

Lecture 1: An introduction to Internationalisation of higher education

The purpose of this lecture is to introduce the basic terms, meanings and rationales which are central to the

contemporary discourse of Internationalisation, as well as an historical perspective of the discipline. It provides an

"overview of the current debate in higher education on the why, how and what of Internationalisation" (De Wit, 2013).

This session will introduce the evolution of internationalisation in higher education in Europe in the context of the

Bologna Declaration in 1990, and will attempt to clarify the differences between allegedly interchangeable terms such

as 'globalisation', 'internationalisation' and 'cosmopolitanism'. Moreover, institutional and national responsiveness to

Internationalisation in Israel will be discussed. This lecture will be followed by a subsequent one which will focus on

Internationalisation at Home and Internationalisation of the Curriculum.

Sources:

A. Cohen, M. Yemini and E. Sadeh (2013), Web-Based Analysis of Internationalisation in Israeli Teaching Colleges. Journal of Studies in International Education 2014 18: 23

E. Jones (2007), International Reflections and culture change. Internationalising Higher Education. Routledge, London and New York. pp. 25-41.

F. Hunter (2013), Internationalisation and institutional responsiveness: harnessing the power of imagination. An Introduction to Higher Education Internationalisation. CHEI, Universita Cattolica del Sacro Cuore, Milan, Italy. pp. 61-73

H. De Wit (2013), Internationalisation of Higher Education, an introduction on the why, how and what. An Introduction to Higher Education Internationalisation. CHEI, Universita Cattolica del Sacro Cuore, Milan, Italy. pp. 13-44

J. Knight (2015), International Universities: Misunderstandings and Emerging Models? Journal of Studies in International Education 2015 19:2

M.Yemini and Y. Ben Artzi. (2013), Mind the Gap: Bologna Process Implementation in Israeli Higher Education System. Dapim. 55, 177-197. (Hebrew).

S. Lanir (2012). Current Situation of the Bologna Process In Israel. Presentation. S. Traha (2013). Internationalisation of the Curriculum: Concepts and Working Practices. TEMPUS IRIS.

N.p., 2013. Web. 12 Apr. 2015.

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.

Introduction to Internationalisation in Higher

Education

Amit Marantz Gal, Sapir College

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.

Interchangeable concepts?

• Internationalisation?

• Globalisation?

• Cosmopolitanism?

• Glocalisation?

(Trahar)

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.

Internationationalisation and GlobalisationMarginson

• Internationalisation as the growth of relations between nations and between national cultures

• Globalisation as the growing world of world systems, situated outside and beyond the nation state

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.

Internationationalisation and Globalisation

Altbach & Knight (in Trahar)

• Globalisation as the CONTEXT

• Internationalisation as the PRACTICE

“Globalisation may be unalterable but internationalisation involves many choices”

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.

Internationationalisation and GlobalisationDe Wit & Branderburg

• Globalisation as “bad”, purely with economic benefits

• Internationalisation as “good”, with humanistic ideas

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.

Cosmopolitanism

• “Domestic multiculturalism” (Otten)

• “Cosmopolitan citizenship – recognizing each person of a particular nation/state as possessing multiple identities” (Cuccioletta)

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.

Glocalisation

• “A global outlook adapted to local conditions” (Mok & Lee)

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.

Internationalisation in Higher Education

“the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education”

Jane Knight, 2008

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.

Why internationalise?

• To help learners develop:– The skills to make sense of what is happening

around them

– The ability to recognize diverse viewpoints

– The know-how to deal with uncertainty and complexity

• To help the institution:– Promote its authentic strategy

– Improve the quality of education

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.

The evolution of intenrationalisation in higher education

•The concept dates from the 1990s (general term reflecting some kind of “international”

activity)

•Bologna declaration 1999 + Lisbon Strategy 2000: Cooperation and Competition = “A

Europe of Knowledge”

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.

The evolution (cont.)

•25 years of ERASMUS (European Community Action Scheme for the Mobility of University Students), initiated by the European

Commission. A driver of European internationalisation

•1987 – 3244 students study a semester abroad

•Past 25 years – 3 million students, including non EU countries (Croatia, Turkey, Iceland, Norway)

•Erasmus paved the way for a reform in European HE as well as a pilot site for ECTS

•Budget for period 2007 – 2013 – 3.1 billion EUR

•Erasmus+ 2014–2020 – 14.7 billion EUR

•Stimulated national governments and institutions of HE to develop international strategies

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.

A conceptual shift

• Around the 1990s: From International university to an Intenrationalized university, reflecting a shift from marginal activities to comprehensive process

• Still driven by mobility targets and teaching in English, but moving towards Internationalisation at Home

• More focus on the inclusion and assessment of internationalisation and curriculum design

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.

Growing concerns

• Internationalisation has become a bureaucratic exercise rather than focusing on inspirational teaching and learning

• A commercial approach jeopardizing the quality of education

• Mobility cannot be a goal in itself but a means to improve the quality of education

• Most students and faculty are still not mobile

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.

Misconceptions

According to Jane Knight:

•Foreign students as INT agents

•International reputation as a proxy for quality

•International institutional agreements

•International accreditation

•Global branding (marketing scheme is NOT an INT plan)

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.

Misconceptions

According to Hand de Wit:•INT is education in English

•INT is studying or staying abroad

•INT = international subject

•INT = having many international students

•Having a few INT students in the classroom makes INT a success

•No need to test intercultural / international competencies

•The more partnerships the more international

•Higher education is international by nature

•INT is a goal in itself

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.

Internationalisation in Higher Education

"the intentional process of integrating an international, intercultural or global dimension

into the purpose, functions and delivery of post-secondary education, in order to enhance

the quality of education and research for all students and staff and to make a meaningful

contribution to society”

Hans De Wit, 2015

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.

International universities: Emerging Models

There is no one standardized model for an International university, but there are three generic models:

1. The classic model or first generation is an internationalized

university with a diversity of international partnerships, international students and staff, and multiple international and intercultural collaborative activities at home and abroad.

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.

International universities: Emerging Models

2. The second generation is called the satellite model, which includes universities with satellite offices around the world in the form of branch campuses, research centers, and management/contact offices.

3. Internationally cofounded universities constitute the third and most recent generation of international universities. These are stand-alone institutions co-founded or co-developed by two or more partner institutions from different countries.

(knight, 2015)

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.

Higher Education in Israel

• Total of 65 HE institutions:

– 7 research universities

– 1 open university

– 36 academic colleges

– 21 teacher colleges

– (20 colleges state funded)

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.

Higher Education in Israel

• At the opening of 2015:

– 310,125 were expected

– 238,420 for B.A.

– 59,455 for M.A.

– 10,860 for PhD

– 1390 for professional diploma training

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.

Learning “Cycles”

• ISRAEL: B.A., M.A., and PhD

• Europe (post Bologna): B.A. (180-240 ECTS), M.A. (90-120 ECTS), and PhD (not defined by ECTS)

• North America: B.A. (4 years), M.A. (1-2 years), and PhD (2-5 years)

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.

Israeli HE institutions - Chronology

• 1924 – Technion

• 1925 – Hebrew University

• 1950s & 1960s – Bar Ilan, Tel Aviv, Ben Gurion, Wiezmann

• 1970s – Open University

• 1990s – Academic Colleges

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.

Internationalisation in Israeli HE institutions

• A growing interest, gradually interpreted into a development of programs and policies

• In 2007-2008 Israel submitted its candidacy to the Bologna Process but was declined

• No national policy for Internationalisation but commitment on behalf of CHE to the principles of Bologna

• Bologna Training Center - Ben Gurion University

• Fostering a group of Israeli HEREs and participation in Bologna forums and TEMPUS

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.

What’s next for Internationalisation in Israel?

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.

References

• A. Cohen, M. Yemini and E. Sadeh (2013), Web-Based Analysis of Internationalisation in Israeli Teaching Colleges. Journal of Studies in International Education 2014 18: 23

• F. Hunter (2013), Internationalisation and institutional responsiveness: harnessing the power of imagination. An Introduction to Higher Education Internationalisation. CHEI, Universita Cattolica del SacroCuore, Milan, Italy. pp. 61-73

• H. De Wit (2013), Internationalisation of Higher Education, an introduction on the why, how and what. An Introduction to Higher Education Internationalisation. CHEI, Universita Cattolica del Sacro Cuore, Milan, Italy. pp. 13-44

• J. Knight (2015), International Universities: Misunderstandings and Emerging Models? Journal of Studies in International Education 2015 19:2

• M.Yemini and Y. Ben Artzi. (2013), Mind the Gap: Bologna Process Implementation in Israeli Higher Education System. Dapim. 55, 177-197. (Hebrew).

• S. Lanir (2012). Current Situation of the Bologna Process In Israel. Presentation.

• S. Traha (2013). Internationalisation of the Curriculum: Concepts and Working Practices. TEMPUS IRIS. N.p., 2013. Web. 12 Apr. 2015