TEMPUS CORINTHIAM

Guide of Good PracticesTEMPUS CORINTHIAMPROJECT NO. 159186-2009-1-BE-SMGRVolume IPart IPart IIPart IIIPart IVQuality of InternationalisationInternationalisation at HomeManagement of the International Relations OfficesManagement of International ProjectsEdited by:Jos BeelenAnne BoddingtonBirgit BrunsMartin GlogarCarlos MachadoTempusEuropean Commission

Guide of Good PracticesTEMPUS CORINTHIAMPROJECT NO. 159186-2009-1-BE-SMGREdited by:Jos BeelenAnne BoddingtonBirgit BrunsMartin GlogarCarlos MachadoTempusThe publication of this guide represents one of theobjectives of the Tempus CORINTHIAM Project

ISBN: 978-84-695-6409-7Depósito Legal: C 665-2013

General IntroductionThe development of international relations and the implementation of the BolognaProcess have been increasingly given attention by Higher Education Institutions inthe Middle East region through the TEMPUS and Erasmus Mundus programmes. Theproject partners were keen to learn about elements of the Bologna Process that wouldtheir students, faculty and citizens to benefit from mutually enriched cooperation withthe European Higher Education Area (EHEA), such as the implementation and recognitionof ECTS and diploma supplements.Through a series of workshops, seminars and pilot projects, the CORINTHIAM projecthas attempted to reinforce the understanding of the process of Internationalisationand Internationalisation at Home and strengthen the cooperation mechanisms to facilitatethe mobility of students and scholars between the EU and the Middle East region.The CORINTHIAM project has benefitted member institutions by facilitating theopen access to information and knowledge about EHEA, a deeper appreciation forquality of services delivered by the departments of International Relations, and thetraining of specialists in EHEA and Bologna issues.These handbooks may be considered as a reflection of the sustainable structure thathas been obtained through the outcomes of the above mentioned project. Each of thesections focuses on a distinctive pillar of the project: management of internationalrelations, management of international projects, Internationalization at Home, qualityof internationalisation and learning experiences of piloting ECTS at third-country institutions.The lessons learned during the three years of the project will provide institutions,teachers and students with a s better understanding of the EHEA as it concernsIsrael and the Palestinian Territories, whereby strengthening cooperation between theMiddle East region and the EHEA in the years to come.Carlos MaChadoproject coordinatorVrije Universiteit Brussel

Guide of Good PracticesTEMPUS CORINTHIAMPROJECT NO. 159186-2009-1-BE-SMGRPart IQuality of InternationalisationEdited by:Birgit BrunsTempusThe publication of this guide represents one of theobjectives of the Tempus CORINTHIAM Project

CollaboratorsBARGHOUTHI, SamiraAlQuds University (Palestine)BETTS, AliciaUniversity of Girona (Spain)BRANDENBURG, UweCHE Consult (Germany)BRUNS, BirgitCarl von Ossietzky Universität Oldenburg (Germany)GIESEN, NilsCarl von Ossietzky Universität Oldenburg (Germany)GOMEZ, Jorge MarxCarl von Ossietzky Universität Oldenburg (Germany)RIPOLL, LauraUniversity of Girona (Spain)SOLSBACH, AndreasCarl von Ossietzky Universität Oldenburg (Germany)TERZIEVA, SeniaUniversity of Chemical Technology and Metallurgy (Bulgaria)ZIMMERMANN, EricIDC Herzliya (Israel)

Samira A. Barghouthi.Samira A. Barghouthi was born in Palestine 1959, B.Sc. from Birzeit University in1982, and Ph.D. from the USA in 1991. Research interests are in Renewable Energyand Physical Neurochemistry. 2007-2011, served as a Professor and Dean of Research& Cooperation at AlQuds University, Jerusalem-Palestine. 1991-2007, servedat many universities in the USA and the ME. 2003-2007, served as Dean of ScientificResearch and Professor of chemistry at the Arab American University-Jenin. 2003,DAAD visiting researcher in Germany. Her many publications span fields of chemicaleducation, neurochemistry and environmental chemistry.Alícia BettsAlícia Betts is project manager at the Catalan Association for Public Universities(ACUP) since 2009. She has experience in the fields of internationalisation of highereducation, university governance and funding reforms, benchmarking studies and organizationof events. She has been actively involved in the Internationalisation Plan ofthe Catalan Public Universities 2010-2015, the OECD Reviews of Higher Educationin Regional Development (Catalonia region), the Indicators for Mapping and ProfilingInternationalisation and the selection and definition of the internationalisationindicators of the Catalan higher education system. She holds a European Master inHigher Education (Erasmus Mundus, Universities of Oslo, Tampere and Aveiro).Uwe BrandenburgUwe Brandenburg earned a Master’s degree in Islamic Sciences and an MScEcon inPolitics. He was Director International for 11 years, 8 of those at the Humboldt-Universitätzu Berlin. Since 2006, he is with CHE (Centre for Higher Education Development)and in 2007 moved to the commercial branch, CHE Consult, a think tank withconsulting activities and a special emphasis upon higher education. Since December2010, he is a partner and since January 2013 managing partner of CHE Consult. Hiscurrent foci are methods measuring effects, diversity management and communityoutreach, benchmarking in higher education as well as internationalisation. He is amember of the IAU Ad Hoc expert group on internationalisation. In 1998, he receiveda Fulbright-Administrator-Scholarship. He was founding president of the GermanAssocation for International Educational Exchange (DAIA) between 1998 and 2006and holds a membership with the European Association for International Education(EAIE) as well as the Consortium of Higher Education Researchers (CHER) and theFulbright Alumni. He speaks English, French, Spanish and Arabic.Birgit BrunsBirgit Bruns, M.A. started her career in the field of internationalisation as deputyhead of the international office at Leibniz Universität Hannover before she took upher work at the Fachhochschule Ulm where she established an international office.She now works as the director of the international relations office at Carl von OssietzkyUniversität Oldenburg. During the past decade she has coordinated various

Tempus projects and has also worked as Tempus external expert for the EuropeanCommission.Jorge Marx GómezProf. Dr.-Ing. Jorge Marx Gómez studied Computer Engineering and Industrial Engineeringat the University of Applied Science in Berlin (Technische FachhochschuleBerlin, Germany). He was lecturer and researcher at the Otto-von-Guericke-UniversityMagdeburg where he also obtained a PhD degree 2001 in Business Information Systemswith a thesis on “Computer-based Approaches to Forecast Returns of ScrappedProducts to Recycling”. In 2004 he received his postdoctoral lecture qualification (Habilitation)for his work on “Automated Environmental Reporting through Material FlowNetworks” at the Otto-von-Guericke-University Magdeburg. Since October 2005 JorgeMarx Gómez is a full professor and chair of Business Information Systems / Very LargeBusiness Applications (VLBA) at the Carl von Ossietzky University of Oldenburg.Nils GiesenDipl.-Inform. Nils Giesen is a researcher at Oldenburg University in the Departmentof Business Informatics. He is currently researching on a framework of ICT-basedmethods for an internal enterprise sustainable development. He was involved withseveral international projects regarding the development and build-up of educationalnetworks and course of studies. Since 2008 he is lecturing on topics like environmentalmanagement information systems, ERP-technologies or E-Business. He finishedhis study in 2008 with a diploma in computing sciences - emphasis on environmentalcomputing sciences - at Oldenburg University.Laura RipollLaura Ripoll is the head of the international relationship office at the Universitat deGirona since 1993. In this position she is the above all responsible of the internationalinterchange students from her university and the supervision of the correspondingagreements with universities all over the world. Due to that position she has experiencein a quite broad number of European programmes, to be added to her experienceas European Erasmus Mundus Action 1 project assessor. As a member of severalCatalan and Spanish commissions defining internationalisation policies, she has beenspecialised in the definition and evaluation of internationalisation university indicatorsable to be applied in those university systems. Because of that, she has coordinatedthe Catalan universities working group and currently she is leading the Spanishone. She is member of several European societies and elected as Managing Director ofPrime Networking the last six years and awarded with the 2012 European Associationfor International Education President’s award.Andreas SolsbachDipl.-Wirt. Inform. Andreas Solsbach works as research assistant at Oldenburg University.His works focus in his PhD topic on inter-organisational sustainability report-

ing. Since 2007 he is involved in several projects and he supports teaching in thelectures business informatics II, business intelligence and corporate environmentalmanagement information systems. He finished his study in 2005 with a diploma inbusiness informatics at Technical University Clausthal.Senia TerzievaAssoc. prof. PhD Senia Terzieva – University of Chemical Technology and Metallurgy(UCTM) – Sofia, vice rector; national Bologna expert, participates in projectswith UNESCO, TEMPUS; coordinator of the institutional project Quality Assurance,financed by the World Bank; executive member of the National Centre for DistanceLearning; member of the observation council of the project Increasing Qualificationof the Teachers in the Higher Educational institutions; science interests, publications,published textbooks and a monograph in the field of quality of the higher and vocationaleducation.Eric ZimmermanAs Academic Secretary and Director of Research, Dr. Eric Zimmerman assists academicand governing committees to implement policy and decisions at IDC. He isresponsible for competitive research, programme grants and protection of intellectualproperty. He oversees appointments, promotions and tenure processes, managesacademic committees and is in charge of internationalisation agreements and studyabroad programmes. A past task group leader within EARMA (the largest Europeanprofessional association of research administrators) and founding board member ofeuroCRIS (European-based association on research information management), Eric isthe force behind the development of INDARD (Israel National Database of AcademicResearch and Development).

IndexPreface........................................................................................................................................13Chapter 1: Measuring quality in internationalisation – le intouchableQuality – the unknown animal...................................................................................................17Origins of globalisation..............................................................................................................21The concept of globalisation in HE research.............................................................................22Accountability and isomorphism...............................................................................................24Current approaches to measuring internationalisation...............................................................25EMQT (Erasmus Mobility Quality Tools).................................................................................25IMS2020 (International Medical School)..................................................................................25IMPI (Indicators for Mapping and Profiling Internationalisation)............................................26MAUNIMO (Mapping University Mobility of Staff and Students)..........................................26Finally: what can be measured?.................................................................................................27Bibliography..............................................................................................................................29Chapter 2: Internationalisation of higher education and quality assuranceAssurance of the quality in institutions in the conditions of increasing internationalisation....36Highly integrated curricula leading to joint or double degrees..................................................39Double degrees ..........................................................................................................................39Joint degrees...............................................................................................................................39Quality assurance system which ensures security of the sides involved in the process............39Students and Staff mobility .......................................................................................................40Institutional dimensions of the internationalisation in the context of improving quality..........40Conclusion and future discussions.............................................................................................44References .................................................................................................................................46Chapter 3: Quality Assessment in international cooperation under the scope of theBologna ProcessMotivation..................................................................................................................................47Current Situation........................................................................................................................48Aims of international cooperation in higher education..............................................................50The Bologna Process and its importance for quality assessment in internationalcooperation.................................................................................................................................52Selection of partners and participants........................................................................................53An example of international cooperation under the scope of bologna – CIBELES..................54Conclusions................................................................................................................................56References..................................................................................................................................56

Chapter 4: Quality of InternationalisationSummary....................................................................................................................................59Components of Internationalisation...........................................................................................60Quality Higher Education Internationalisation..........................................................................60Evaluation and Quality using a simplified score card approach ...............................................62References..................................................................................................................................69Chapter 5: Student Empowerment within the IDC Student UnionStudent Empowerment within the IDC Student Union .............................................................71Chapter 6: Internationalisation @ IDC Herzliya. A look at Quality-Assurance PracticesSelection of Partner Institutions.................................................................................................84Quality Processes & Student Involvement (Incoming Students)...............................................86Implementation of Internationalisation......................................................................................88Visiting Lecturers.......................................................................................................................90Methods of evaluating quality assurance...................................................................................91Contact Information...................................................................................................................94Chapter 7: Self-evaluation as an essential tool of quality assuranceof internationalisation. Case of study of the QATMI ProjectQuality assurance of internationalisation...................................................................................97Quality assurance project...........................................................................................................98Conclusions..............................................................................................................................100Recommendations....................................................................................................................100Chapter 8: Identifying and defining internationalisation indicators: a case study of theuniversity system in CataloniaSummary..................................................................................................................................101Brief introduction to the Catalan higher education system......................................................101The rationale for defining and selecting internationalisation indicators..................................102The process of identifying, selecting and defining the indicators............................................104Identification and selection of the indicators.....................................................................104Definition of the indicators................................................................................................105Final comments........................................................................................................................108

PrefaceBirgit BrunsInternationalisation has become a routine approach at institutions of higher educationworldwide, even at the smallest and newest ones. Mobility has become a massmovement, from a simple exchange to the big business of recruitment, from a smallelite group to a mass phenomenon. There are around three million mobile students peryear. It is considered positive and inspiring to find oneself in a new environment ata young age. Other benefits can be enumerated e.g. feeling international, developingpersonal skills, and upgrading language competence.Internationalisation is also beneficial for the universities as institutions. Students fromabroad who wish to come and study help build the international reputation of theHEI and impose higher quality. A study offer in foreign languages is prepared anddomestic students may also profit from it. Exchange teachers and researchers as wellas international staff training give an international dimension to the classes and internationalstudents are visible on the campus and stimulate home students to be open toother cultures and learn languages.But how are good effects to be achieved with people moving between countries, takingcourses at different HEIs, in different educational systems and from differentkinds of education providers? In the area of higher education internationalisation isconsidered as one of the instruments to improve the quality of education and research.The question is how can the level be recognised and how can internationalisation bemeasured? Indicators of internationalisation can be used, e.g. the number of lecturersfrom abroad, visiting professors and researchers, international curricula, outgoingand incoming students, the number of joint/double/multiple diplomas, the number ofinternational projects, the level of third party funding of international cooperation, thenumber of posts in the international units, international services (admission, counselling,tutoring) etc.Only a proper quality policy can be an essential instrument in building trust on thequalifications and credits delivered by different institutions, especially if they operatein different countries. The concept of quality is not new. But what really is quality?Some people say that there is no definition of quality – you just know it when you findit. It is usually defined as excellence, in reference to some standards. It is reasonable tostate that ‘quality’ relates to a process, while ‘standards’ refer to outcomes or results.

14Guide of Good Practices TEMPUS CORINTHIAMThe objective of this handbook is to discuss the many-sided approaches to QUALITYfrom the perspective of the Bologna Process. Its essays discuss some essential aspectson quality assurance and internationalisation:−−−−−−−The measurability of quality when it comes to internationalisation. UweBrandenburg addresses the challenges facing internationalisation andthe risks encountered when striving for quality assurance to legitimisecommon activities. Does this help or hurt innovation? When it comes tointernationalisation, what can be measured at all?Senia Terzieva sets out the case that internationalisation and quality influenceone another and that this mutual impact/co-dependency has to be consideredin the process of ensuring quality in HEIs. Furthermore, she demonstratessome common strategies and activities of quality assurance in the field ofinternational mobility, introduces activity areas and indicators on the systemlevel as well as on the academic department level of ERASMUS according tothe Center for Higher Education Policy Studies (CHEPS) and after all pointsout the challenge internationalisation implies for the quality of education ofmany traditional universities.Andreas Solsbach, Jorge Marx Gómez, and Nils Giesen concentrate on theimportant factor of qualified partnerships in international cooperation andhow to improve the critical task of partner selection via quality assessmentas they make recommendations for international cooperation. What is thepositive impact that the Bologna Process has had on the quality assessmentof potential project partners?Samira Barghouthi discusses some of the challenges seen when tryingto ensure quality in HE internationalisation. Her discussion provides aframework for potential projects that could be useful in designing andreviewing strategies and policies. Her article concludes with a case study ofimplemented programmes at Al Quds University in Palestine.Eric Zimmermann provides two articles, the first of which looks at mobilityprogrammes, the obstacles facing them, and how quality can best be ensuredfor incoming and outgoing mobility. The second article provides interestinginsight into the work going on at the Interdisciplinary Center Herzliya’sstudent union.Birgit Bruns shares some of her experience obtained over the course of theQATMI project, and what gains were achieved in quality assurance toolsfor managing internationalisation. The project provided practical solutions tohelp overcome performance gaps and define and share best practices.Laura Ripoll’s insightful article on Catalan universities looks at howthey achieved a set of international indicators that define each of theiruniversities, explaining the context and rationale under which this initiativetook place.

Preface 15I would like to thank all contributors to this volume who have been so generous insharing their knowledge. This volume is written especially for internationalisation officers,policymakers, and other staff in higher education involved in internationalisationand its quality assurance.

Part I : Quality of Internationalisation 17Chapter 1Measuring quality in internationalisation– le intouchableQuality – the unknown animalUwe Brandenburg[Quality is] a subjective term for which each person has his or her own definition. Intechnical usage, quality can have two meanings:a. The characteristics of a product or service that bear on its ability to satisfystated or implied needs;b. A product or service free of deficiencies.(Parri, 2006)In other words: quality is a strange animal. You can look at it from very differentangles and it can mean something different every time. Basically, the term qualitycontains two entirely different concepts: in business or services you would considerquality to be the absence of inferiority or the existence of superiority and the status of“fit for purpose”, while in philosophy or natural sciences the term quality translatesmuch more into a “property” or an attribute, a characteristic.Parri differentiated the notion of quality further, when bringing up “quality as exceptionality,excellence”, “quality as zero errors”, “quality as fitness for purpose”, “qualityas transformation, reshaping”, “quality as threshold”, “quality as enhancement”,and “quality as value for money” (Parri, 2006, pp. 107-108).In HE in general and the internationalisation debate in particular, however, we tendto talk about the first concept only but what we then very often consider quality tobe is far closer to the second notion. For instance, everybody says that the quality ofresearch should be high, improved and controlled. Upon looking closer at what isconsidered to be the control of research, it often refers to qualities of research in thesense of attributes: publications, citations, and third party funding. In other words,the economic concept of quality is addressed through approximations of its various

18Guide of Good Practices TEMPUS CORINTHIAMattributes. This is not a bad thing, and in fact, it is probably the only way to go seebelow). However, it is problematic, if it is not perceived this way and if the attributesare confused with proof of superiority.In internationalisation, this problem is exacerbated in that we not only take the fur forthe animal, and the forma for the substantia (in the sense of de Saussure (de Saussure,2002)). It is also meshed together with a different but familiar struggle: good internationalisationagainst evil globalisation.The white knight and the dark knight: Internationalisationand globalisation 1Internationalisation has been one of the buzzwords of at least the last decade and ahalf. During this time, the definition of the term itself and its application have changedconsiderably. Having started off in political science and governmental relations, itentered higher education in the 1980s. In this specific context, following Knight asone of the main authors through her various publications, 2 we can observe shifts inmeaning and adaptation of what was meant by internationalisation in general and itsyounger sisters “international education”, “transnational education” or “internationalcooperation” (Knight 2009). Internationalisation was and still largely is perceived assomething inherently “good”, maybe because it was - particularly in the beginning- related to notions of “moving students”, “increasing inter-cultural understanding”,“promoting education through exchange”, “making the world come together”, etc. Inother words, altruistic attitudes driven by a strong belief that exchange, understandingone another and joint research can help to overcome the Cold War and a divided worldwhere ideas of freedom and peace would be supported in the long run:For the academic with a taste for adventure, an insatiable desire to knowand experience a wide range of exotic others, a willingness to board theentrepreneurial bandwagon, a hankering after airport departure lounges,and an immunity to the effects of long term exposure to radiation at 10,000metres above sea level, the internationalization of higher education is anenticing and intoxicating cocktail of possibilities.(Ninnes and Hellsten 2005, 1)However, there was also more or less right from the beginning a different perspectiveon internationalisation in Europe, mainly from the UK universities that were much1 This chapter largely builds on a chapter in the PhD thesis of the author, which is currently being finalised.See also (Brandenburg, From Internationalisation to globalisation: the role of the State in a paradigm shift,2011)2 For example: (Knight 1994); (Knight 2003); (Knight 2004); (Knight 2005); (Knight 2006a); (Knight2006b); (Knight 2006c); (Knight 2008); (Knight 2009)

Part I : Quality of Internationalisation 19more driven by financial considerations since the 1980s. With the increasing pressureto find funding other than that from state sources, the UK universities were looking fora diversification of their financial portfolio, so internationalisation was also approachedfrom the perspective of commercialisation and market-orientation, with high tuition feesfor non-national and particularly non-European students being a strong incentive. TheUS system had of course already embedded this aspect for a long time, and the AustralianHEIs followed suit in the 1990s. It can be said that the change in the UK HE system,particularly since 1992, forced the other Europeans to reconsider their perception ofinternationalisation, albeit with a considerable time lag. The idea of study places as amarketable “asset” or “good” added a new utilitarian dimension to the traditional altruisticidea of internationalisation. This tension has, in my professional experience 3 , neverreally been solved and in fact has been exacerbated over time. Both trends gained speed:the altruistic part, with the tremendous success of the ERASMUS mobility programme(particularly in its second phase under SOCRATES) in the mid-1990s, and the commercialpart, with increasing activities such as offshore campuses, direct recruitment, anddegree franchising (Brandenburg, Carr, et al. 2008).Over the years, the terms and issues summarised under internationalisation grew moreand more complex moving from traditional terms such as “international education”and “correspondence education” to “internationalisation”, “global education” and distancelearning” to “globalisation”, “transnational education” and “virtual education”(for a detailed table see (Knight 2009, 5, Table A 1.1-1) 4 . Knight translated this developmentin a definition of internationalisation in 2004 und updated it in 2009:“Internationalisation at the national/sector/institutional levels is definedas ‘the process of integrating an international, intercultural or global dimensioninto the purpose, functions or delivery of higher education’.”(Knight 2009, 7)Today, the most discussed concept is certainly Hudzik’s “comprehensive internationalisation”(Hudzik, 2011), who argues a holistic approach to internationalisation,which permeates the entire institution, bottom-up and top-down. An example of suchan institution might be the University of Helsinki today.It is worth noting that Knight introduced the characteristic of “process”. This wasmuch needed, as with the introduction of the economic aspect into internationalisationin combination with global (lump sum) budgets and increased need for transparency,the question of measuring internationalisation and creating accountability arose, addinga new edge to the discussion as it asked for a closer definition of internationalisationas well as a positioning of the HEI. 53 I was director international for 11 years, 8 of these at the Humboldt Universität zu Berlin.4 It is remarkable that „networks“ as a term is considered to be a fairly new development of the last 15 years.5 Asking questions such as: do you aim for financial gains or how will altruistic added values such as this

20Guide of Good Practices TEMPUS CORINTHIAMBrandenburg/Federkeil addressed this issue in Germany by developing a broad set ofindicators to measure internationalisation (Brandenburg and Federkeil 2007) 6 It couldbe observed that, when claiming to measure internationalisation (i.e. a process), whatindeed was measured was actually internationality (i.e. a status quo). Therefore, internationalisationneeded a re-definition which considered the differentiation of processversus status quo:“Internationality describes either an institution’s current status or the statusdiscernible at the date of data acquisition with respect to internationalactivities.In contrast, internationalisation describes a process in which an institutionmoves, in a more or less steered process, from an actual status of internationalityat time X towards a modified actual status of extended internationalityat time X+N. In this instance, in the event of proper planning, theactual status is set against an expected target status. The result is then thedifference between the actual situation after expiration of the period n andthe desired situation after expiration of the period n.”(Brandenburg and Federkeil 2007, 7)The question now is, how is internationalisation different from globalisation, what isglobalisation at all and how did and do the perspectives on both shape the research onHEI groupings?Internationalisation is often discussed in the current related research as an effort takenby individuals and organisations, which is constantly influenced, shaped and put underpressure by the “evil beast” called globalisation. This often assumes that nationaland global interests are separate and perhaps even antagonistic. However, SaskiaSassen sees the global aspect deep inside territorial states. Dale/Robertson (Dale &Robertson, n.n.) agree that the nation state is still the core and at the centre of all educationalanalysis, not least of all because data is usually gathered at the nation statelevel, 7 legislatures are mainly national, and because we still see the nation state asthe true “container” of societies. Moreover, the usual assumption is that globalisationand nationalism 8 are in a relation to each other, which ultimately results in a zero-sumgame. Dale/Robertson argue that “this typically takes the form of the global ‘affecting’the national, or the national ‘mediating’ the global” (Dale & Robertson, n.n.). As aconsequence, one has to ask, whether the concepts of territoriality, sociality/authorityshape your accountability scheme?6 This project was followed by a large EU-funded project together with five major European agencies andmore than 50 HEIs in the IMPI-Project (Indicators for Mapping and Profiling Internationalisation): http://www.impi-project.eu7 And looking at European data sets such as EURODATA (http://www.aca-secretariat.be/02projects/Eurodata.htm, last retrieval July 1st, 2009) or OECD.stat (http://stats.oecd.org/index.aspx, last retrievalJuly 1st, 2009), we can immediately see the flaws and problems related to this procedure.8 Or internationalisation as a type of multi-nationalism

Part I : Quality of Internationalisation 21or, in the very widest context, space inherent in the existing artificial schisms betweeninternationalisation and globalisation still adequately describe or are even in looseconnection with reality.This then raises questions about how we might best understand processes such asglobalisation, what its relation to internationalisation is, and what this might mean forthe higher education sector, which has historically had a wider international visionand mission.In bringing globalisation to view, we can begin with the work of Mittelman, whoargues that:Globalization encompasses an historical transformation in the interactionsamong market forces, political authority, and the lifeways embodied in society,as they encounter and join with local conditions.(Mittelman 2004, 220)Possibly the most comprehensive view on the development of globalisation is currentlypresented by Held/McGrew, who argue that globalisation has to be taken seriouslyin two contrasting ways: (1) as a description of what is happening and (2) as anexplanation why the global conditions are the way they are. They do so not from aneoliberal perspective seeing globalisation as the ultimate chance for profit maximisation,but rather the opposite. They claim that these trends can be used to establisha sort of cosmopolitan social democracy and thus globalisation can act in favour ofcooperation instead of being of a purely competitive nature (Held & McGrew, 2007,2nd ed.). Most recently, Robertson has also published on the issue of globalisation inthe context of research on global education policy, arguing that the traditional “wayof seeing reinforces a view of the global as abstract, homogeneous, structural, andwithout agents or agency, whilst the local is concrete, diverse, agentic and imbuedwith democratic notions of bottom-up legitimacy, however tenuous or thin in reality”(Robertson, forthcoming , p. 2). She argues that the global can be regarded asdiscourse, project, scale or reach and in fact it permeates into education policies intime, space and relations.Origins of globalisationEtymologically, “globalisation” was created in the mid-1940s, but it only becamesignificant for HE research, when Levitt used it in an economic setting in 1983 (Levitt1983) and at the same time “it became a key analytical tool within the academy fromthe early 1980s onwards following Roland Robertson’s essay Interpreting Globalitywhich was published in 1983” (Robertson, Novelli, et al. 2007, 6). This signifies thedawn of globalisation as a description and explanation of economic developments,while also marking the point in time, when pressure started to be applied to HE institutionsto act under the paradigm of globalisation.

22Guide of Good Practices TEMPUS CORINTHIAMAccording to Harvey, economic globalisation has existed de facto since 1942 in theform of internationalisation of trade. 9 Several mega-shifts were responsible for theglobalisation boost in the last part of the 20 th century 10 , with various factors that accompaniedthis development, such as the change of production and organisationalforms “making abundant use of the reduced costs of commodity and informationmovement [...]” (Harvey 2000, 63), a doubling of the world-wide labour force, anincreasingly globally mobile population, the move from urbanisation to hyper-urbanisationand the change in territorialisation after the end of the Cold War (Harvey 2000).These major shifts can be traced back to a general concept: “Capitalism thereby producesa geographical landscape (of space relations, of territorial organization, and ofsystems of places linked in a ‘global’ division of labour and of functions) appropriateto its own dynamic of accumulation at a particular moment of its history, only to haveto destroy and rebuild that geographical landscape to accommodate accumulation at alater stage” (Harvey 2000, 59) 11 . As capitalistic societies need landscapes fit for theirpurpose (usually in the form of benefit maximisation), they create them. However,if need be, the very same landscapes are substituted by others more fit to the purposerelevant at that particular moment. This creates three effects: reduction of costand time for transportation, physical infrastructures and changes to the geographicallandscape, and the construction of territorial organisations (Harvey 2000, 59). Thus“throughout this period there has also been an unprecedented rise in prominence andinfluence of a range of multilateral and supranational organisations, such as thosetied into the system of global governance—the World Bank, IMF, WTO, OECD aswell as international non-governmental agencies” (Robertson, Novelli, et al. 2007,2). Robertson et.al. go beyond Harvey, claiming that these agencies are not only theeffects of the changing geographical and geo-political landscape but at the same timeco-constitutive promoters of globalisation.The concept of globalisation in HE researchIt took some time before HE researchers discovered globalisation as a relevant aspect(until the early 1990s). 129 Harvey is one of the few seeing globalisation as a special form of internationalisation, or at least as onestage of its development.10 A more forced than intentional financial deregulation in the US since the early 1970s (reaction tostagflation after the breakdown of the Bretton Woods system); major waves of profound technologicalinnovations since the 1960s and the increasing pace of these changes (from decades to years to months); thedevelopment of the media and communication systems and thus de-materialisation of space; serious costdecreases for moving commodities and people and thus easily globalising trade; and how since 1989 therehas been de facto only one economic system in the world. All over these aspects reinforced transnationalrather than inter-national developments.11 The notion of landscaping, spatiality and territory will also play a major role in my own concept of HEIgroupings.12 Also see (Scholte 2002), (OECD 2001)

Part I : Quality of Internationalisation 23The discussion around globalisation has generated a debate in HE about whether internationalisation,as a much older, less instrumental process, is different to the newprocesses that globalisation seems to have unfurled. Internationalisation has been oneof the buzzwords of at least the last 15 years and today is often used according to thedefinition of Knight:“Internationalisation at the national/sector/institutional levels is definedas ‘the process of integrating an international, intercultural or global dimensioninto the purpose, functions or delivery of higher education’.”(Knight 2009, 7) 13Consequently, we see two main and antagonistic concepts: the first perceives globalisationas negative, which makes it a physical phenomenon or force of its own:uncontrollable, threatening, creating dependence and inequality, neo-liberal in itscore, fostering commercialisation, outside the control of the individual state or HEI.Supporters of this perspective regard “globalization as the economic, political, andsocietal forces pushing 21st century higher education toward greater internationalinvolvement” (Altbach and Knight, 290) 14 . Definitions in this direction understandHEIs as reactive entities. These views seem to dominate today’s internationalisationdebate. 15The other concept regards globalisation as neutral or even positive, attributing characteristicssuch as equal opportunities, a flat world (T. L. Friedman 2006), exchangeof cultures, development towards being more alike, and not different from internationalisationby nature but by specificity instead. In these cases, globalisation is oftenregarded as a further development of internationalisation, its next step, and it is moreof a general concept and view of the world as such and a (historical) process whichhas been in existence for generations (see (Scott 1998, 122) 16 , (Robertson, Novelli, etal. 2007, 7), (Mittelman 2004, 220), (Held and McGrew 2007, 2nd ed., 2-3). (Denman13 Defining internationalisation as a process needs a contrary concept of a status (internationality). The twowere differentiated by (Brandenburg and Federkeil 2007, 7) for the first time14 See also (Seol 2005). Altbach/Knight rightly refer to the WTO General Agreement on Trade in Services(GATS), which by including higher education in the aspect of tradable goods and services of course forcesthe providers of higher education, the HEIs, as well as the providers of the legal frameworks of HE toconsider, reshape, and possibly change existing procedures, programmes, systems, etc. Altbach/Teichlerconfirm this view in their article, stressing the increasing role of HEIs themselves in this process (Altbachand Teichler 2001).15 See also (Ninnes and Hellsten 2005), (Knight and de Wit 1997), (Harvey 2000), (van der Wende 2007),(van der Wende 2001), (Gacel-Ávila 2005), (Knight 2003); with Knight being one of the key commentatorson higher education trends in the last two decades as she said: “Internationalization is changing the worldof higher education, and globalization is changing the world of internationalisation.” (Knight 2003, 5);(see also (Knight 1994); (Knight 2003); (Knight 2004); (Knight 2005); (Knight 2006a); (Knight 2006b);(Knight 2006c); (Knight 2008); (Knight 2009)).16 Actually, he even argues that the whole hype about commercialisation is misleading and carries the riskof rendering HEIs unprepared for the real challenges, see (Scott 2003, 1).

24Guide of Good Practices TEMPUS CORINTHIAM2001, 82), (Marginson and Rhoades 2002), (Marginson and van der Wende 2009),(Neave 2007, 170), (Teather 2004), (Kelsey 1999)).The overarching problem with the first perspective, which is still dominant in HEresearch, is two-fold: on the one hand, when it says “globalisation” it really means“neoliberalism”. On the other hand, seeing internationalisation as a response of whateverkind to globalisation trends is difficult because internationalisation is then largelya normative concept and thus forces us to take a position in favour of or against globalisation,depending on our normative stand point.This normative attitude then also influences the approach towards accountability.Accountability and isomorphismIn the last two decades, we have seen a rise in the importance of the concept of internationalisation.At the same time, we can observe the rise in accountability as a majorparadigm in HE in general, also slowly permeating into internationalisation. If trendsbecome ubiquitous, organisations and individuals will tend to develop a typical behaviouralattitude: the more everybody does something, the less the own reasons to dothe same will be reflected upon (or not). The less you reflect, the more likely you willbe to develop activism; the more you become activistic, the less you will be to reflecton the usefulness of your activities; the less you are willing to show self-criticism,the more you will defend your activity. After all, what you are doing simply has tobe right, because you do it and so does everybody else. This is what institutionalismwould call mimetic isomorphism ((Meyers and Rowan 1977), (Meyer 1992), (Meyerand Jepperson 2000). The result is a move from innovation to tradition. De Wit andBrandenburg started the debate on the usefulness of internationalisation under suchpremises (Brandenburg & de Wit, 2011) and this discussion continues vibrantly todaywith an IAU (International Association of Universities) expert group developing newideas on rethinking internationalisation and various books under way that will alsodeal with this issue.For our topic, this discussion is relevant, because mimetic isomorphism is based onthe notion of legitimation, e.g. the need felt to prove that what you do is the right thingwithout really wanting to change. Such an attitude can easily lead to accountabilityfrenzies in which the ones who have to account for their activities, i.e. the HEIs, willtry to make sure that any result proves that they are in fact doing right thing. Clearly,such activities are useless, and in spite of this, they are anything but seldom. As weall know, it is a highly rational behaviour to want to “beat the system.” However, ifinstitutionalism would be the only explanation for this, then this would mean thatany such aim for accountability would always lead to such evasive action and an HEIwould in such a world never aim to get actively involved in any such activity, exceptif it is expected to do so and everybody else does it as well. However, as we will see

Part I : Quality of Internationalisation 25below, there are a number of such non-ubiquitous activities, e.g. not everybody couldparticipate, nor are they isomorphic but rather selective, i.e. organisations known fortheir pioneer character such as the Coimbra Group of Universities or the EUA. Thereason for this lies in the fact that institutionalism can well explain why something exists,but it notoriously fails in explaining why something new came into being. Thus,the new activities we see below are still activities being done by a minority, whichnonetheless might slowly become the trend.Current approaches to measuring internationalisationVarious approaches have been and are currently undertaken to measure internationalisation.For the IMPI project (see below) an elective survey of projects of this kind wasconducted. 17 Here, I will very briefly highlight a handful of either recently finishedor running projects. I will not look at the Internationalisation Audit of the GermanRectors’ Conference 18 for example (although it is a truly fascinating and high-qualityproject) because it does not really measure but instead merely maps internationalisationfrom the institutional perspective.EMQT (Erasmus Mobility Quality Tools)This was an LLP structural network project which finished in late 2011. It focused ondeveloping tools that would help to increase the quality of ERASMUS mobility. Theproject was launched by a large network of individual universities, with the CoimbraGroup of Universities taking a leading role. It looked at six different dimensions:general organisational models within HEIs, language preparation and related issues,information and orientation, students’ performances and recognition, reception ofhost students, and e-Coaching or ICT mobility tools. It produced various documents,which can be useful for streamlining Erasmus mobility, particularly in large universities.Further information is available under: www.emqt.org.IMS2020 (International Medical School) 19The International Medical School 2020 Project (IMS 2020) represents a structuralnetwork of medical schools funded by the EU Lifelong Learning Programme (LLP -ERASMUS) over a three year period (October 2010 – September 2013). The projectaims to develop an “International Medical School” label, providing standards andguidelines that will allow medical schools to compare and develop their status of17 (Beerkens, Brandenburg, Evers, van Gaalen, Leichsenring, & Zimmermann, 2010)18 See http://www.hrk.de/de/support/hrk_international_4928.php19 As taken from the yet unpublished methodology paper of the IMS TF1 team, led by CHE Consult.

26Guide of Good Practices TEMPUS CORINTHIAMinternationalisation and help to identify top international medical schools. The label’smethodology, developed by IMS 2020, will be based on common standardscombined with profiling options, including a coherence check between the school’sown internationalisation strategy and its performance. The evaluation criteria will takeinto account different levels of institutional maturity and excellence in the area ofinternationalisation, as well as the vast diversity of medical schools, the environmentsin which they operate and their approaches to internationalisation. The key principlewill be to empower and encourage medical schools to shape and develop their own,specific vision of internationality within a certain recognised and accepted framework.Further information is available under: www.ims-2020.eu.IMPI (Indicators for Mapping and Profiling Internationalisation)The IMPI project focuses on mapping and profiling internationalisation of highereducation institutions. The project aims at providing HEIs with an insight into theirperformance in internationalisation and measures for improvement. A set of indicatorshas been developed with relevance to all European HEIs. It provides options forcomparison, but also offers opportunities for HEIs to choose their individual profileof internationalisation. The project’s goal is to increase the overall performance ofEuropean HEIs in internationalisation. As an open toolbox project, IMPI aims to incorporateindicators from many different projects and in fact tried to include resultsfrom more than 20 projects world-wide, including EMQT and IMS2020.This project is currently in its final stage, the toolbox can be accessed and used viathe project homepage: www.impi-project.eu. The project results were presented in thefinal symposium in Brussels on May 10, 2012.MAUNIMO (Mapping University Mobility of Staff and Students)Maunimo is a currently running project where 35 pilot universities test the MobilityMapping Tool in their universities. This phase was scheduled to finish in April. InMay, MAUNIMO conducted a small evaluation seminar, where the partner universitieswere brought together to discuss the process, comment on the MMT, and providesuggestions for its further development. The project will also look at very practicalcases studies with regards to collecting data and information on mobility as well ascentral strategy making. Implications for European and national mobility investmentand for institutional policy making will be summarised in a publication, due out forour final dissemination conference in Oslo in September 2012. More information isavailable under: www.maunimo.eu.

Part I : Quality of Internationalisation 27Finally: what can be measured?All the projects described are – consciously or unconsciously – restricted to measuringinput and output. The problem is not to measure what happens, but to measure thequality behind the activities. As much as quality is an unknown animal, it is notoriouslydifficult to measure. Or, put more bluntly: you simply can’t. It could be said thatany quality that you can measure with an exact number is no quality at all. So why isthis the case? Quality relies on outcomes rather than output or input. If a universityhas 120 ERASMUS partnerships, this input clearly has no quality to it, because it hasno effect. If the same university sends 300 students to these 120 partnerships, thenyou have an output (300 students), which relates to an input (120 partnerships). Still,this is not an expression of quality, because it does not mean that you know whatis achieved by sending 300 students. Do they learn anything better than at home?Do they become inter-culturally competent? Thus, quality would always refer to outcomes.By definition, they are multi-causal and more often than not the causes are soabundant that the totality of them is a kind of “black box.” You simply cannot knowprecisely what is having an effect, except to know that effects are in fact there. Butthese effects are complex to grasp, and complex tools are needed to do exactly this. 20The future definitely lies with a combination of very different tools depending onthe need and interest of those doing the measuring. The real task is to understandinternationalisation as what it is: a means to an end. We will then need to reconsiderthe notion of quality of internationalisation by first defining what its real “qualities”are in the philosophical sense and what then makes any internationalisation attempt“superior” or at least “non-inferior” to others. This is mainly defined by outcomesrather than input or output, but we need the latter to approach the former. Measuringquality in general and outcomes in particular can only be achieved by an approximationthrough using the concepts of integral mathematics, i.e. finding a useful mix ofindicators, which are sufficient achieve a proximity regarding what shall be measured,but not infinite to reduce transaction costs.20 There are various inventories for purely intercultural outcomes. For effects of exchange mobility theonly tool I know of is the one we developed: MEMO© (monitoring exchange mobility outcomes): www.memo.net

28Guide of Good Practices TEMPUS CORINTHIAMRepresenting internationalisationthrough approximationMore indicators=less loss ofaccuracyFew indicators=loss of accuracySource: authorThe major challenge for the future, however, will lie in a much better understandingofthe issue of outcomes in internationalisation and in finding a Pareto optimum formeasuring without over-measuring.

Part I : Quality of Internationalisation 29BibliographyAltbach, P., & Knight, J. (2007 йил Vol. 11 No. 3/4, Fall/Winter). The Internationalizationof Higher Education: Motivations and Realities. Journal of Studies inInternational Education , pp. 290-305.Beerkens, E., Brandenburg, U., Evers, N., van Gaalen, A., Leichsenring, H., & Zimmermann,V. (2010). Internationalisation - Approaches, MEthods, and Findings.A report in the context of the European project „Indicators for Mappingand Profiling Internationalisation“ (IMPI). Gütersloh: CHE Consult.Brandenburg, U. (2011, April 11). From Internationalisation to globalisation: the roleof the State in a paradigm shift. Retrieved April 11, 2011, from Visionblog.Brandenburg, U., & Federkeil, G. (2007). How to measure internationality and internationalisationof higher education institutions! Indicators and key figures.Gütersloh: CHE.Brandenburg, U., Carr, D., Donauer, S., & Berthold, C. (2008). Analysing the FutureMarket - Target Countries for German HEIs. Gütersloh: CHE.Dale, R., & Robertson, S. (n.n.). Beyond Methodological ‘Isms’ in Comparative Educationin an Era of Globalisation’. (E. a. published by the Centre for Globalisation,Ed.) Retrieved 2010 йил 6-June from http://www.bris.ac.uk/education/people/academicStaff/edslr/publications/14ird/Dale, R., & Robertson, S. (n.n.). Beyond Methodological ‘Isms’ in Comparative Educationin an Era of Globalisation’. (E. a. published by the Centre for Globalisation,Ed.) Retrieved June 6, 2010, from http://www.bris.ac.uk/education/people/academicStaff/edslr/publications/14ird/Denman, B. (2001). The Emergence of international consortia in higher education.Camperdown NSW: University of Sydney, PhD thesis.Friedman, T. L. (2006). The World is Flat. The Globalized World in the Twenty-FirstCentury. London: updated second edition.Gacel-Ávila, J. (2005 йил Vol. 9 No. 2, Summer). The Internationalisation of HigherEducation: A Paradigm for Global Citizenry. Journal of Studies in InternationalEducation , pp. 121-136.Harvey, D. (2000). Spaces of Hope. Edinburgh: Edinburgh University Press.Held, D., & McGrew, A. (2007, 2nd ed.). Globalization/Anti-Globalization. Beyondthe Great Divide. Cambridge: Polity Press.Hudzik, J. (2011). Comprehensive internationalization - From Concept to Action.Washington D.C.: NAFSA.Kelsey, J. (1999). Reclaiming the Future: New Zealand and the Global Economy.Wellington, New Zealand: Bridget Williams.

30Guide of Good Practices TEMPUS CORINTHIAMKnight, J. (2005). Borderless, Offshore, Transnational and Cross-Border Education:Definition and Data Dilemma. London: Observatory for Borderless HigherEducation.Knight, J. (2006c). Higher Education in Turmoil: The Changing World of Internationalisation.Rotterdam: Sense publishers.Knight, J. (2006b). Internationalisation of higher education: New dimensions, newchallenges. Paris: International Association of Universities.Knight, J. (2004 йил Vol.8 no.1). Internationalisation remodelled: Definitions, rationales,and approaches. Journal for Studies in International Education , pp. 5-31.Knight, J. (2006a). Internationalisation: Concepts, complexities and challenges. In F.J. (eds.), International handbook of higher education (pp. 207-228). Dordrecht,Netherlands: Springer Academic Publications.Knight, J. (1994). Internationalisation: Elements and checkpoints. Ottawa: CanadianBureau for International Education (CBIE).Knight, J. (2009). Internationalisation: Key concepts and Elements. In M. Gaebel, L.Purser, B. Wächter, & L. (. Wilson, Internationalisation of European HigherEducation. An EUA/ACA Handbook (p. A1.1 (loose leaf system)). Berlin:Raabe Verlag.Knight, J. (2003). Internationalization of Higher Education Practices and Priorities.Paris: International Association of Universities (IAU).Knight, J. (2008 йил October). The internationalization of higher education: Arewe on the right track? Retrieved 2009 йил 29-April from Academic Matters.Journal of Higher Education (online version): http://www.academicmatters.ca/AcademicMatters_printable_article.aspx?catalog_item_id=1234#Knight, J., & de Wit, H. (. (1997). Internationalisation of higher education in Asia PacificCountries. Amsterdam: European Association for International Education.Levitt, T. (1983 йил No.3). The globalization of markets. Harvard Business Review,p. 92.Marginson, S., & Rhoades, G. (2002 йил Vol.43). Beyond national states, markets,and systems of higher education: A glonacal agency heuristic. Higher Education, pp. 281–309.Marginson, S., & van der Wende, M. (2009). The New Global Landscape of Nationsand Institutions. In S. Vincent-Lancrin, & K. (. Kärkäinnen, Higher Educationto 2030.Vol.2: Globalisation (pp. 17-62). OECD.Meyer, J. (1992). Organizational environments. Newbury Park: Sage Publications.Meyer, J., & Jepperson, R. (2000 йил Vol.18, No.1). The “Actors” of Modern Society:The Cultural Construction of Social Agency. Sociological Theory , pp.100-120.

Part I : Quality of Internationalisation 31Meyers, J., & Rowan, B. (1977 йил Vol.83). Institutionalized Organizations: FormalStructures as Myth and Ceremony. American Journal of Sociology , pp. 340-363.Mittelman, J. (2004 йил Vol. 5). What is critical Globalization Studies. InternationalStudies Perspectives , pp. 219-230.Neave, G. (2007). Global Trends in Higher Education: Globalisation, Internationalisationand Policy – an historical critique. In B. (. Kehm, Looking Back to lookForward: Analyses of Higher Education after the Turn of the Millennium. Kassel:INCHER W.Ninnes, P., & Hellsten, M. (2005). Introduction: Critical Engagements with the Internationalizationof Higher Education. In P. Ninnes, & M. (. Hellsten, InternationalizingHigher Education. Critical Explorations of Pedagogy and Policy(pp. 1-8). Hong Kong.Robertson, S. (forthcoming ). Researching Global Education Policy: Angles In/On/Out…. In A. Verger, M. Novelli, & H. Altinyelken, Global Education Policyand International Development: New Agendas, Issues and Practices. ContinuumBooks.Robertson, S., Novelli, M., Dale, R., Tikly, L., Dachi, H., & Alphonce, N. (2007).Globalisation, Education and Development: Ideas, Actors and Dynamics.London: DfID: Centre for Globalisation, Education and Societies, Universityof Bristol.Scholte, J. (2002). What is Globalisation? The Definitional Issue – Again. Warwick:University of Warwick: Centre for the Study of Globalisation and Regionalisation.Scott, P. (1998). Massification, internationalisation and globalisation, ,. In P. (. Scott,The globalisation of higher education (pp. 108-122). Buckingham: Open UniversityPress and Society for Research Into Higher Education.Teather, D. (. (2004). Consortia. International Networking Alliances of Universities.Melbourne: Melbourne University Press.van der Wende, M. (2007 йил Vol. 11 No. 3/4, Fall/Winter). Internationalisation ofHigher Education in the OECD Countries: Challenges and Opportunities forthe Coming Decade. Journal of Studies in International Education , pp. 274-228.van der Wende, M. (2001 йил Vol.14). Internationalization policies: About new trendsand contrasting paradigms. Higher Education Policy , pp. 249-259.

Part I : Quality of Internationalisation 33Chapter 2Internationalisation of higher education andquality assuranceSenia TERZIEVAIn the last two decades terms like exchange and mobility have become part of the everydaylanguage of the academic environment. The number of students who have carriedout part of their education abroad is increasing. Furthermore, mobility does not developvertically, with the transfer to a new university for a higher educational degree, butinstead as a part of an education within the same educational cycle. The mobility oflecturers, researchers and educational programmes is also developing rapidly.Internationalisation and exchange are the terms which we use every day in our universities’professional life. For university lecturers, exchange is more than teachingforeign students. It is also the continuous process of developing study and scientificenvironments, as well as the new visions that will comprise the framework for whichtheir university advances.The dynamic changes in the higher education system generate a number of effectswhich have to be understood, assessed and controlled.Key to the contemporary orientation of the integration processes are the unification ofthe globalisation processes of economic, knowledge-based societies, and modern informationtechnologies. These lead to international co-operation and collaboration. Inthe field of social development, the leading main idea is to promote the growth of theknowledge-based economy. The solution to this is not just the search for and discoveryby employers for the best specialists, but the improvement of the quality of educationalinstitutions as well. To many of them it is not possible to provide certain levelsof education, which is why internationalisation is sought to increase their capacity. Atthe local level, internationalisation is now a result of focused politics. Its dimensionsenvelop the teachings, research and service functions through internationalisationand co-operation, student and teacher mobility, exchange and joint curricula, etc.It is imperative that internationalisation does not interfere with higher education policieson a national level, and that government steering, funding, regulation, evaluation,

34Guide of Good Practices TEMPUS CORINTHIAMetc. remain unchanged. Internationalisation works in accordance with agreements betweencountries, while a main priority is their sovereignty in the governance of highereducation. It seems that higher education institutions tend to respond in a reactivemanner to these policies, following the criteria for eligibility actions quite closely inorder to be awarded extra funds to carry them out.The dimensions of internationalisation can be allocated in several spheres:• Political: retention of the national profile and international status, increase inoverall status through comparability• Economic: growth and competitiveness, labour market employability• Social and cultural: massification, cultural understanding and disseminatingthe different language and culture• Academic: academic vision and development orientation, institutionalcapacity, curriculum and management systems, HE quality and academicstandards, world-class universitiesCross-border mobility of students, teachers and researchers has increased in recentdecades, and international flows of academic personnel now criss-cross the globe. Inthe EU this process has accelerated rapidly with the development of the Bologna Process.For many people today in HE, the concept of the Bologna Process is inevitablyconnected to the ERASMUS scheme. Intense mobility is a source of new processeswhich are manifested in different ways in the traditional educational environment.This influence is revealed in many realms, and internationalisation directly affects theeducation quality with:• joint programmes and co-operation• comparison and concordance• mutual/direct interaction in education• positive competitionAt the same time many of the indicators of education quality are based on an increasinginternationalisation. All results from the Bologna Process are expressed inclarity, harmonisation, recognition, improved quality and reputation, conditions forexchange, as well as overall results in the levels of preparation for the graduates whichstimulates internationalisation.These processes influence the overall direction of advancement of the systems ofhigher education, as well as national and international development strategies. Thecommon goal is a better quality of the process of education and higher, measurableand distinguishable results.

Part I : Quality of Internationalisation 35In this sphere, the internationalisation and provision of quality overlap in a specificmanner. This gives occasion to look at the processes as co-dependent or to accept thatthe quality improvement is intended in order to meet standards which open opportunitiesfor internationalisation. Simultaneously the internationalisation itself is usedas an indicator in the quality assurance system. In spite of this, on the current stageof development of higher education, the conditions for globalisation and internalizationof education are seeing common strategies being established for the first time.Furthermore, this is a key moment in appointing the future steps for each educationalinstitution, regardless of the local processes which the different governments control.The influence of internationalisation for quality is projected through new educationalpolitics and on an institutional level. Regarding politics, the national and regionalframeworks of the EU are included in a general framework of the aims of the BolognaProcess. From an institutional point of view, internationalisation is a goal which providesthe reference point for the assessment of quality, and its dimensions are a newperspective in the advancement of every university.On the other hand, the quality of the process of internationalisation is an issue whichrelates mainly to the process, and is a quality indicator. In the context of the BolognaProcess, internationalisation is a measure for the basic processes which include qualityassurance: objectives, strategy, and resources.An examination of the connection between quality assurance and internationalisationdiscovers numerous apparent and measurable indicators for the results of the practiceof internationalisation. A conclusion can be made that students who choose to studyabroad increasingly make their decision based on the quality of the education offered(Lanares, J., 2011). This means that the policy for exchange stimulates (and alreadyprovides results in) the field of improvement of the education quality.This conclusion is very important from an institutional point of view, as every universitydevelops its strategy and activities in more detailed measurements of quality,where internationalisation has its place with the whole complexity and interconnectionof its functions and educational practice. The analysis of the dimensions of internationalisationnaturally exceeds student and staff mobility.For the quality in the sphere of higher education there are many definitions which inactuality are closer to those found in the creation of industrial products. In severalpoints, education quality is defined as:Quality = conformity to specificationsQuality = suitability for useQuality = an orientation to the present and future needs of consumers

36Guide of Good Practices TEMPUS CORINTHIAMQuality = the ability to satisfy needs (explicit and implicit) of the customerQuality = the degree to which a set of intrinsic characteristics satisfies requirements(requirements = needs or expectations that can be defined)(Spinelli, G. 2009)According to the internationalisation of education, quality is an extensive conceptwhich includes the delivery of the social dimension as well as the expansion of thestudent population, improving opportunities for academic staff, and including theprospects for participation in transnational education programmes.From the Education International perspective, quality is a broad concept encompassingboth the delivery of the social dimension and the broadening of the student population,and enhanced status and opportunities for academic staff, including the opportunityto participate in and benefit from transnational education programmes.In the leading principles of academic institutions, one finds the autonomy to definetheir mission and priorities in their educational politics and science research whichto a great extent are dictated by the labour and education market in all of its stagesand programmes. Thus, the measurements of the success of an institution – prestige,quality, etc. – are very specific. At the same time, universities develop their productof programmes in the frameworks of universal standards, which are universal for thestate and private sectors of higher education. In this way assurance of the quality inthe realms of objectives, strategy, and resources is motivated, planned and secured inan individualised way. But on the basis of internationalisation it is oriented towardsvisible and measurable results which open every university for education of incomingstudents and providing opportunities to study abroad; virtual modes to deliver educationto students in their countries through twinning; franchising, validation, and jointor double degrees; teaching and testing centres; and acquisition arrangements. Alongwith this academic freedom, links between higher education teaching and researchare maintained.Assurance of the quality in institutions in the conditions ofincreasing internationalisationBased on what has been said so far, we can establish the most urgent question thatneeds be answered before starting the process: Is internationalisation an indicator ofthe quality of an institution? This question can be further divided into more specificquestions such as whether mobility is an indicator.From the Standards and Guidelines for Quality Assurance in Higher Education Area,the processes:

Part I : Quality of Internationalisation 37• Clarification of procedures• Programme evaluation• Assessment of students• Teaching competencies• Support to students• Information system• Public informationCommon goalsQualityInternationalisationImproveDemostrateImproveProofFig. 1: lanares, J. (2011)The process of assuring quality through internationalisation of education in EU countrieshas developed a European and international character. In practice, the quality assurancesystems in higher education on a national level absorb the principles of developmentof the Bologna Process. This means that the education and quality assurancesystems must be built on clear rules and stable systems that are capable of leadingand corresponding to changes. This includes contemporary programmes and coursecontent, the diversity of student profiles, developing trust, and securing transparency.With this in mind, a universal terminology of the European Higher Education Area(EHEA), which provides clarity in projecting the institutional politics and standardsis needed. Already-confirmed terms include: Academic Quality and Standards, Policyand Mission, Information, Staff Members, Culture and Customs, Agents, AwardingInstitutions, Admission/Teaching and learning, Activities/Examination, Process/Assessment,Requirements, and Academic Workload and Qualifications, Bennett, P. etal. (2011).The assurance of the process of internationalisation for some universities involvescommon strategies and activities which are connected to the programmes and organizework on international mobility:

38Guide of Good Practices TEMPUS CORINTHIAMProgramme activities−−−−−−−−−−−Preparation for student and staff mobilityCurriculum development harmonised with universities abroadGood practice in providing working frameworksAcademic quality of programmes and degrees awardedProviding foreign language educationJoint research projects and cooperationJoint programmes and joint diplomasScholarships, internships, fundingSeminars for delivery of information about studying in universities abroadExtracurricular activitiesTeaching of inbound international studentsOrganisational activities−−−−−−−−International partnership agreementsReaching mutual recognition agreements with other bodiesSpecific management: commitment and support of the mobility process, withemphasis on the importance of the academic quality programmes and degreesawarded by universities and institutions engaged in traditional educationStaff training and support and involvement of the staff in the process ofinternationalisationInternational orientation and initiativesCommunication channels and acknowledgements of the value of underlyingethical principles and valuesPlanning budget for non-traditional activities and reviewFunding, incentives, rewardsIn order to protect their students and other participants in the educational process, itis a primary goal of education quality to assure the best practices for the educationalinstitutions as they assess the quality and relevance of the higher education that universitiesabroad provide. The roles of governments, higher education institutions, academicstaff, quality assurance bodies, accreditation institutions, academic recognitionbodies and professional bodies are of great importance in this process.

Part I : Quality of Internationalisation 39Highly integrated curricula leading to joint or double degreesThrough ECTS, the Bologna Process assures a framework for many forms of internationalisationof first (Bachelor’s level) and second-cycle level (Master’s level) education,establishing minimal requirements. The number of credits is as follows:− Minimum workload at the host institution is based on a total of 180 – 240ECTS credits for a Bachelor’s degree;− Minimum workload at the host institution is based on a total of 90 – 120ECTS credits for a Master’s degree;−Minimum extra workload (compared to the workload of a student enrolledfor only one degree): 60 ECTS credits.From the perspective of quality, internationalisation can be examined as an issuewhere we first have to consider what “expected quality” actually is. In simpler terms,why would one wish to implement new approaches in designing programmes andcourses? The answers to this are expected as a result of internationalisation.Double degreesIn philosophy, ECTS holds the opportunity for using double degrees to educate graduateswho have broader cultural experience and more intense training in their subjectareas.There are various ways of achieving these goals: the first is to achieve them only viaa long period abroad. The second objective requires a greater workload for a studentregistered for a double degree, compared to a student enrolled for a single degree.Joint degreesThis form is very well developed on the Master’s level, and is becoming more andmore attractive for the following reasons: well-defined and visible products; can bedone in a maximum of two years after the first cycle; can easily be offered to studentsfrom a third institution; can be realized by exchanging students for part of the curriculumand/or via an extensive lecturer mobility.Quality assurance system which ensures security of the sidesinvolved in the processIn the case of double degree and joint degree programmes, a quality control system,the demand for quality control, and assessment of both the product and the process

40Guide of Good Practices TEMPUS CORINTHIAMcan be justified on many grounds. The systems for quality of the university partnersare a guarantor for achieving project goals. Each university has to award its own degree,and the degree is therefore subject to the quality control system set up for theinstitution’s degrees.Students and Staff mobility“No Bologna without ERASMUS!”Vossensteyn, H. (2011)This conclusion is symbolic of the development of higher education institutions post-Bologna in Europe. There is a great deal of evidence for demand of increasing mobilityand quality assurance systems on a national and institutional level. In practice, thehighly integrated curricula act as quality indicators.The ERASMUS programme has an impact as a level of development on politics inhigher education (national and European, as well as on an institutional level). Theimprovement in quality as a result ERASMUS can be seen in teaching, research, andvisibility/openness.Key to creating conditions for internationalisation are the requirements for formingcurricula and programmes inspired by the differences, rather than the similarities,between the educational systems, as well as nurturing the need to familiarise andadjust to the cultures of the host universities. As far as the quality assurance system isconcerned, there has to be a set of clear criteria which can always be quantified, andaccording to which the developed programmes can be assessed.Institutional dimensions of the internationalisation in thecontext of improving qualityIn the Bologna Process, indicators for quality are the characteristics of the process ofeducation and the results of the learning process. In this sense, quality is seen throughthe graduates’ evaluation of the learning experience, knowledge and skills, competencies,personal development and multicultural experience, and success in future careers.As far as the process and the learning environment are concerned, this can beseen as transparencies, the social environment, equality, better access to education,quality in joint research, academic and social freedom, enhancement, improve of theinfrastructure, transnational educational opportunity, and flexibility.The institutional directions for development of the educational politics and politicsin quality for the universities in the Bologna tract are defined by universal Europeanpolitics which form the national basis for governing the systems. The Center for

Part I : Quality of Internationalisation 41Higher Education Policy studies (CHEPS) has conducted a detailed description of theimpact levels and areas of the ERASMUS programme in its Conceptual Framework(see Fig. 2).The acceptance of this framework has provided many results to the development ofthe educational environment in every higher education institution within the BolognaProcess. All of them are now present in national quality assurance systems.At the level of the university and its faculties or departments, this level implementsspecific activities with regard to:−−−−−Redefining the mission of the institutions and the politics for designingand organizing the education in three cycles (the levels according to theEuropean Qualification Framework) 5/6,8 and 8, in accordance with nationaland international standards;Creating acknowledgement procedures;Development of internal structures for strengthening the internationalisationconnections for contracting joint education;Monitoring in the sphere of mobility;Strengthening the connections with external organisations, and aiming atbetter funding of the activities.Fig. 2: Activity areas & indicators, system level Vossensteyn, H. (2011)

42Guide of Good Practices TEMPUS CORINTHIAMIn practice, universities have changed their structures in order to address the dynamicsof the Bologna Process and the accreditation awarding institutions on a national level(see Fig. 3).In every group of activities internationalisation gives clear orientation for improvementof the quality of the respective processes. The expected results for the wholeinstitution are an effective build-up of benefits from the results in the separate spheresof teaching and learning, research, openness, and modernisation. A definition is alsoneeded for the starting point in achieving a new level of measuring quality, institutionalresponsibility, and recognition. This could involve standard expectations for asustainable curriculum design and revision and standard requirements towards degreeprofile for all programmes, as well as a description of learning outcomes for allcourses.If these are the indicators for quality that result from internationalisation, there shouldalso be defined indicators for assessing the quality of the internationalisation itself.Internationalisation of higher education refers to institutional arrangements set up bygovernments, universities and education agents that involve the delivery of highereducation services in two or more countries. OECD uses the term cross-border highereducation (CBHE) to convey that same concept (Kritz. M., 2006). It is realizedthrough:• relations between equal independent institutions;• processes of inter-institutional cooperation and the support of interdependence;• components of the systems preserving national specific characteristics;• independent regulations of the system and self-sufficiency.

Part I : Quality of Internationalisation 43Fig. 3: Academic department level activity areas & indicators, Vossensteyn, H. (2011)The indexes for the quality of internationalisation are defined in the directions of theactivity for cooperation and exchange. They are mostly in education (study abroadand cooperation). For the most part they can be quantified to present a complete pictureof the mobility and the general results from the integration and cooperation in

44Guide of Good Practices TEMPUS CORINTHIAMscience. This is indicative enough, but in order to fully understand the real quality ofinternationalisation of education, more steps for assessment must be followed. Withthis in mind the following results from the existing data can be examined:• The intensity of the exchange – number of incoming and outgoing studentsand teaching staff, study period abroad/durations, research associates,visiting scholars, international lecturers, joint research, academic conferencesabroad, etc.;• Number of graduates in joint programmes and double degree, and number ofinternational exchange agreements;• International students’ characteristics: international students on campus,range of student nationalities, integration in mixed groups for regularcourses/programmes, participation in social and learning activities;• International curriculum: programmes and regular courses in foreignlanguage, international courses, range of disciplines/courses in foreignlanguage available;• Recourses: internal and/or external learning materials for internationaleducation materials – original textbooks, e-learning, mentoring forinternational students;• Orientation of incoming international students and outbound students forstudy abroad.Separate indicators cannot be used for a real evaluation of the level of internationalisationand its quality, since the aim is not to find a static definition of the state butthe implemented activities that correspond to the съответстващи на strategies forinstitutional development, including internationalisation. Each of these indexes andthe effects form the activities that are applied towards the institutional goals, and canprovide an answer to whether the strategy for development of the internationalisationis achieved and “where we are” compared to the expected positions in the highereducation system.Conclusion and future discussionsFrom the viewpoint of the three processes in the quality assurance – objectives, strategy,and resources, internationalisation can be assessed as an enhancer of the educationalinstitutions. The higher education system functions through its main elementsand their correlation. These elements are:1. Academic staff, administration and students who create the ideas and offerthe moving power for the processes and provide the advance of the wholeenvironment towards new goals.

Part I : Quality of Internationalisation 452. Experience, knowledge, skills, competencies – learning, social, professional,etc., which are the product designed for the entire society. This product isbased on programmes, education methodology, teaching/learning methods,and pedagogical tools.3. Institutions and conceptions of building which are designed to match theeducational and creative process.The degree and accreditation are results of all efforts on an institutional and nationallevel. The assessment of the results on both levels of the systems for quality assurance,in the new European framework for higher education development, need toaccount for the fact that academic student exchanges will play a more central role inachieving strategic goals.Quality assurance for the cooperation subject to the agreement can be organised inseveral manners. A method used by many institutions includes putting a time limiton the duration of the signed agreement. Alternatively, there can be an instructionfor a joint review of the contents and workings of the agreement. Another approachinvolves an appeal for external evaluation according to NAHE Sweden, (2005).“It is forecasted that by 2025 the demand for international education will grow to 7.2million students”. This represents a quantum leap from the level of 1.2 million studentsin 2000 (Knight, J. (2010)).This process involves both the traditional higher education institutions as well as thecurrently developing new educational providers (non-governmental entities). EHEAis settling regulations which aide the process of sustainable quality assurance of educationand its improvements. With an increase in the number of education institutions,the question arises about the importance of accreditation and support for effectivesystems for measurement of quality, results, and the general level of education incertain spheres and rankings.For contemporary higher education, the symbolic process of student mobility is anadditional stimulus for proving the capacity of the on-going level of education resultsfor every institution. For the countries which are considered in the group of sources ofthe stream of student mobility from east to west, internationalisation serves as a benefitfor implementation of generally accepted standards and recognition, as well as achallenge for attracting new incoming students. In this situation the main questions formany higher education institutions are how to preserve their integrity and independencewhile living up to the standards that are in place. At the same time, this serves asan instrument for student mobility towards foreign accredited institutions. In this directionof development and endorsement and acknowledgement of some higher educationinstitutions, the expansion of the capacity will be solved through joint degrees andfull academic degrees. This means diploma programmes, which in turn demands newspecialisation of education that provides support across borders and branch campuses.

46Guide of Good Practices TEMPUS CORINTHIAMAs a continuity of the ideas for integration and internationalisation in the Europeanand broader areas, for many traditional universities new development and expectationsof increased access to higher education is a challenge facing quality in education.Their future work will without question focus on the preservation of national authorities,assurance of distinguishability, and fulfilment of their mission in their owncountries where there are government regulations of education both for the quality ofprogrammes and the stream of specialists in professional fields.ReferencesBennett, P. (2010). Bergan S., Cassar, D., Hamilton, M., Soinila M.,Sursock, A.,Uvalic-Trumbic, St., Williams P., Quality Assurance in Transnational HigherEducation, European Association for Quality Assurance in Higher Education,Helsinki, Workshop Report. http://www.enqa.eu/pubs.lassoLaners, J. (2011). Enhancing Quality Trough Internationalization, Higher EducationReform Project, Seminar, 6 -7 October, Lisbon.Kritz, M., M. (2006). Globalization and Internationalization of Tertiary Education,International Symposium on international Migration and Development, Turin,Italy, Jun, 28-30, Rev. August 21, http://www.un.org/esa/population/migration/turin/Symposium_Turin_files/Knight, J. (2010). Internationalization of Higher Education: New Developments andUnintended Consequences?, UNESCO – Iesalc, Report on Higher Education.Spinelli, G. (2011). Measuring the success of internationalisation the case for jointand double degrees, in Measuring success in the internationalisation of highereducation, de Wit Hans, Editor, EAIE Occasional Paper 22, http://www.eaie.oorg/publicationsVossensteyn, H. (2011). The impact of ERASMUS on quality in European HE, EnhancingQuality Through Internationalisation, Seminar, discussion groups, 6-7October 2011, LisbonNational Agency for Higher Education, Högskoleverkets. (2005).The internationalisationof higher education in Sweden, Published by the Högskoleverkets, Reference,http://www.hsv.se/reports/2005/

Part I : Quality of Internationalisation 47MotivationChapter 3Quality Assessment in internationalcooperation under the scope of theBologna ProcessNils GiesenJorge Marx GómezAndreas SolsbachSince the 1980s quality and standardisation has been a common research field, andseveral steps in quality assurance in higher education have been conducted in Europeancountries (e.g. in Harvey and Green (Harvey & Green, 1993), Barnett (Barnett,1987), Green (Green, 1994), van Vught and Westerheijden (van Vught & Westerheijden,1994).Quality in the scope of international cooperation requires indicators, processes, andmethods on how to measure, evaluate and select the partners who should be participatingin an international cooperation. Standardisation enables the usage of products orany other form which requires an exchange of information via communication. Theresult could be a specification or definition of how to share information with stakeholders(e.g. researchers) or a guideline to establish curricula.As Harvey and Green state, “Quality can be viewed as exceptional, as perfection (orconsistency), as fitness for purpose, as value for money and as transformative” (Harvey& Green, 1993, p. 11).The situation of research departments has changed due to the technical developmentswhich allow an increased exchange of information and personal. The decreased lengthof technology cycles demand an increased adoption of universities to handle currentideas and problems occurring due to changed situations. Universities and research departmentsare forced to cooperate to be able to handle current requests from industryto decrease costs and development cycles (which are a main constraint when workingwith companies). Today, international co-operations between companies, research departmentsand other NGOs are common (and necessary) for success in the creation of

48Guide of Good Practices TEMPUS CORINTHIAMinternational and multinational research activities and projects. The European Communityhas identified in the Publication Office of the European Union (PublicationsOffice of the European Union, 2009) that “international competitiveness of moderneconomies is linked increasingly to their ability to generate, adapt and use new knowledge”and has to be established in international science.In the scope of the Bologna Process, the higher education of each participating countryshould be standardised to allow an exchange of science and personal (e.g. studentsand trainees) to create the European Higher Education Area (EHEA). In the BolognaProcess, the term standardisation means creating a convergence, not a uniform science.The European Union has to handle a huge student body. These people need tobe educated to be able to work in an increasingly international world with fewer andfewer borders, which in turn supports international cooperation. The idea of EHEAis to overcome the current situation of a state-controlled higher education system andself-regulated higher education systems to establish a convergence between theseconcurrent approaches. Currently no uniform concept of quality assessment in highereducation exists due to the differences in the priorities of the wide group of stakeholders(i.e. students, trainees, professors). “Determining criteria for assessing quality inhigher education requires an understanding of different conceptions of quality thatinform the preferences of stakeholders” (Harvey & Green, 1993). The European Unionhas supported several projects for the cooperation and coordination of researchactivities at the national and regional level in the member states and associated stateswhich are focusing on networking research activities at the national and regional levels.The ERA-NET scheme over the period from 2002-2006 in the sixth frameworkprogramme supported activities such as the systematic exchange of information andgood practices on existing programmes, identification and analysis of common strategicissues, the development of joint activities between national and regional programmes,and the implementation of joint transnational research activities in the EuropeanCommission ERA-NET (European Commission, 2003).Current SituationThere are currently several factors that push an actor, e.g. a university or a researchinstitute, towards internationalisation. One important factor is the need to decrease thelength of the technological life cycle, especially for high-technology-oriented actors.For such actors the combination and collaboration with different international partnersof high quality could improve the results of planned projects because experts andknowledge cannot always be reached solely on national level.A further factor in the need for internationalisation in the collaboration in higher educationand research is “windows of opportunity”: the global market and the researchcommunity can be satisfied rapidly to be successful, where national markets or localresearch communities can only partly archive the needs of current research activities.

Part I : Quality of Internationalisation 49Scarce resources for smaller actors could be handled better by a group of partners,especially if these partners have only limited access to technological or knowledgeresources (see e.g. Kuivalainen and Saarenketo Varis, Kuivalainen, & Saarenketo,2005). As of today, most research is being funded by different national and internationalstakeholders, ranging from local ministries, to companies, to very complexfunders such as the European Union. So the need for good, qualified partners is avery important factor. The different factors can be summarised as pushing items withthe goal to improve the different phases in the life cycle of international cooperation:selection of partners, quality of the project work, quantity of the project result, coverageof the project dissemination, and improvement of overall performance. Most ofthe current collaborations are mainly based on previous experience or existing connections.So for future cooperation and more detailed quality assessment, especiallywith a focus on the Bologna process, a more formal approach and characteristic isneeded to rate and evaluate potential partners. The relationship between the differentfactors can be seen in Figure 1, which is an extension of the work described in Harvey& Lusch (1995). The specialised needs of actors in the field of research and highereducation have been highlighted.Macro-EnvironmentalAssessmentQuality of theproject workQuantity of theproject resultSelection of StrategicAlliance PartnershipsIndustrial EnvironmentalAssessmentCoverage ofthe projectdissaminationOrganisational EnvironmentalAssessmentImprovementof the overallperformanceFigure 1: Interactive assessment process in selecting strategic alliance partners, enhanced forinternational cooperation in higher education and research. Source: cf. (Harvey & Lusch, 1995,p. 200)

50Guide of Good Practices TEMPUS CORINTHIAMAims of international cooperation in higher educationThe model presented identifies three levels of analysis taken from Harvey (Harvey& Lusch, 1995) which have to be considered in order to define what a successfulinternational cooperation in higher education actually is. Here, financial and academiccriteria, or other factors such as the number of exchange programmes with otheruniversities could be used to define a successful international cooperation in highereducation. The definition of a successful international cooperation requires severalcriteria that have to be discussed directly with the participating universities and organisationsdue to potentially different views. A uniform definition cannot be givenin this chapter, although the criteria for a quality assessment combining Brandenburg,Höllermann and Lipp (Brandenburg, Höllermann, & Lipp, 2008) and the EuropeanAssociation for Quality Assurance in Higher Education (European Association forQuality Assurance in Higher Education, 2005) are helpful.Figure 2 presents the European standards of quality assurance adopted for the scope ofinternational cooperation. The blue rectangles present guidelines concerning internaland external quality assurance, which highlights that quality assessment in internationalcooperation in higher education requires factors such as policies and proceduresto monitor costs and to exchange resources such as staff members, researchers orstudents between the participants. Internal procedures for quality assurance have tobe established in the participating institutions, e.g. International Relations Offices,to support benchmarking and the analysis of quality, and to support the relationshipsin international cooperation. Criteria for decision making have to be shared betweenall partners to generate a transparency of the decision process, e.g. the choice of exchangestudents or partner selection. In the yellow rectangle, recommendations forinternational cooperation are stated. Efficient communication between participantsand in participating institutions, or the emotions of administrative staff member orstudents, have to be considered in an international cooperation.A survey of 86 staff members of worldwide full research universities or equal institutions(Brandenburg et al., 2008) resulted in 59.3% of the staff members answeringthat emotions have an influence on cooperation. All staff members are involved ininternational cooperation in higher education, and over 75% have been involved ininternational cooperation for more than five years. The main aim of participating universitiesis to support study programmes (87.2%) and to increase the internationalisationof the academic environment (83.5%). One main factor in the survey is the sizeof the partners (three choices for the size of the partner: clearly smaller than the owninstitution, equal, and clearly bigger than the own institution) which should be equaldue to the fact that 68% of successful co-operations are done with partners of equalsize, and only 45% of unsuccessful co-operations are done with partners which havean equal size. International cooperation between universities and equal institutionsopens the possibility to share knowledge and assign resources as required towardsresearch projects or student programmes, which supports the reduction of costs due to

Part I : Quality of Internationalisation 51the fact that not all universities are able to support research in all research fields (e.g.in-memory computing, medicine or renewable energy). By sharing resources such aslecturers or students, universities will be able to fulfil the aims of educating studentsin all necessary technologies and research fields without providing for all researchfields at the own institution. The motivation of participation by personnel has to bestrengthened by reducing administrative overheads and supporting communication toallow the internationalisation of studies. The green rectangle joins the internal and externalguidelines for quality assurance found in Austrian Federal Ministry of Scienceand Research (2007) with the recommendations and survey results in Brandenburg etal. (2008).Figure 2: European standards for quality assurance adopted to the scope of international cooperationSource: cf. (Brandenburg et al., 2008; European Association for Quality Assurance in HigherEducation, 2005)

52Guide of Good Practices TEMPUS CORINTHIAMThe Bologna Process and its importance for quality assessmentin international cooperationAs described by the European Union in Austrian Federal Ministry of Science andResearch (2007), “the overarching aim of the Bologna Process is to create a EuropeanHigher Education Area (EHEA) that promotes mobility; attracts students and stafffrom Europe as well as from other parts of the world; and is internationally competitive”.Along with the facilitation of a higher comparability and compatibility between thedifferent actors in the field of higher education, this should be achieved by enhancingthe general quality of the institutions across Europe. Mostly known for its objective ofstructuring the higher education in Europe to a three-level system (Bachelor/Master/PhD), the Bologna Process also actuates the institutions of all participating countriesto develop national qualification frameworks. These frameworks describe the connectionof the different education systems and specify the qualifications, the content, andgoals of each qualification and the possibilities to move on to the next qualificationlevel. The improvements on national levels, e.g. the more structured composition of afield of study, allow not only international but also an easier and more straightforwardexchange for students. There are also several benefits for the selection and quality assessmentof international partners. With a completed or at least advanced implementationof the Bologna Process, the information in each partners’ higher education areais improved. The competitiveness as well as comparisons are achieved much moreeasily, allowing the selection of partners to be more detailed, as more information onthe general field of study can be communicated. Also, different national qualificationscan be compared and reviewed more easily, allowing a strengthened cooperation andmore structured selection processes. And because quality assurance is an importantactivity connected to quality assessment, the Bologna Process focuses on describingthis activity as well.Combining all policies, on-going review processes, and further actions intended “[...]to ensure, that institutions, programmes and qualifications meet specified standardsof education, scholarship and infrastructure” (cf. Austrian Federal Ministry of Scienceand Research, 2007) under the scope of quality assurance, this activity heavilyrelies on the integration and engagement of all stakeholders. The target is the ongoingand steady enhancement of quality in higher education. To support this development,the European Standards and Guidelines (ESG), fully titled as the Standards andGuidelines for Quality Assurance in the European Higher Education Area, address theeducational institutions as well as the agencies to provide guidance in the process ofquality assurance. Furthermore, the European Quality Assurance Register for HigherEducation (EQAR) which was implemented in 2008 can be used to find correspondingagencies. Operating in compliance with the ESG and the appropriate nationallegal provisions, the selection of agencies is part of the process to increase the trustand transparency relating to activities of quality assurance.

Part I : Quality of Internationalisation 53The current development focuses on the extension of general concepts concerningquality within a “quality culture” described by Gvarmadze (Gvarmadze, 2008). Theshift from the quality assurance approach to a more culture-oriented approach movesthe focus towards quality enhancement in the sense of contextual activities. Also, theenhancement of quality aspects becomes a primary responsibility of the institutionsand their stakeholders.As quality assessment is an important task in the development of future projects, theon-going activities in the field of quality assurance and the trends regarding the developmentof a quality culture strengthen the importance of these tasks in the processof partner selection. With the specified information from quality assessment, futurepartners for research and education projects as well as future project partners on apersonal level can be assessed in a more detailed and systematic way than before.With the development of the Bologna Process, much of the information generated orneeded in the process of quality assurance can be reused and implemented in qualityassessment tasks.Selection of partners and participantsPartner selection is a critical task which should not be underestimated in internationalcooperation in higher education. The criteria of cost, market, resource, risk, time,communication, emotion, and the size of partner have to be taken in considerationwithin any selection process. In Glaister and Buckley (Glaister & Buckley, 1997),six hypotheses for a partner selection with a focus on industry cooperation are statedwhich could possibly enrich the criteria mentioned above.The hypothesis “H1. The relative importance of the selection criteria will vary withthe nationality of the foreign partner” (Glaister & Buckley, 1997, p. 202) to enrichthe criterion of market cannot be supported from the analysis done in the Glaister andBuckley survey already mentioned. The variance between factors are minimal, so H1was rejected in this paper, although the market criteria also consists of the differentlevels of cooperation, e.g. undergraduate, graduate and post-graduate levels, and alsothe different possible research fields. This allows the statement that the market has tobe considered in the partner selection process. The sixth hypothesis “H6. The relativeimportance of the selection criteria will vary with relative partner size” (Glaister& Buckley, 1997, p. 203) cannot be verified in the survey. In summary, the hypothesismentioned in Glaister & Buckley (1997, p. 202) cannot be used to enrich the criterionof quality assessment in international cooperation in higher education.The partner selection from a political viewpoint for ventures is shown in Shenkar andYan (Shenkar & Yan, 2002), which accentuates that external factors towards ventureshave to be considered. Environmental forces can be a factor in any cooperation, asshown in Figure 3. The mentioned factors can be adopted towards the topic of inter-

54Guide of Good Practices TEMPUS CORINTHIAMnational cooperation in higher education, except for factors such as the total cost ofownership, return on investment, or other financial factors which have to be consideredfor ventures. The external influence towards an international cooperation due toenvironmental forces will influence the market, cost, and resource factors. Currently,the council regulations of the European Union No 36/2012 (European Union, 2012)could have an influence on an international cooperation in higher education in theresearch field of petroleum and gas engineering due to restrictions in drilling software(e.g. collecting seismic or electromagnetic data) and hardware (e.g. drilling equipmentsuch as drill bits or wellheads).Figure 3 shows that any unsuccessful cooperation will go through five phases: preformation,formation, post-formation, crisis, and decline and termination. To avoidsuch an outcome, the external factors (especially environmental forces such as laws),should be taken into account for international cooperation.Figure 3: A political process model of international cooperation ventures failuresSource: (Shenkar & Yan, 2002, p. 595)An example of international cooperation under the scope ofbologna – CIBElESThe project CIBElES - Curriculum Invoking Bologna-aligned Education leading toreform in Environmental Studies - aims at professionalizing higher education. Thisproject can be seen as an example of an international cooperation in higher educationwith Bachelor, Master and Phd tracks of study which are addressed in 42 universities

Part I : Quality of Internationalisation 55in the focus of environmental studies. The selection of partners and the combining ofindividual aims require a well-structured communication.The partners were selected from European Union and Central Asia research institutesto create an exchange of knowledge and personnel to reduce costs and resources. Theproject will foster the education of future managers and specialists to strengthen theeconomy of each of the thirteen participating countries. The aims of each partner haveto be taken into consideration, and the administrative workload should be reduced byaligning forms for exchanging administrative staff members, researchers and students.The CIBELES project started in October 2010 and will end in October 2013 with theaim to reform the Bachelor level in forestry, industrial safety, and water and soil environmentalscience, and will create a Masters in environmental protection as well as21 doctoral schools in Central Asia. To do this, around 120 lecturers will be assignedto the project to share knowledge and improve training skills. The modernisation ofcurricula in academic disciplines were identified by the selected partner countries andthe European Union with the idea of EHEA as the main priority of CIBELES. To createa convergence between degrees and lectures, the European Credit Transfer System(ECTS), the three cycle system, and the recognition of degrees should be implementedwithin all participating universities to support the mobility of involved personal.The project is structured into eight work packages (WP) in which WP1 to WP4 focuson the development of an analytical and implementation phase in generating a curriculum,developing the doctoral schools, and a pilot project with 450 Bachelor and180 Master students. WP5 and WP6 are oriented towards a dissemination strategy andsustainability campaign to ensure the continuation of implemented processes. WP7 isoriented towards quality control, and WP8 includes activities in project management.Quality assessment and quality assurance inside of the CIBELES project is being providedby a detailed quality plan, which is centred in WP7 - Quality Plan.The first level of quality assurance will be conducted by an internal evaluation. Eachfield of study (forestry, industrial safety, water and soil environment sciences as wellas environmental protection and quality management) will be assessed by a different,internal evaluator from the project committee.In addition to this result validation, additional members of the consortium (e.g. nationalagencies and private companies or NGOs) of the developing countries will assistin the consultation of the development of the curricula. The development of newcurricula will be accomplished via a peer review principle out of the consortium. Inaddition, reports will be delivered to all connected partners and ministries of educationwith additional conclusions and recommendations. With this external evaluation,it will be possible to allow the measurement of differences between the proposed curriculaand the development within the individual fields of study.

56Guide of Good Practices TEMPUS CORINTHIAMConclusionsQuality assessment in international cooperation, as well as in industrial and highereducation sectors, is a key task which should not be underestimated. The selectionprocess of partners and participants when beginning projects is another critical task.Through the Bologna Process some of the required information for quality assurancecan be used to assess the overall quality of a possible project partner. Also, thedevelopment to create a comparable and transparent model for all three levels ofstudies (Bachelor/Master/PhD) will help with the overall quality assessment. Morecomparable partners, more structured definitions of qualifications, and improved andstandardised development processes are continually raising the overall level of qualityneeded for international cooperation. Quality assessment, a cross-divisional function,will support all aims within the selection of partners and participants in the process.ReferencesAustrian Federal Ministry of Science and Research (2007). The European HigherEducation Area, from http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Bologna_ booklet.pdf.Barnett, R. A. (1987). The maintenance of quality in the public sector of UK highereducation. Higher Education, 16(3), 279–301.Brandenburg, U., Höllermann, P., & Lipp, D. (2008). The laws of attraction: Erfolgsfaktorenin internationalen Hochschulkooperationen, from Centrum für HochschulentwicklungGmbH: http://www.wissenschaftsmanagement-online.de/converis/artikel/796.European Association for Quality Assurance in Higher Education (2005). Standardsand Guidelines for Quality Assurance in the European Higher Education Area,from European Association for Quality Assurance in Higher Education: .European Commission (2003). The ‘ERA-NET’ Scheme: Supporting cooperation &coordination of national or regional research programmes.European Union (Ed.) (2012). COUNCIL REGULATION (EU) No 36/2012: Concerningrestrictive measures in view of the situation in Syria and repealingRegulation (EU) No 442/2011.Glaister, K. W., & Buckley, P. J. (1997). Task-related and Partner-related SelectionCriteria in UK International Joint Ventures. British Journal of Management,8(3), 199–222.Green, D. M. (1994). What is quality in higher education? Buckingham England,Bristol, PA, USA: Society for Research into Higher Education & Open UniversityPress.

Part I : Quality of Internationalisation 57Gvarmadze, I. (2008). From Quality Assurance to Quality Enhancement in the EuropeanHigher Education Area. European Journal of Education, 43(4), 443–455.Harvey, L., & Green, D. (1993). Defining Quality: Assessment & Evaluation in HigherEducation. Assessment & Evaluation in Higher Education, 18(1), 9–34.Harvey, M. G., & Lusch, R. F. (1995). A systematic assessment of potential internationalstrategic alliance partners. International Business Review, 4(2), 195–212.Publications Office of the European Union (2009). International cooperation, fromhttp://cordis.europa.eu/fp7/capacities/international-cooperation_en.html.Shenkar, O., & Yan, A. (2002). Failure as a Consequence of Partner Politics: Learningfrom the Life and Death of an International Cooperative Venture. HumanRelations, 55(5), 565–601.van Vught, F. A., & Westerheijden, D. F. (1994). Towards a general model of qualityassessment in higher education. Higher Education, 28(3), 355–371.Varis, J., Kuivalainen, O., & Saarenketo, S. (2005). Partner Selection for InternationalMarketing and Distribution in Corporate New Ventures. Journal of InternationalEntrepreneurship, 3(1), 19–36.

Part I : Quality of Internationalization59SummaryChapter 4Quality of InternationalisationSamira BarghouthiThis chapter discusses some of the challenges of ensuring quality in internationalisation,and provides a framework of main projects that could be used in designing andreviewing strategies and policies. Analysis of actual implemented programmes is presentedas a case study from Palestine. This chapter also presents Internationalisation,a unique practical tool for institutional leaders and managers who wish to develop theinternational dimension of their programmes and services.We would like to think that the utmost component in a successful quality assuranceprocess is attained via a strong local platform. In fact, such a system requires the addedvalue of ‘quality assurance,’ so obtaining internationalisation means discovering itfirst on a local level and ensuring its quality. Quality in this specific field is a slipperyterm. Previously, one could evaluate the quality of a programme where there wouldbe some qualitative measurements to set up a baseline for strategy and the vision(s)of the institution. At AlQuds University we are less than twenty years old and stillgrowing on the national level. Because of this and the lack of data on internationalisationin the oPt, we decided to at least establish some parameters that should be usedto benchmark the process and establish grounds for qualitative evaluation of quality.“Since countries of the south had never asked questions about Internationalisation orquality of internationalisation. So the challenge ahead is trying to catch up with countriesthat are decades ahead in establishing infrastructures and thus the question of,Should we take on board all the systems’ differences and find solutions for compatibility?Indeed, ‘Internationalisation is the process of planning and implementing projects, sothat they can be easily converted for use in different regions.The process has been so far taken for granted such as ‘Internationalisation of highereducation is the process of integrating an international/intercultural dimension intothe teaching, research and service functions of the institution.’ In that sense ‘this defi-

60Guide of Good Practices TEMPUS CORINTHIAMnition understands internationalisation as a process, as a response to globalization . . .and as such including both international and local elements” (Knight 2003).Components of Internationalisation:• Interdependent institutions.• Process of interdependence and inter-institutional cooperation.• Elements of systems preserve national specific features.• Automatic regulation of the system and self-sufficiency.• In-service of humanity.The main rationale for internationalisation is the recognition of diplomas and degreesabroad; improvement of educational quality; equal partnership on the global level(higher educational institutions, scholars, research teams, faculties, students, etc.);equal participation of higher education institutions in the world educational arena(education, research, debates); participation in the development of the global educators’community; better adjustment to the market economy in a new political andeconomic environment; learning from the international experience; and provision ofbetter opportunities.Quality Higher Education Internationalisation:This process should take factors into consideration such as the best world educationalstandards and equal employment opportunities.Principles:1. Logic of necessity of internationalisation; assurance of permanent internationalisationand its continuity is the logic of necessity as a continuous process.Therefore, our determination/intention should be consolidated by logicalreasons, so that it can be recognised by all partners and be very effective.2. Spreading social and economic conditions, which to some extent we ignoredbefore the determination. The term of a complete internationalisation has tobe linked to the term of the real qualification and promotion of other linkedsectors, especially the social and the economic sectors. Both terms shouldalso be parallel with the cultural productive context. In a manner of speaking,we cannot “dig up” any construction without doing “landscaping” first. Akey question remains: How can we internationalise in authoritarian regimes,in societies suffering from hunger and poverty and that are distinguished byilliteracy?

Part I : Quality of Internationalisation 613. Institutional interdependence: every institution can act autonomously, but atthe same time this autonomy should be based on the interdependence and theinter-linkage between national and international institutions. The interdependenceof system elements based on the autonomy of governance is essential.Actors decide together after interaction and debate, and even at another laterstage whether they should not think about realizing collective governance.All of this leads to globalisation. The system ultimately depends on relationshipsbetween institutions.4. The positive rational secularity engagement. This is not an abstract concern,but is done only to draw attention to the complexity of the process wheneverwe do not think scientifically and objectively. One of the central axes in internationalisationis to set aside any pre-existing notions of colour, identityand belief.Internationalisation entirely depends on how main actors in higher educationdescribe and develop the system and how experts consider what peoplelargely expect to be realized at different various levels. The concept of internationalisationand ways of realisation may develop concerning the principles,components and bases, and even accessibility. In some countries thedomains of higher education and scientific fields may be characterised bythe impenetrability of others’ experiences and thinking, so experts have anumber of serious problems with which to contend. At the very least, the realchallenge will be how to change cultural aspects and achieve a fundamentalshift (Touhami 2009).International Projects:Types of Projects:1. Construction2. Renovations3. Community4. Research5. Education and higher educationSources of Funding:1. Local partners2. Government funding3. European4. American5. Others

62Guide of Good Practices TEMPUS CORINTHIAMComponents of implementation of internationalisation:1. Methods and Practices of Community-Based Research and Creative Activities2. Translational Science and the Diffusion of Innovation3. Globalisation and International Engagement4. Technologies as Tools for Engagement5. leadership and Professional Development for Engaged ScholarshipEvaluation and Quality using a simplified score card approach:The programme of Internationalisation at AlQuds University is evaluated based on thelisted level as achieved per certain checklists. Note that AlQuds University was establishedonly in 1995 as a comprehensive university. It is thus a very young universitywith a very recent implementation of the process of programme internationalisation.A total cumulative point on all components of international programmes is 104 out of200 points, which places quality at 52% of the possible achievable goals. The mainreason for this percentage is the very limited financial resources for the institution, aswell as the challenging economy for both students and faculty.The term “programme” refers to the academic programmes at the university in termsof internationalisation.Mission: (2/5)The mission and vision of the programme contain an international dimension,but this is not based on a profound insight into the international market and theprogramme position on this market. The programme has no internationalisationstrategy, but there is possibly an annual plan for internationalisation. The resourcesfor internationalisation activities are limited and not constant.Tasks: (3/5)The programme has appointed an internationalisation coordinator responsible forthe (coordination of the) execution and evaluation of the internationalisation activitiesplanned. This coordinator consults with the university’s academic departmentson a regular basis. The authorities of this coordinator have not yet beendefined.

Part I : Quality of Internationalisation 63Networking: (2/5)The few foreign partnerships the programme has grew historically or originatedthrough personal contacts. New partnerships have come into existence largelythrough coincidence.Accreditation: (1/5)The programme is accredited by a national accreditation body with no internationalrecognition. The programme has a low ranking on the national market.Monitoring of Programme: (1/5)The programme does not use the ‘checklists programme internationalisation’ tocontinuously monitor and improve the quality of its international activities anddoesn’t intend to use it in the short term.Checklist Mobility and Exchange: (1/5)The programme does not use the ‘checklists programme internationalisation’ tocontinuously monitor and improve the quality of its international activities anddoesn’t intend to use it in the short term.Mobility and Exchange: (11/20)(4/5)The programme possesses a substantial amount of bilateral agreements withforeign partners in a limited number of countries. These countries and partnerswere chosen based on relevance for the programme and students wishes. Theprogramme does not evaluate the students’ exchange wishes.(2/5)The programme allows its students to complete part of their study programmeabroad, but has no bilateral agreements. Students have to arrange for their studyabroad experience themselves.

64Guide of Good Practices TEMPUS CORINTHIAMWork placement as a rule takes place ‘at home’, but there are/have been few studentswho have done their work placement abroad.(2/5)The programme refers students who want to complete part of their programmeabroad to the university’s International Office. The programme has no policy orprocedures regarding student mobility, but follows the procedures of the InternationalOffice. The programme does not keep track of how many students goabroad for their studies.(3/5)The programme receives foreign students on a regular basis for a semester or ayear. The programme does not always succeed in receiving as many students as itsends out (frequently there are substantially more or less incoming students thanthere are outgoing ones).Faculty: (25/40)(3/5)A substantial portion of the faculty has international experience or background.(4/5)The programme receives guest lecturers/speakers from abroad on a regular basis.On occasion these lecturers/speakers collaborate with faculty from the programme.(3/5)About half of the faculty is capable of teaching in English.(2/5)The programme provides limited opportunity for a few of its faculty (the sameones every time) to teach abroad.

Part I : Quality of Internationalisation 65(4/5)Most faculties participate in relevant international networks, conferences, (research)projects or publications.(3/5)The faculty has been trained in ‘culturally inclusive pedagogy’. A substantial portionof them consciously take the needs, learning styles and perspectives of all thestudents (including culturally diverse ones) into consideration in their teachingand assessment methods.(3/5)Teachers of the key subject areas have insight into the international aspects oftheir subjects and approach the subjects from an international perspective.(3/5)Several of the staff (coaches, intercultural communication, cross-cultural management,student administration etc.) are cross-culturally competent.Students: (7/15)(2/5)International students are a minority within the programme. They represent a limitedamount of nationalities and cultural backgrounds. No special attention is paidto the intercultural exchange between the various nationalities and cultures in thegroup.(3/5)Some courses are offered in English. The programme participates in a few exchangeprogrammes with foreign partners, which generate a modest inflow offoreign students every year.

66Guide of Good Practices TEMPUS CORINTHIAM(2/5)The programme allows students to participate in international projects, but doesnot facilitate these in terms of credit, support, etc.Research: (10/15)(4/5)Active participation in international conferences and broadly sharing any gains isexpected of all staff and faculty.(3/5)International publications are regularly used. Faculty also actively encouragesstudents to use international publications.(3/5)The programme participates in international research projects on a regular basis.Each year it offers students and faculty the opportunity to get involved.Curriculum Content: (20/35)(3/5)Some learning objectives are explicitly aimed at international or intercultural issues.(3/5)The programme has a reasonably clear understanding of the international andcross-cultural skills/competence required by the national and/or international professionalfield. It also has embedded a logical setup of international and cross-culturalelements in the curriculum and assessments. These are partially integrated inthe programme and partially separate.

Part I : Quality of Internationalisation 67(3/5)Part of the curriculum provides an extended international/global scope.(3/5)The teaching materials contribute somewhat to the development of an internationalperspective.(3/5)National as well as international materials (publications, case studies, journals)are used.(3/5)The programme is mainly offered in the national language. Some subjects aretaught in English.(2/5)The assessment of work placements, dissertations and studies abroad is strictlybased on content. The extent to which the students develop international andcross-cultural competence during his/her experience is not part of the assessmentor evaluation.Curriculum-Pedagogy: (8/20)(2/5)Subjects are seldom or irregularly studied from several national perspectives.(2/5)Wherever faculty or students have international experience, this is seldom usedfunctionally.

68Guide of Good Practices TEMPUS CORINTHIAM(2/5)Most teaching and assessment methods were chosen without consciously takinginto account foreign students’ needs, learning styles and perspectives.(2/5)Attention is seldom paid to the social integration or intercultural learning throughauthentic intercultural interaction.Curriculum-Facilities: (11/20)(3/5)The programme has a complete set of information available in English for externaluse. Most of the information for internal use is also available in English, butis not easy to find.(2/5)The programme works with several preferred providers of temporary accommodationand refers incoming exchange students and faculty to them.(3/5)A substantial portion of the non-teaching staff has sufficient command of theEnglish language to respond both orally and in writing to requests and questions.(3/5)The programme, in collaboration with the International Office, periodically providesits students with information regarding scholarships for study and workplacements abroad. The programme has a checklist for students who want to goabroad, listing everything they need to arrange prior to leaving (visa, insurance,accommodation etc.). Foreign students interested in doing one of the programme’sstudy abroad courses receive a set of information regarding scholarships, visa, insuranceetc. and are referred to the International Office if they have any questions.

Part I : Quality of Internationalisation 69International Development and Outreach: (2/5)The programme offers its students the opportunity to participate in internationaldevelopment and outreach projects as part of their extra-curricular activities. Theprogramme informs the students about these possibilities.References:Knight, J. 2003. Internationalization of higher education, practices and priorities. i auSurvey Report.Touhami Abdouli, 2009. Higher Education Internationalization and Quality Assurancein North–South Cooperation, University of Sousse, Tunisia

Part I : Quality of Internationalisation 71Chapter 5Student Empowerment within theIDC Student UnionEric ZimmermannThe IDC Student Union is an apolitical organisation that works and operates for theprotection and representation of all students on campus. The student union is an autonomousbody, a legal entity, making decisions independently from the IDC. It focuseson academic support, welfare aid, social events, and international and communityinvolvement. In many ways, the student union can be considered the ‘backbone’ ofstudent affairs on campus.The IDC student union handles many topics or concerns that are in many ways uniqueto Israeli student life and to the IDC. For example, a large percentage of the studentbody is actively serving in the Israeli Defence Forces. We offer academic assistance(private tutoring by students and IDC staff members), legal assistance regarding server’srights, social benefits such as internet stick, to help stay connected during theserving time – time might last up to 45 days, and much more.Another challenge faced by the student union is the integration between local Israelistudents and international students. Unique to the IDC is the fact it has an internationalschool within campus with over 1500 international students, most of themspeak very little Hebrew and are limited in their knowledge of local culture. Underthe logo “your home away from home”, The Student Union works to strengthen tiesbetween international students studying at the Raphael Recanati International Schooland Israeli students.The student union attempts to assist International students with culture shock involvedwith moving into a new country. A special student union comity, elected by students ofthe international school solely is responsible for every need. The comity offers advisorsspecializing in practical information about daily life in Israel (such as Discountson municipal taxes for flat renters in Herzliya).Every student union event is held both in Hebrew and in English. We host many programmesinvolving Israeli and foreign students: weekly Friday night dinners, holiday

72Guide of Good Practices TEMPUS CORINTHIAMhosting (such as Passover and Rosh Hashanah) and trips to the north and south ofIsrael.Once a year we arrange “Israel week” which exposers the foreign students to Israel’sculture, food and foreign relations and allows them to express their opinions.Even though the student union aspires to improve the daily needs of the students,it also aspires to deal with larger issues such as environment, quality of academicstudies and connections with international academic institutes and organisations. TheStudent Union encourages social awareness and contribution to the community bothlocally and nationally. A large component of the activity of the Student Union is toprovide a platform for students to start their own projects and contribute their ownideas for events and extra-curricular activities. Every idea suggested by a student isdeeply examined and very often given the support and budget to accomplish it.“Student empowerment” is of highest importance and is reflected through the studentunion the following ways:Academic Advancement: The Student Union cooperates on an ongoing basis withcampus institutions handling student affairs and strives for continual development andimprovement in this arena. The chairman of the student union is an active member ofthe deans’ forum, the highest academic body on campus and holds weekly meetingswith the deans of faculties.The Student Union offers enrichment courses and tutorials and operates a studentlibrary.Students’ Welfare: With the aim of improving the student body in all areas connecteddirectly and indirectly to their studies, the Student Union provides useful servicessuch as: monitoring cafeteria prices, raising scholarship funds, organizing reductionsin municipal taxes, helping students to find jobs, improving public transportation, andcontinually searching for discounts and benefits for students. The Student Union’soffice also provides office supply services, such as binding, faxing and scanning, tostudents at a reduced rate.Culture: The Student Union seeks to enrich the cultural life of campus by organizingsocial activities such as events, fairs, and discounted vacations for students andtheir peers. The union also arranges hiking trips, sports events, discounted tickets toconcerts, plays and cultural events, etc. The most popular productions organised bythe student union are the annual trip to Eilat (a popular resort city in the southernmostpoint of Israel) and “Student Day,” (Yom Hastudent), a full evening of concerts whichis free-of-charge for IDC student union members. The Student Union also publishesFusion, the student magazine at IDC Herzliya.

Part I : Quality of Internationalisation 73Community Service: One of the Student Union’s main objectives is our contributionto the community and to society at large. The student union organises, initiates, andencourages numerous volunteer activities through various organisations. Activitiesinclude: legal assistance to those in financial distress; blood donation drives; thecollection of food, clothing and other necessities for the needy; and promotingenvironmental awareness on campus.External Relations and Ties with the International School: The Student Unionarranges several of delegations abroad each year, including the “March of the Living”to Poland along with various student exchange delegations to China, the EuropeanUnion, and more.The Student Union also contributes to various student initiatives such as the ModelUnited Nations, the IDC Herzliya Dance Group, the IDC Herzliya musical group,“Bursting the Bubble” and more.International Affairs: The Student Union works closely with the “Birthright Israel”organisation, inspiring to discover Israel to Jewish youth around the globe by fundingtrips to Israel. We send dozens of army graduate students to accompany Birthright delegationsaround the country, to explain about Israel and the IDC. This also promotessocial and cultural ties between IDC students and other students around the world.Academically, the student union organises twice a year conference regarding advanceddegrees opportunities abroad. We also take an active role in several TEMPUSprojects and have the luck to be actively taken into consideration on decisions andprocesses by the IDC intuition.Ensuring quality work is a crucial part of our job. The student union work is regulatedby Regulations and bound to the boundaries set. The regulations may change onlyby a council vote. The regulations are sent to every student at the beginning of eachacademic year and published on the website.We aspire to maintain constant connection with the students. Every class vote andchoose its representative and all the representatives constitute the council. Everyclaim or suggestion is given the council’s full attention. On top of the representatives,coordinators are nominated by a tender (welfare, coordinator, foreign affair, reserves,etc.) the coordinators are not part of the council since they are not directly elected bythe students.The International School is represented by a committee (nominating its own chairman)geared to cater to the special requirements of international students.Generally, the student union representatives are voluntaries. They may receive payment,but only if they match the criteria in the Regulations.

74Guide of Good Practices TEMPUS CORINTHIAMQuality work is ensured foremost by transparency. Every decision is taken democraticallyby the union’s council and published on the website.An external audit committee is supervising the union’s financial decisions and reportsand required to report her conclusions to the council. The audit committee is requiredto attend every council meeting.The Student Union’s website features information about its goals and activities, aswell as about various benefits for students. In addition, the website includes comprehensivestudy material from previous years, a database of exams and answers, andannouncements about its activities and enrichment courses, among other information.For additional information, see: myidc.org.il.To conclude, the student union is responsible for representing students, ensuring theirrights and safeguarded and advancing student interests both on and off campus.The Student Union stands behind equal opportunities and aims to make the studentpopulation an active and influential participant in Israeli society.We understand that in order to face our challenges and meet our goals we must ensurequality of work through democracy, transparency, ensuring equal rights and constantcriticism of our own work. We inspire to ensure quality services to the IDC studentsand to always improve.

Part I : Quality of Internationalisation 75Chapter 6Internationalisation @ IDC HerzliyaA look at Quality-Assurance PracticesEric ZimmermannThe Interdisciplinary Center Herzliya is Israel’s first privately funded fullyaccreditedinstitution of higher education with a broad range of undergraduate andgraduate programmes. Since its founding in 1994, the IDC has been an academicavant-garde – at the forefront of constitutional and governmental reconstruction, economicgrowth, re-evaluation of Israel’s strategy and polices of foreign relations, aswell as the country’s social and moral agenda. The IDC is unique in its research andeducational methods, which are based on an interdisciplinary approach, combininginformation technology and global markets. IDC combines theory with real worldexperience, providing its students with skills of the highest level. Rooted in the twinconcepts of individual freedom and responsibility, the IDC emphasises student’s entrepreneurshipand leadership alongside strong commitment to community service. AtIDC, internationally renowned experts on new media explore the impact of changingtechnology on man and society. The faculty members are engaged in many researchprojects on a wide-range of topics, supported by local and international sponsors. Itsacademic programme reflects the central role media play both in society and in theindividual’s well-being.According to the vision of the Founding President – Prof. Uriel Reichman, IDC Herzliyawas established in 1994 to be a university that will cultivate freedom of thought,research, and self-realisation.The impact of IDC Herzliya is increasingly felt at home and abroad. Most of ourcontributions are from local Israeli philanthropists. There is considerable ongoing engagementof the Israel business elite in IDC Herzliya. This is a clear and significantindication of our importance and impact.IDC Herzliya is unique in its educational methods, which are based on an interdisciplinaryapproach, teaching of information technology and global markets. We combinetheory with real world experience and provide our students with proficiencies.Our basic outlook, which is rooted in the twin concepts of individual freedom and

76Guide of Good Practices TEMPUS CORINTHIAMresponsibility, emphasises student entrepreneurship and leadership alongside commitmentto community service.We are a research institution that helps remove the walls of hostility in the MiddleEast by serving students of all races and religions from this region and the rest of theworld. We emphasise, in research and teaching, the importance of development andfree movement in the space that is the cradle of civilisation, and we endeavour to advancethe principles of peace, freedom and dignity for mankind.We have an obligation to the community in which we are located and to its heritage,are sensitive to social justice, and help enrich the educational system as a wholeand pre-college education. At IDC Herzliya, in addition to our rich educational programmesin the social sciences and computer sciences, we deal with constitutionaland governmental reconstruction, economic growth, the reevaluation of Israel’s strategyand policies of foreign relations, as well as the country’s social and moral agenda.We view this as part of our mission in strengthening Israel’s future as a strong democraticnation.Though the School’s main focus is academics, it also provides international studentswith the opportunity to learn about Israel and the Middle East first-hand and experienceIsrael as Israelis do. International students learn side by side with their Israelipeers and are involved in all aspects of campus life, from the Student Union and volunteerprojects to sports and debate teams. The School offers an extensive extracurricularprogramme that takes students beyond the borders of the IDC Herzliya campusand acquaints them with the long, rich history and diversity of Israel.Our world-renowned research institutes include:−−−−−−−The International Institute for Counter-Terrorism (headed by Dr. Boaz Ganor)The Institute for Policy & Strategy - Herzliya Conference (headed by Gen.(res.) Danny Rothschild)The Rothschild Caesarea Center for Capital Markets & Financial RiskManagement (headed by Prof. Jacob Boudoukh)The Global Research Center in International Affairs (headed by Prof. BarryRubin)The Center for European Studies (headed by Ambassador Avi Primor)The Bezeq International Research Center of the Psychology of Internet Use(headed by Dr. Yair Amichai-Hamburger)The Asper Institute for New Media Diplomacy (headed by Dr. NoamLemelshtrich-Latar, Dean)

Part I : Quality of Internationalisation 77IDC Herzliya is comprised of 8 academic Schools:−−−−−−−−Radzyner School of LawArison School of BusinessEfi Arazi School of Computer ScienceLauder School of Government, Diplomacy, and StrategySammy Ofer School of CommunicationsSchool of PsychologySchool of EconomicsSchool of Sustainability founded by Israel Corp., ICL and ORLThe Raphael Recanati International School provides full-degreeEnglish language academic programmes:MA & MBA Programmes in English− MA In Government− Global MBA− Organisational BehaviourBachelor’s Degree: Minimum 3 years− MA Degree: 1-2 YearsBA Programmes in English:− Business Administration− Government− Communications− Psychology− Computer Science (on an ad-hoc basis)The Raphael Recanati International School at IDC Herzliya prides itself on being thelargest international school in Israel. We have over 1400 international students oncampus, totaling 25% of the student body. We have full-degree seeking students from80+ different countries.InternationalisationIDC Herzliya has made great strides in recent years to become a truly international institution.International partners, cooperation, and mobility programmes have becomecentral to our internationalisation scheme.

78Guide of Good Practices TEMPUS CORINTHIAMOffice of the Academic Secretary:Academic Secretary (Vice-Provost) and Director of Research & InternationalizationWorking together with the President and Provost, I have established the AcademicAffairs, Internationalisation & Research Support Offices with four different core foci– briefly described below. I provide leadership and service to all members of the IDCscholarly community, assisting senior administration in implementing policy and decisionsof the IDC academic and governing committees. The Academic Secretariatadvances the scholarly endeavour at the IDC by promoting an environment that fosterscreativity, collaboration, and community. As such, I serve as an advocate for allIDC community stakeholders interested in identifying, applying for, receiving, andconducting research, and in assisting community members with the stewardship ofresearch funds. The Academic Secretary is also the preserver of continuity and thecarrier of institutional memory in all matters academic. Finally, utilizing good marketingand communication skills but also an excellent understanding of the academic environment,I present a consistent and clear message of IDC’s strengths to our overseaspartners in the highly competitive and complex marketplace of international highereducation, promoting the development of academic and research partnerships abroad.The Office of the Academic Secretary oversees all academic relationships concerninginternational academic affairs and implementation of our internationalisation strategy.Our office is responsible for:• Development and execution of IDC’s internalization strategy• Negotiation and implementation of bilateral agreements with otherinstitutions.• Support university faculty and staff in the development of overseas initiatives.• To expand the international experiences of IDC students, faculty and staff• Arranging programmes and meetings to enhance the international dimensionof IDC• Advise and support the needs and requirements of incoming and outgoingexchange students, international faculty and staff• Coordination of academic mobility (incoming and outgoing) from IDC,including student exchanges.Academic ManagementCoordinating the development and submission of academic programme requests tothe Government of Israel and donor prospects

Part I : Quality of Internationalisation 79• Managing the development and expansion of new academic programmes• Authorizing diplomas and certificates• Administering efforts to harmonise diplomas, establishing faculty-levelEnglish-language controls, ensuring compliance with government regulationsand IDC bylaws• Managing all permanent and ad-hoc IDC academic committees - including theIRB, and work processes –including performance, tenure and promotion review• Preparing strategic plans and progress reports• Leading institutional effort to incorporate technology in the educationalprocesses• Monitoring changing trends in the international higher education community• Liaison to the Council for Higher Education, Israel – the national regulatoryagency for higher education• Work with international accreditation agencies• Establishing autorisation process to become official TOEFL facilityInternationalization• Brokering the development and advancement of strategic partnerships withinstitutions abroad and foreign governments• Developing a coherent unified strategy for taking IDC Herzliya to a newlevel of prominence in international scholarship• Implementing, promoting, and assessing internationalisation initiatives• Driving the IDC Study Abroad mission with an emphasis on student andfaculty exchange programmes• Managing all communications activity at an operational level before, duringand after signing of a Memorandum of Agreement• Raising the profile and capacity of IDC Herzliya by engaging withorganisations that further international education• Initiator of and partner to multi-national project of the European Commissionto develop international relations offices and adopt European standards andbest practices; another to foster English-language instruction at institutionsof higher educationResearch Administration• Overseeing and directing all aspects of the research support office, includingproviding supervision for all staff - hiring, training, supervision andevaluation

80Guide of Good Practices TEMPUS CORINTHIAM• Forging, cultivating and stewarding relationships with funding agencyexecutives; managing on-site visits and audits of funding agencyrepresentatives• Driving competitive fundraising efforts through foundation research andthe analysis and reporting of fund giving; conducting research to identifyfunding opportunities• Developing and implementing internal operating procedures for the team• Delivering guidance and expertise to faculty, department administrators andIDC executives on a wide variety of grants issues• Proposal development – including the development of institutional, nationaland international consortia• Interpreting and communicating agency and university guidelines; reviewingand analyzing proposals for compliance with institutional and sponsorguidelines; authorizing and signing proposals and sub-contracts• Overseeing scientific progress of funded projects and ensuring compliancewith university and agency policies & regulations; working with the financeunit to manage funded grants and projects, ensuring compliance with agencyregulations and sound bookkeeping practices• Administration of Internal Fund for Research• Management of Masaryk Distinguished Chair for visiting Czech scholarsInstitutional Research• Providing data analysis and statistical support to the Provost and President,supporting the evaluation of institutional priorities, activities, andobjectives; collecting, analyzing, and reporting on institutional data foroutcomes assessment and institutional effectiveness at the IDC, faculty anddepartmental level• Leading IDC effort, with the Chief Information Officer, Head of the IT Unit,Head Librarian, IT Committee and Provost, to develop programmes andprocedures for all aspects of electronic academic and research administration– including the development of an open access institutional repositoryof scholarly output; spearheading the IDC commitment to maximisinginformation access; designing the academic and research informationsystems -including financial & development oversight; liaising with thecomputer centre teams• Monitoring ranking and assessment trends and processes• Publishing bi-annual section in the major English-language magazine• Conceptualizing and developing quarterly e-publication showcasing researchachievements

Part I : Quality of Internationalisation 81Notable achievements since the office was established in 2007:• Securing $500k donation from Czech Government for Establishment ofMasaryk Distinguished Chair at IDC• Growing competitive research grants and projects from 4 to 70, surpassingannual 10mNIS portfolio – creating a true research atmosphere on campus• Nurturing the internationalisation posture by developing 40+ agreements,increasing bi-directional mobility of students and faculty• Instituting budgeting, monitoring, reporting and manpower polices andprocesses• Increasing patent applications from zero to seven• Developing CRM information system to manage the three offices• Stewarding development of an open-access institutional repository ofscholarly materialOffice of the PresidentOffice of the ProvostOffice of the AcademicSecretary / Office of InternationalAcademic Affairs(non-degree seeking students, internationalmobilities)Raphael Recanati InternationalSchool(Degree-Seeking Students)Deans/DepartmentsPartner Institutions & Cooperation AgreementsIDC Herzliya currently has over 45 exchange programmes with various institutionsaround the world. While this may be a relatively small number in comparison, IDCHerzliya prides itself on having bilateral exchange agreements with some of the finestinstitutions in the world, including:

82Guide of Good Practices TEMPUS CORINTHIAMBrazil• Pontifícia Universidade Católica de Rio de Janiero• Fundação Getúlio VargasBelgium• Université Libre de Bruxelles• Canada• University of Ottawa• St. Francis XavierChina• Tsinghua University• Columbia• CESA: Colegio de Estudios Superiores de AdministraciónCzech Republic• Anglo-American University• Charles University of Prague• Masaryk UniversityFrance• Science Po Aixe• Université Jean Moulin Lyon III• University of ToulouseGermany• Heinrich Heine University• Jacobs Bremen University• Technical University of Darmstadt• Zeppelin UniversityHong Kong• Hong Kong University

Part I : Quality of Internationalisation 83India• NALSAR University of Law• National Law SchoolItaly• International University College of Turin• LUISS Guido Carli University of Rome• University of TrentoKorea• University of Korea• Yonsei UniversityNetherlands• Tilburg UniversityPortugal• Nova School of Business & EconomicsSingapore• Nanyang Technical University• Singapore Management UniversitySpain• Pompeu Fabra University• Carlos III University of MadridTurkey• Koc University• Sabanci UniversityUnited States• Duke University (USA)• Emory University (USA)• Syracuse University (USA)• University of Pennsylvania (USA)

84Guide of Good Practices TEMPUS CORINTHIAM• University of Southern California (USA)• Washington University in St. Louis (USA)Selection of Partner InstitutionsPartner agreements must first be approved by faculty dean of the individual department,in conjunction with the Academic Secretary. Afterwards, the dean must presenthis case to the Dean’s Forum, headed by the Provost. Once an institution is approved,the MOU and exchange agreement then go to the president for signing.Selected partners must meet the following criteria:• Appropriate institutional profiles, accredited by their home country• Ensuring opportunities for mutual benefit• Quality Assurance procedures for teaching collaborations, courses & credittransferMobility Programmes:Within this framework, IDC offers the student exchange programme, which allows aselect group of IDC students to study abroad at partner institutions while continuingto pay tuition to the home institution. Similarly, students from our partner institutionsspend a semester studying at IDC. In the 2011-2012 Academic year, we sent a total of59 students abroad, while in turn 64 students spent a semester or year at IDC. Whilethis only represents a small percentage of the student body, it represents some ofIDC’s finest students.Student Exchange Mobilities1002006-2007502007-20082008-20090Outbound StudentsInbound Students2009-20102010-20112011-2012

Part I : Quality of Internationalisation 85To respond to the growing demand of our internationalisation programmes, IDC hireda ‘student exchange coordinator’ to manage student mobilities, visiting delegations,and international projects.Quality Processes & Student Involvement (Outgoing Students)As opposed to many institutions around the world which have a central “study abroadoffice’ to which students must apply, IDC students must submit an application to theOffice of the Academic Secretary, along with a CV, transcript, and 1-page biographyin English describing why the student wants to participate in the exchange programme.By having the students ‘compete’ for slots in the programme, we ensure thatonly top-quality students are representing IDC abroad.Application Process• Applications are reviewed and ranked by a committee in each school, afterwhich each student is either accepted, waitlisted, or denied.• All students who apply to participate in the student exchange programme areassessed on the following:1. Grades2. English ability, or ability to study in the language of the host institution3. Ability to represent home institution and home country while abroadOnce Accepted• Once a student has been accepted into the programme, it is up to the studentexchange coordinator to be in direct communication with each of the studentsabout where they are going. This includes:1. Verification of enrollment in partner institution2. Visa, health matters3. Helping the student to adjust for his/her time abroad. This includesproviding the student with information about the host institution as wellas the host country. The coordinator also makes sure that the studentswho are going abroad meet eachother before they travel together,but also makes sure that the students who are going abroad meet theexchange students who are being hosted at IDC from the relevant partnerinstitutions.• Academic Matters1. It is up to the student to register for courses abroad and have all coursesapproved for credit transfer by the IDC

86Guide of Good Practices TEMPUS CORINTHIAM2. To this end, we have implemented a ‘learning agreement’ form whichall students must have signed by their department advisor, the academicsecretary in order to have the courses approved for credit transfer. Thecoordinators at the host institution must verify the students’ enrollmentin these courses. Once the transcript is received, the registrar’s officechecks to see that the transcript matches the courses which have beenapproved in the Learning Agreement.While Abroad• The student exchange coordinator remains in contact with the students whileabroadUpon Return• Students who participate in the exchange programme are asked to completean assessment questionnaire upon their return. These surveys are reviewedby the Student Exchange Coordinator, and any issues are brought to theattention of the Academic Secretary to discuss possible solutions• The Student Exchange Coordinator also ensures that the participatingstudents work to promote the student exchange programme and assistincoming students from partner institutions abroadQuality Processes & Student Involvement (Incoming Students)Incoming student applications from partner institutions are handled by the StudentExchange Coordinator in the Office of the Academic Secretary. From the point inwhich the application is received until the student arrives, the Student Exchange Coordinatoris in direct contact with the student in regards to everything from the acceptancepackages, to course registration, to miscellaneous questions regarding visa,health insurance, or cultural fetters. The exchange coordinator also welcomes thestudents upon arrival, and remains an ‘emergency contact’ for all exchange students.To this end, we created a “Student Exchange Pre-Arrival Information Handbook”which to answer many of the student’s questions regarding Course registration, housing,visa, arrival information, and any other question they might have about IDC orcoming to Israel.The student exchange coordinator works also closely with the international school toensure that incoming exchange students are integrated properly with degree-seekinginternational students.

Part I : Quality of Internationalisation 87Head of the RRISRaphael RecanatiInternational SchoolIDC HerzliyaChart belowDirectorAmerican Friends of IDC(New York Office)Office manager AFIDCProject CoordinatorAdmissions Coordinatorof North AmericaDirector of StudentAffairsDirector ofInternationalMarketingFinancial AidCoordinator(Scholarships/MASA/FAFSA)AbsorptionCoordinator, Etc.),Aliyah Army, HealthInsurance, Visa)UndergraduateAdmissions OfficeApartmentCoordinatorHead CounsellorsCounsellors (17)Graduate AdmissionsOfficeCounsellors EachCounsellor isresponsible for about25 studentsCoordinator ofCultural and SocialAffairs

88Guide of Good Practices TEMPUS CORINTHIAMThe student exchange coordinator works directly with the Office of Student Affairsin the International School to make sure that exchange students are absorbed with thedegree-seeking students.In the fall semester, exchange students are integrated with first-year degree seekingstudents in the international school for „Orientation Week“, a uniquely designed tomake students‘ transition into IDC Herzliya as smooth as possible. Students spend theweek meeting classmates (both degree and non-degree seeking), faculty and staff. TheIDC also has a select team of student counsellors who accompany exchange and firstyear students throughout orientation week and their time at IDC. Exchange studentsare invited to participate in all social activities of the International School at IDC.In the spring semester (when there are no new degree-seeking students), the StudentExchange Coordinator manages an orientation especially designed for incoming exchangestudents. This is a kind of ‚mini version‘ of orientation week to make sureincoming students meet and get to know each other, as well as introduce them to IDCfaculty, staff, and services.Once the students have arrived, they are absorbed into the international school alongwith degree-seeking students. Within the international school, the framework is setup to meet all of the international student‘s individual needs, including visa, housing,health insurance, course registration, social & cultural affairs, etc. The studentexchange coordinator also works closely with the registrar‘s office to ensure thatexchange students are registered for the proper courses. The exchange coordinatorworks vis-à-vis the international school to ensure the presence of the exchange students,thereby helping to maintain the quality of the mobility programmes at IDC.At the end of the semester, the student exchange coordinator organises a goodbyeevent for students. All students who have participated in the programme are asked tocomplete a similar questionnaire in which they evaluate all aspects (both academicand otherwise) of their semester abroad at the IDC.Implementation of InternationalisationRRIS as an Integral Unit of IDCThe Raphael Recanati International School is central to the internationalisation strategyat IDC Herzliya. All staff and faculty in the international school are expected tohave perfect command of English (both spoken and written), and the majority of thestaff/faculty are fluent in at least two languages, sometimes three or more. Many ofthe administrative staff have immigrated to Israel from abroad, while in turn much ofthe faculty are comprised of Israelis who have studied for their degrees abroad andthen returned to Israel.

Part I : Quality of Internationalisation 89• The International School at IDC Herzliya greatly contributes to the qualityassurance of international mobilities in the following ways:• International School creates a multicultural presence which allows nativestudents to be exposed to the English language and familiarise themselveswith students from all over the world, thus giving them a ‘global perspective’• International school provides full degrees in English and thus enables usto offer a large selection of semester or year-long courses which manyinstitutions are not able to provide due to lack of funding. This also enables usto broaden the scope of courses offered, as well as cover more internationalsubject matter.• Presence of international school ensures that faculty and staff are diverse.Administrative staff of international school ensures that all aspects ofstudents’ needs are tended to; staff are able to adapt to students’ variousneeds, no matter which country the student is coming from.• All signs around campus, emails, notifications, etc. are required to be in bothEnglish & Hebrew• A high percentage of IDC’s faculties have completed their PhD abroad,many in Ivy League schools.International eventsThe IDC hosts many events on campus to foster an international atmosphere for thestudent body and to make sure that both Israeli and international students are involvedin all aspects of campus life. For this, the International School has a “Social& Cultural Affairs Coordinator”, whose job is to specifically coordinate and promotethese events around campus. Some events, such as the Orientation trip, the bike trip,etc., are designed to introduce international students to the countryside of Israel. TheSocial & Cultural Affairs coordinator makes great strives to promote events to bothInternational and Israeli students.IDC also hosts each spring an “International Food Festival” in the main courtyardaround campus, in which students set up booths and promote food & culture fromtheir home countries.Other international happenings around campus include:• Ambassadors club• Debate Team (both in Hebrew & English)• Sports Day• ‘IDC Idol’ (a singing competition based on American Idol)• Misc. events which are organised by students

90Guide of Good Practices TEMPUS CORINTHIAM• International School ‘Social & Cultural Affairs’ Magazine• Etc.Visiting LecturersIn addition to our regular English courses, the IDC hosts several International guestlecturers each year from countries around the world to teach full courses to studentsin English. Course periods can be for as little as one week for up to one full semester.This is especially important in regards to the Law School, since Law is a degree whichis only offered in Hebrew. Examples include courses such as “European Union Law”taught by a visiting professor from the University of Heidelburg and “Human Rightsin China,” taught by a visiting professor from Hong Kong University.Challenges & ObstaclesINCOMING1. General skepticism amongst faculty and administration• Why have student exchange programmes if we already have aninternational school?2. No financial profit• Calendar IssuesCalendars overlap, many students must leave early to start school at home or starttheir internship3. Housing• IDC does not have dorms, but instead we rent apartments from landlordsand sublet them to students until such time when dorms are built.• Since the contracts are signed on a one-year lease, this creates manyissues with students who are coming for short-term programmes4. General space issues in courses5. Course requirements abroad are sometimes different than ours• What happens when a required course for a business student is offeredthrough the communications department, and is off-limits to that student?6. different credit recognition systems (i.e., ECTS credit transfer)7. Who is the priority? Degree students or Exchange students?8. Integration issues between Israeli & foreign students9. Integrating Law exchange students into International School

Part I : Quality of Internationalisation 91OUTGOING1. International students: ‘Why study abroad when I am already abroad?’2. ‘What about my wife, my job, etc.’• Due to the Israeli students are often-times much older than other studentsabroad. Many times they are married, have children, a full-time job, etc.• Age gap: students do not want to live/study with students who aresometimes 5+ years younger than them3. Students do not want to prolong their degree by an extra semester4. FinancesMethods of evaluating quality assuranceStudent evaluation is the most effective method in evaluating quality assurance. Allstudents (both incoming & outgoing) who participate in the exchange programme areasked to complete an assessment questionnaire upon their return. These surveys arereviewed by the Student Exchange Coordinator, and any issues are brought to the attentionof the Academic Secretary to discuss possible solutionsAn increase in student mobilities is another way of evaluating quality assurance. Sinceour first exchange student in 2006, IDC Herzliya has increased student mobilitiesfrom a total of to a total of 123 (2011-2012). These are clear indicators that studentsare overall pleased with the student exchange programme and are thus recommendingus to their fellow students.8060554564594020242502009-2010 2010-2011 2011-2012InboundOutboundAnother quality assurance indicator is the increasing number of institutions who haveexpressed interest in partnership with IDC Herzliya. In 2006 the IDC had 3 signedpartnership agreements, whereas today we now have 45.

92Guide of Good Practices TEMPUS CORINTHIAM50Signed Agreements4540353025201510502006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012Incoming Students by School2009-2010 2011-2012Law 46%Business 42%Psychology 3%Economics 3%Law 27%Business 41%Government 8%Comunications 4%Government 21%Comunications 5%

Part I : Quality of Internationalisation 93Incoming Students by Gender2009-2010 2011-2012Female50%Female50%Female57%Female43%Incoming Students by Region2009-2010 2011-2012Middle East 8%Africa / Middle East 8%Europe 9%NorthAmerica29%Asia 50%Asia 33%USA/Canada22%Europa 43%South America 4%Outgoing Students by School2009-2010 2011-2012CompSci12%Business40%Law18%Law41%Business34%Government 8%CompSci8%Communications9%

94Guide of Good Practices TEMPUS CORINTHIAMOutgoing Students by Region:2009-2010 2011-2012Europe12%Asia 48%NorthAmerica40%Asia 29%USA/Canada27%Europa41%Outgoing Students: International School vs. Regular2011-2012(Data unknown in prior years)RRIS24%Regular76%Contact Information:Interdisciplinary Center Herzliya (IDC)Postal Address: P.O.Box 167,Street Address: Kanfei Nesharim Street, Herzliya 46150, IsraelMain Web Site: http://portal.idc.ac.il/en/main/homepage/Pages/homepage.aspxYouTube Video Channels: http://www.youtube.com/user/IdcIDC Herzliya Main Page: http://www.youtube.com/watch?v=kuyJ0zwDS3oThe RRIS International School: http://www.youtube.com/watch?v=yFVLvdABfMY&feature=related

Part I : Quality of Internationalisation 95Our contact details:Dr. Eric Zimmerman, Academic Secretary & Director of ResearchAnna Hershkowitz, Student Exchange Coordinator

Part I : Quality of Internationalisation 97Chapter 7Self-evaluation as an essential tool of qualityassurance of internationalisationCase study of the qatmi projectBirgit BrunsIn 2009 the “Quality Assurance Tools for the Management of Internationalization”(QATMI) project, financed by the European Commission within the framework ofthe TEMPUS programme, was launched to implement individual internationalisationstrategies and to develop a quality assurance system at eight post-Soviet universities(Taras Shevchenko National University Kiew, Ukraine, Zaporizhzhya National University,Ukraine, Belarusian State University Minsk, Belarus, Volgograd University,Russia, Belgorod National Research University, Russia, Yerevan State University,Armenia, Yerevan State Academy of Fine Arts, Armenia and Baku Slavic University,Azerbaijan).A self-assessment questionnaire based on a portfolio of comparable indicators enabledthe participating universities to make their own vision on internationalisation policyand thereby move the process of internationalisation towards an institutionalised andprofessionalised angle.Quality assurance of internationalisationQuality assurance refers to a planned and systematic process that provide outsidestakeholders with confidence in the quality of a service or product. It can secure funding,lead to improvement of processes or results and produce information for futurestudents and employers. 1Internationalisation is a complex process. It is defined as the process of integratinginternational, intercultural or global dimensions into the objective, function and pro-1 Internationalization and Quality Assurance / Ed. by Adinda van Gaalen. – EAIE Professional DevelopmentSeries for International Educators, 2010. – P. 108.

98Guide of Good Practices TEMPUS CORINTHIAMvision of higher education. 2 Internationalisation requires specific conditions includingaccessibility of the country, language skills of staff or a study schedule flexibleenough to allow both teachers and students to participate in internationalisation activities.Furthermore, it requires particular combination of skills from the many actorsinvolved, namely innovative management, academic coordination and interculturalsensitivity. Finally, internationalisation can be an expensive process due to the factthat physically crossing borders is usually an important part of internationalisation.Quality assurance is essential for staying on top of the internationalisation process andfor reaching institutional goal in a controlled manner. Quality assurance of internationalisationfocuses on internationalisation as the main topic and quality assurance asthe method to improve internationalisation strategies and activities.Quality assurance projectProject backgroundThe TEMPUS project QATMI-144882-TEMPUS-2008-DE-JPGR “Quality AssuranceTools for the Management of Internationalisation” offered some effective toolwhich helped to answer the above mentioned questions positively and hereby to ensurequality assurance of internationalisation for the future perspective.The QATMI project set the overall broader objective to assist universities to strengthentheir strategy of internationalisation policy in compliance with a strategy of qualityassurance and Bologna process. Amongst others the specific project objectives havebeen formulated as gaining understanding of the importance of internationalizationand enhancement of quality culture in eight post-soviet HEIs by December 2011.Research questionsEach phase of internationalisation requires the use of different tools. Since the participatinguniversities were already involved in a range of internationalisation activities,it was helpful to use information derived from the self-evaluation to develop a plan forself-improvement. The evaluation provided the institution with details of:• which internationalisation activities are undertaken• what their ultimate purpose is• what facilities are available to support them• who is involved2 Knight, J. Internationalization Remodeled: Definition, Approaches and Rationales / J. Knight // Journal ofStudies in International Education. 2006. – Vol. 8. – №1.

Part I : Quality of Internationalisation 99Evaluation of internationalisation activities is increasingly undertaken in higher educationinstitutions because knowing where you are going requires knowing whereyou start from. Based on this evaluation the participating institutions could set an applicableinternationalisation strategy. The list of indicators derived from the strategyallowed the universities to draw up the correct procedures and check whether the setobjectives have been reached afterwards.Self-assessment studyThe proposed self-assessment tool helped the universities to get an overview of theirinternationalisation activities and provided them with assistance in improving theirown internationalisation strategy.The format of the self-assessment study contained both qualitative and quantitativeparts which enabled the universities to answer the main research questions on internationalisation.Amongst others the self-assessment questionnaire included thefollowing blocks of issues: international university partnerships, top level managementstructure, structure of international office, academic and administrative staffproficiency in English, English website content, printed materials in English, studentand staff mobility, university resources for internationalisation, quality assurance andevaluation, internationalisation activities etc.As a result of the self-ssessment study performed, the participating institutions gainedthe following benefits:• format of the self-assessment study equipped the universities with a tool forevaluation of how internationalisations activities and service are dealt withand carried out• portfolio of indicators of the self-assessment enabled them to make their ownvision of internationalisation level achieved so far and compare it with thelevel of partner universities involved in the project• self-assessment questionnaire was used to improve the universities’ ownmonitoring of internationalisation process at the faculties and research unitsData collectionThe QATMI self-assessment (1 st Cycle) covered the period of 2004-2008 and wasaimed to identify the level of internationalisation of the participiating institutions forfurther self-development at the start of the project.The data used for the study was extracted from the database of the International Officesand support services like Personnel, Finance and Accounting, Curriculum andEducation, Quality Assurance, Research and Innovations, Student Affairs etc.

100Guide of Good Practices TEMPUS CORINTHIAMAnalysing and interpreting the resultsThe self-assessment study based on the data collected contributed to the universities’awareness of the level of internationalisation, allowed to identify strengths and weaknessesin the internationalisation policy as well as opportunities for future improvement.The gaps in the performance were defined and the current methods, resourcesand practices consequently adjusted.The identified performance gaps in internationalisation process and the targeted ambitionenabled the universities to plan and implement certain activities aimed at improvementof their internationalisation strategy. The self-assessment study (2 nd Cycle)demonstrated what changes have been implemented by the universities and revealed aconsiderable increase of the level of internationalisation in all indicators as the resultof the Individual Work Plan implementation.ConclusionsWhen comparing the numbers of the self-assesment in 1 st Cycle for the period 2004-2008 with the corresponding numbers of 2 nd Cycle of 2009-2010, we see that the levelof internationalisation at all participating institutions has increased since the start ofthe QATMI project.The self-assessment tool of quality assurance can be useful for all HEIs since it isobvious that what is good for today might not be relevant for tomorrow. It is an importantmethod in the toolkit of a university’s top-level management and has alwaysan innovative character. The whole process of self-evaluation and self-improvementshould become an integrated part of quality assurance system and strategic planningat HEIs.RecommendationsA general recommendation to universities who wish to introduce a similar quality assurancetool would be to ensure that they first have an up-to-date database containingall the relevant information. The self-evaluation should be performed according to theguidelines set for by the external experts no less than once in a four or five year period.Finally, in order to make the self-evaluation effective, the leading role in this processshould be taken by the specialists who are directly involved in internationalisationprocess, the results of self-evaluation should be reviewed and discussed by the externalexperts formulating their own recommendations.

Part I : Quality of Internationalisation 101Chapter 8Identifying and defining internationalisationindicators: a case study of the universitysystem in CataloniaSummaryThis chapter aims to present the initiative of the universities in Catalonia throughwhich they arrived to a set of internationalisation and internationality indicators thatdefine each of their universities, and at the same time the overall system. First of allthe chapter presents briefly the university system in Catalonia (one of the seventeenautonomous regions in Spain). Then it sets the context and rationale under which thisinitiative has taken place. This is followed by an explanation of the different stepsundertaken to establish a series of indicator definitions acceptable to all the participatinguniversities to provide comparable data and finally some concluding remarks willbe presented.Brief introduction to the Catalan higher education systemThe university system in Catalonia has grown and developed significantly in the pasttwo decades, both in terms of quality and size. From three highly consolidated publicuniversities, it has grown to a system of twelve universities. The number of universitystudents has increased steadily over the past few decades and activity in the areas ofresearch, technology transfer and innovation have substantially gained prominencedespite being in a country with little research tradition.Currently, Catalonia has eight public institutions. Four of them located in Barcelona(University of Barcelona (UB), Autonomous University of Barcelona (UAB), PompeuFabra University (UPF), Technical University of Catalonia (UPC)); and one pereach of the three remaining provinces (University of Girona (UdG), University ofLleida (UdL), University Rovira i Virgili (URV)) and one distance learning institution(Open University of Catalonia (UOC)). Additionally, there are four private institutions:Ramon Llull University (URL), University of Vic (UVic), International Universityof Catalonia (UIC), Abat Oliba University (UAO). (see map below)

102Guide of Good Practices TEMPUS CORINTHIAMIn total the Catalan universities have over 230,000 students (year 2011-2012). Studentenrolment in public universities is around 90%, although the enrolment in privatehigher education institutions has been rising in the past years.In Catalonia, the research production of scientific articles has increased nearly 70% inthe past decade and now represents 2.5% of the total production of the EU-15. In thissense, the creation of the Research Centres in the year 2000, which are legally andfinancially independent institutions from universities allowing for greater flexibilityand dynamism, have been very successful in attracting internationally recognised talentand in increasing research outputs.The rationale for defining and selecting internationalisation indicatorsIndicators of internationalisation and internationality of higher education vary widelyamong institutions and higher education systems across Europe. In recent years therehave been numerous intents in identifying and defining internationalisation indicatorsthat can provide “interesting” and useful information for policy makers, often relatedto international and/or national ranking classifications. However, there has not beenreached, as of yet, a consensus on a set of internationalisation and internationalityindicators. Goals and interests vary extensively among the stakeholders, as well asdefinitions of the different aspects of internationalisation and internationality, makingit impossible to reach a closed set that suit all.Whether we like it or not, the world today – including universities – is one of rankings.In our country rankings, at least those applied to teaching, are not as common asthey are in the United Kingdom, where elementary schools are also ranked. Neverthe-

Part I : Quality of Internationalisation 103less, we are all familiar with The Times Higher Education World Ranking (THE) orthe Academic Ranking of World Universities (ARWU) rankings. And, in short, theyare here to stay.A ranking is only a hierarchical relationship of items in a set (in our case universities)according to a concept (in our case to their internationality). This hierarchy isbased on indicators, which are elements that allow us to quantify a concept and that,when applied, produce a number which, in turn, allows us to establish a hierarchicalrelationship. It is obvious that one more step in the creation of this hierarchy could bethat of giving a weighted value to each of the indicators, but that is a horse of a differentcolour. As mentioned earlier, the objective of the process initiated was to agreeabout, on the one hand, a list of appropriate indicators to provide information aboutthe international characteristics of the universities and, on the other hand, a definitionof each of the selected indicators.One of the first things to keep in mind is that depending on the range of items uponwhich we want to establish the hierarchy, more or less precision is required from thedata compiled. The above mentioned rankings classify universities, not their internationalrelations, and it is therefore very likely that at most only few of the 34 indicatorsselected by the Catalan universities will match indicators used in those rankings.Moreover, what is obvious in the world of rankings (or should be obvious and notalways is) is that it is important to know what it intends to rank, from which perspectiveand for what purpose.In 2010 the public universities in Catalonia, under the Catalan Association of PublicUniversities (ACUP) 1 published a joint Internationalisation Plan 2010-2015 in whicha number of specific objectives and projects where identified. This joint strategy wasthe outcome of a long process, starting in 2009 when the ACUP designed a set ofquestionnaires for the universities to answer with the aim to “measure” internationalisationand internationality. These questionnaires brought forth the realisation of threebasic problems:1) Not all the items for which they requested data provided relevant internationalityinformation.2) Not all the data requested corresponded to matters clearly identified as theresponsibility of the universities.3) Not all the universities used the same terms and definition despite that, intheory, they were talking about the same item.As a consequence, in the Internationalisation Plan it specifically stated the interestin systematising the process of gathering internationalisation data of each universityto create a comparable and representative database. The international relations offices1 Non-governmental association that seeks to represent the eight public universities in Catalonia.

104Guide of Good Practices TEMPUS CORINTHIAM(IROs) of the universities in Catalonia began discussions in this sense and finally begana challenging initiative: to select and define a set of internationalisation indicatorswith the objective to clarify concepts and data results among them.The Catalan Association of Public Universities (ACUP) and the Interuniversity Councilof Catalonia (CIC) 2 have provided support and resources to this initiative. The indicatorsselected will be integrated into the regional database and provide comparableand valid data on the internationalisation of the higher education system.The process of identifying, selecting and defining the indicatorsThe twelve universities in Catalonia have undergone a thorough discussion and workon selecting a set of indicators. The aim was twofold, firstly there was the need toidentify the indicators that would best represent the internationalisation activity ofeach university, and secondly, these indicators put together should provide straightforwardinformation on the overall system. The rationale behind this initiative was thecommon objective of increasing international visibility and the benefits that wouldcome with having a common set of indicators with their respective definitions makingdata comparable between institutions.The methodology used to select the set of indicators was based on numerous discussionswhere, by consensus, each indicator was identified, selected and defined. Thismethodology proved to be an arduous task but had the advantage of actively involvingeach institution, and often generating an internal discussion and revision of practicesdone by default beforehand. Sharing the different perspectives enriched definitionshighly.Indicators and definitions are two things that should not be confused. In this context,the indicators are those elements that have been chosen as representative, in order tomeasure a specific thing or concept, and which establish themselves as such whenthey are given a comparable relative value. The definition is the attempt to refine thefactors that characterise the units that will be countable when we wish to allocate aquantity to each indicator.Identification and selection of the indicatorsInternationalisation in universities is principally present in three areas: research, cooperationfor development and all the activities that involve the IROs. Therefore, specialistsin these three areas were gathered to determine which elements, which indicators,were representative of their areas of expertise and formulate a definition of them.When identifying and selecting the indicators it was considered important to not onlyevaluate whether the indicator provided relevant information, but also the difficulty2 Government body that represents all the universities in Catalonia.

Part I : Quality of Internationalisation 105of obtaining the data required by the indicator. However, this was a delicate task: Canwe reject an indicator simply because we know that the related data will be difficultto find? When is it better to reject an indicator than attempt to create an instrument toobtain more data? If we do not measure what has value, we end up only giving valueto what is measurable. In addition, it must be kept in mind that the relevance of thedata and their accessibility may vary a lot between institutions, just as their goals maybe very different.Definition of the indicatorsThe process of defining implies clarifying what is included in and excluded from anindicator, and sometimes a consequence is the need to identify a new indicator, selector discard it and begin a new definition process. For example, we realised that studentsdoing traineeships could not be included in the definition of exchange students, whichmade us redefine this indicator and create a new one for students doing traineeships.At the beginning the discussions focused on what the definitions should be like, becausethe indicators had to have the same characteristics as the objectives: they hadto be what is known as SMART (Specific, Measurable, Action-oriented, Realistic andTimely bounded).It was decided to begin the process of agreeing on definitions for IROs most common“working material”: the students. Six types of students were then identified that couldexplain the degree of internationality of a university, whether because they demonstratethe attraction of the university or the results of its international relations. Theywere classified as: international, exchange, visitors, short-term and study abroad. Theidea was seemingly easy to carry out. It was a matter of comparing the definitionseach university had for these groups and, based on them, created a common one. Tomake it easier to understand, we created some visual representations, which we namedas “the maps of the little balls”.Two examples to illustrate the methodology. The first one was how the definition ofinternational student was approached.

106Guide of Good Practices TEMPUS CORINTHIAMFrom this distribution of little balls we came up with a definition that suited all: internationalstudents are those who come to the Catalan university system havingcompleted previous studies in a foreign system of education [...] and who register tocomplete entire programmes [therefore, to obtain a degree].The second example is the definition of incoming exchange students:

Part I : Quality of Internationalisation 107After the visual exercise the following definition was agreed: exchange students arethose who come to a university of the Catalan university system for a period of at least12 weeks, within the framework of an exchange agreement, and do not pay registrationfees at the host university.These examples illustrate how diverse the definition of an indicator was among theuniversities. This situation forced a radical change of the project which had started offcomparing existing definitions, and made it begin a second phase, where it was forcedto turn into a project that ‘created definitions’ in order to describe certain indicators.This situation implied the project members needed to carry out a completely differentexercise from the previous phase, starting from non-existent definitions and havingto build definitions from practical case studies. In fact, the universities had nevernarrowed down definitions too much except in the case of students (probably due tointernal regulations created around the issue of mobility).The discussion group was forced, therefore, to change its methods from scratch, orif not from scratch, from the daily practices that create definitions. The then groupfound itself finding answers for questions such as: Which projects could be consideredprojects of academic cooperation? What do we include under the category “studyabroad”? What characterises an international degree? In search of a response, or bettersaid, en route to responding to questions of this type we realised that some aspects of

108Guide of Good Practices TEMPUS CORINTHIAMthe work in IROs is very insubstantial and can be contradictory. For example, fromCatalonia it is easy to see that the first – and at times only – element that defines an internationaldegree is that it is given in English, but this element, from the perspectiveof an English-speaking country, makes no sense. And what is more, from Cataloniawe might even decide that a master’s degree in Spanish also demonstrates an internationalaspect, but obviously more elements would have to be added to the definition ifthe perspective were that of the University of Seville, for example.Final commentsIdentifying indicators is inevitably a work in progress in a virtuous cycle – identification,selection, definition – because the appearance of new items entails a returnthrough the cycle. Efforts made to correctly define are crucial in guaranteeing that, atleast, when we make an effort to count units it is not a wasted effort and that, the probablecomparison that comes to mind, whatever the objective, at least gives trustworthyand surely fairer results. The efforts made to define also make us more aware of ourown institution. In fact, the group realised that the IROs intuition is often dependedon to know where the borders are, but very little of what they have to work with isconcrete and in some areas it can be quite contradictory.Agreeing on the definitions is vital, but obviously not always easy. In the first phase,which started on the basis of existing definitions, the comparison was often complexbecause not even individual institutions have their own well-established definitions.By comparing side by side the elements that determine different definitions, it canbe seen that there are some explicit elements, but also other items that, through theirexistence are implicit, and furthermore, that it is only from the verbal information thatthe manager of each university office provides that establishes whether a particularfeature is taken into account or not.Unfortunately, the comparative exercise completed with the concept of students wasnot repeatable in other areas, simply because the definition project has not yet begun,even at the individual level of institution by institution. The proportion of elementsthat clearly make up the daily life of the IROs is low. They often act usingintuition. This lack of definition hinders communication between universities, andbetween them and government bodies, and this can have repercussions, some unfairones, when the system wants to establish the levels of funding based on supposedlycommon elements.The fact that the initiative of identifying, selecting and defining internationalisationindicators arose from the universities themselves, allowed them to swiftly and relativelyeasily gain agreements on various aspects of work, from the choice and quantityof indicators to the deadline dates for each of the different stages. The “bottom-up”initiative ensured better involvement and participation of those involved. Additionally,the fact that it was a joint initiative facilitated the acceptance (and support duringthe process) of the outcomes by the different stakeholders (i.e. CIC and ACUP) as

Part I : Quality of Internationalisation 109well as it contributed to the general feeling that useful work was being done. At present,however, there is nothing to suggest that, despite the overlap between existingdefinitions and the construction of the non-existent ones, the universities will adoptthe new common definitions. It has happened to a certain extent, but it has forced thecomputer systems of some universities to gather certain data, which they were notcollecting up until now.To sum up, the effort to create a set of indicators that explains an institution’s internationalcharacter has been not only useful for the institutions and the major stakeholdersbut also an interesting and surprising exercise in itself for all those involved.

Guide of Good PracticesTEMPUS CORINTHIAMPROJECT NO. 159186-2009-1-BE-SMGRPart IIInternationalisation at homeEdited by:Jos BeelenTempusThe publication of this guide represents one of theobjectives of the Tempus CORINTHIAM Project

CollaboratorsABUZAHRA, Nimer A.Hebron University (Palestine)AVERY, JenniferBezalel Academy of Arts and Design (Israel)BEELEN, JosEuropean Association for International Education (The Netherlands)BUNTRU WENZLER, Thomas MartinUniversitad de Monterrey (Mexico)CHROMINSKA, NataliaAdam Mickiewicz University in Poznan (Poland)FERNANDEZ IGLESIAS, Manuel J.Universidade de Vigo (Spain)SIERRA HUEDO, Maria LuisaUniversidad San Jorge (Spain)TURNER, MichaelBezalel Academy of Arts and Design (Israel)WITKOS, JacekAdam Mickiewicz University in Poznan (Poland)

Nimer A. AbuzahraNimer A. Abuzahra holds a doctorate of Philosophy, majoring in American literatureand language, from The United States of America. Professor Abuzahra joined HebronUniversity in 2005. Currently he is serving as the Vice President for external affairs.Before this post, he was the Dean of Faculty Graduate Studies. Prior to this, ProfessorAbuzahra worked as assistant and then associate professor at Clark Atlanta University,USA, from 1993-2005. His publications include: Langston Hughes: An Introductionand Poems (Jerusalem: Al Sharq Publication Company, 2001) and Global Literature:One World, Many Voices, Vols. I & II (Chicago, IL: Harcourt Brace College Publishers,1998).Jennifer AveryJennifer Avery is the Exchange Programs Coordinator at the Bezalel Academy of Artsand Design Jerusalem, where she has been working in the Office of InternationalRelations for nearly four years. Jennifer graduated with a Bachelors degree in Economicsat Northwestern University in Evanston, Illinois, USA. She completed herMaster’s degree in Islamic and Middle Eastern Studies at the Rothberg InternationalSchool of the Hebrew University giving her experiences both as a student and as aresearcher in the field of international exchange. Jennifer has served as coordinatorof the TEMPUS-Corinthiam project from the side of the Office of International Relationssince December 2010.Jos BeelenJos Beelen is researcher and consultant on internationalisation of the curriculum atthe Centre for Applied Research on Economics and Management at the AmsterdamUniversity of Applied Sciences. He is chair of the Special Interest Group Internationalisationat Home of the European Association for International Education (EAIE)and visiting fellow at Leeds Metropolitan University’s Centre for Academic Practiceand Research in Internationalisation (CAPRI).Thomas Martin Buntru WenzlerThomas Buntru, M.Ed., is the Dean of International Programs at Universidad deMonterrey (UDEM), where he has worked since 1988. Before taking over his currentposition in 2004, he served as Coordinator of Student Exchange from 1997 to 2003.Before that, he was an associate professor in the Department of Modern Languagesat UDEM, where he taught English and German. In 1996 he received the PremioPro-Magistro Roberto Garza Sada, UDEM’s annual excellence-in-teaching award.As Dean of International Programs, his responsibilities include the construction ofstudy abroad and exchange programmes, negotiation of cooperation agreements, strategicplanning of study abroad, student and faculty exchange, internationalisation ofthe curriculum, and institutional internationalisation in general. Under his leadership,UDEM has become the Mexican university with the highest student participation ratein study abroad programmes. His strategic plan for the internationalisation of UDEM

eceived the 2009 Andrew Heiskell Award for Innovation in International Educationfrom the Institute of International Education (IIE). He has been an active member ofAMPEI, the Mexican Association for International Education, since 1997 and servedas its president from 2009 to 2011.Natalia ChromińskaNatalia Chromińska (born 1974) graduated from Adam Mickiewicz University(AMU) in Poznań obtaining a Master’s degree in spatial development in the field ofspatial planning and local economy. She also finished several postgraduate studies inmanagement of higher education, culture management, human resources managementand knowledge management in public institutions and companies. For 8 years (2000-2008) she was the head of the AMU Rector’s Office. From 2008 she has been workingas an Assistant to Rector for Strategic Affairs. She coordinated most of the work of thecommission, preparing the document of the Strategy Development of AMU. She wasalso the co-author of AMU International Strategy.Manuel J. Fernandez IglesiasManuel J. Fernandez Iglesias received the Doctor Ingeniero de Telecomunicacion(PhD) degree from the Universidad de Vigo in 1997. He is a Profesor Titular (AssociateProfessor) at Universidade de Vigo since 1997. He has participated in severalinternational research projects in the areas of Networking and e-Learning and haswritten more than 100 papers for international refereed journals and conferences. Between2005 and 2009 he served as Director General for Audiovisual Communicationat the Regional Government of Galicia, Spain, where he coordinated the audiovisualand multimedia communication initiatives of the Galician administration. From June,2010 he serves as Vice-President for International Relations at University of Vigo.Maria Luisa Sierra HuedoMaria Luisa Sierra Huedo is currently a lecturer at the Institute of Humanism & Societyat San Jorge University, Zaragoza, Spain, where she teaches Intercultural ommunicationand Civic Humanism. She is also an Ed. D. candidate in the Higher EducationProgramme at the Department of Organisational Leadership, Policy & Development,University of Minnesota, where she also obtained a Master of Arts in ComparativeInternational Development Education in the Department of Educational Policy & Administration.She has worked in International Development Programmes in Guatemala,the Philippines, Indonesia, Bangladesh and India.Michael TurnerProfessor Michael Turner, an architect, teaches in the graduate programme of theBezalel Academy of Arts and Design and UNESCO Chairholder in Urban Design andConservation Studies, also serves on many professional-academic bodies.

His recent researches include the Jerusalem-Berlin Forum reviewing Divided Cities,offering mechanisms for sustainable peace. He is actively involved in the establishingof a National Archive for Art, Design and Architecture; the EU projects includePartnership-for-Peace with Israeli, Jordanian and Palestinian academics, Promotingthe Understanding of Shared Heritage, the current TEMPUS-Corinthiam project anda Seventh Framework consortium Designing Safer Urban Cities.With over a decade of professional contribution in UNESCO, including consultationand capacity building in numerous countries, he was vice-president of the WorldHeritage Committee (2007-8) and currently chargé de mission to the ADG-Culture.Jacek WitkośJacek Witkoś (born 1963) is Full Professor of English Linguistics at the school of Englishof Adam Mickiewicz University in Poznań (AMU), Poland. His research interestsevolve around issues concerning comparative English-Polish syntax and morphologyas well as generative and general linguistics. His list of publications includes overfifty items, including five monographs and his work experience encompasses almostsix years of teaching and research conducted away from home: at the University ofNorth Wales at Bangor, University of Vienna and University of Maryland. Apart fromresearch work and teaching, Jacek Witkoś is also active as an executive officer at senioracademic levels: he served for six years as Deputy Head of the School of English,three years as Deputy Dean at the Faculty of Foreign Languages and Literature andhas currently begun his second four-year term as Vice-Rector of AMU for Researchand International Cooperation.

AcknowledgementsMy experience with the Corinthiam project dates from June 2011, when I facilitated atwo day workshop on Internationalisation at Home in Milan. The exchange and comparisonof approaches was intense and enlightening.Shortly after this workshop, I was asked to edit one of the Corinthiam volumes, whichI gladly did. Now that the volume is finished, it is clear that it has become a richpalette of approaches and practices to Internationalisation at Home, all particular andunique in their context.As editor, I would like first of all to thank the contributors to the volume, who dedicatedtheir time and effort to sharing their perspectives here. Nimer Abuzahra wrotea chapter about Hebron University. Jacek Witkos and Natalia Chrominska describedthe case of Adam Mickiewicz University in Poland. Manuel Fernandez Iglesias andMaria Luisa Sierra Huedo each described the case of a Spanish university. With MariaLuisa I have since had the pleasure to start further cooperation, showing that Europeanprojects indeed lead to new and meaningful connections. I have also had occasion tobenefit from the expertise of Thomas Buntru, the only contributor from the Americas.An intensive working day in Milan with Michael Turner formed the basis for thechapter that he contributed with Jennifer Avery.The engagement of Carlos Machado as overall project coordinator should not be leftunmentioned, as should the cooperation with my fellow editors Anne Boddington,Birgit Bruns, Martin Glogar and Carlos Machado.Finally, thanks are due to the staff at the International Office at Università Cattolicadel Sacro Cuore. Gianluca Samsa was always open to discussing the progress of thevolume and to offering advice. Francesca Pasta excelled in combining a critical witha constructive approach and managed to keep both overall aims and details sharply infocus. Her dedication to the realisation of this volume has been instrumental up to thelast round of corrections.Jos Beelen, edITOREuropean Association for International Education (EAIE)Amsterdam University of Applied Sciences

IndexChapter 1: Introduction Internationalisation at Home, history and conceptual notionsInternationalisation at Home and mobility..............................................................................123Tools for IaH: not just International classrooms......................................................................125The international lecturer.........................................................................................................126The informal curriculum..........................................................................................................127Facilities...................................................................................................................................109Assessing outcomes.................................................................................................................128Staff competences and staff training........................................................................................128Role of the international office in internationalising the curriculum ......................................129Quality assurance.....................................................................................................................130Examples of practice................................................................................................................130Resources, organisations, literature and web sites...................................................................130References................................................................................................................................131Chapter 2: The current debate and current trends in iahIntroduction..............................................................................................................................133Internationalisation at Home and Abroad................................................................................133From policy to implementation................................................................................................133Internationalisation at Home: Tool or aim?.............................................................................134IaH: varieties across Europe....................................................................................................137IaH in Africa............................................................................................................................139North America..........................................................................................................................140Latin America & Caribbean.....................................................................................................140Middle East..............................................................................................................................141Policies for internationalisation of the curriculum...................................................................141Implementing policies: success factors....................................................................................142References................................................................................................................................142Chapter 3: Internationalisation of Palestinian Universities: reality and aspiration.The case of Hebron UniversityIntroduction..............................................................................................................................147Introduction to Hebron University...........................................................................................147Choices to be made..................................................................................................................148Difficulties...............................................................................................................................149Policies at Hebron University..................................................................................................150Conclusion...............................................................................................................................152References................................................................................................................................152

120Guide of Good Practices TEMPUS CORINTHIAMChapter 4: Challenges for the mind-set change for iah at the Bezalel Academy of Arts andDesign; a case studyAbout the institution................................................................................................................155Vision and mission...................................................................................................................155Programmes.............................................................................................................................156IaH at Bezalel: An overview....................................................................................................157Restructuring of the IRO .........................................................................................................159Programmes to enhance IaH....................................................................................................160Assessment of learning in internationalised curricula.............................................................163Points of pride and good practice.............................................................................................163Obstacles to IaH.......................................................................................................................166Possible solutions to obstacles and the future of IaH at Bezalel..............................................167References................................................................................................................................167Appendix 1 : Incoming exchange students..............................................................................168Appendix 2 : outgoing exchange students...............................................................................168Appendix 3 : Bezalel’s Partner Schools...................................................................................169Chapter 5: Internationalisation at home: the case of a Spanish universityIntroduction..............................................................................................................................177Internationalisation at Home....................................................................................................177San Jorge University................................................................................................................178The Office of International Relations......................................................................................182The use of IT............................................................................................................................182Strategic plan...........................................................................................................................182Conclusion...............................................................................................................................183References................................................................................................................................184Chapter 6: Quality of internationalisation, internationalisation at home, managementof international relations and management of international projects;the case of Adam Mickiewicz UniversityIntroduction..............................................................................................................................187Management of international relations at AMU......................................................................189Conclusion...............................................................................................................................194References................................................................................................................................194Chapter 7: Internationalisation at home as an aspect of an internationalisation planIntroduction..............................................................................................................................195Methodology for the construction of an IaH plan from the general internationalisation plan...196The Universidade de Vigo’s internationalisation plan.............................................................198

Part II : Internationalisation at home 121Conclusion...............................................................................................................................211References................................................................................................................................212Chapter 8: Internationalisation at home at Universidad de MonterreyIntroduction..............................................................................................................................215Mission.....................................................................................................................................215Vision.......................................................................................................................................216Internationalisation at UDEM..................................................................................................216The strategic plan for the internationalisation of UDEM........................................................219New internationalisation initiatives.........................................................................................227IaH activities at UDEM...........................................................................................................228Effects of IaH on the curriculum.............................................................................................229Effects of IaH on students........................................................................................................233The role of the International Office.........................................................................................234Obstacles and how to overcome them.....................................................................................234References................................................................................................................................235Chapter 9: Implementing internationalisation at home at Han University, the NetherlandsIntroduction..............................................................................................................................237The concept of Internationalisation at Home...........................................................................237The Global Survey...................................................................................................................238The conceptual framework of internationalisation of the curriculum.....................................238About HAN University............................................................................................................239HAN’s internationalisation policy and institutional plan.........................................................239Initiatives and preparation: the International Offices...............................................................241The HAN University process model........................................................................................242Implementation by programme................................................................................................244Assessing the process at HAN University...............................................................................249Analysis of the development process on the basis of the framework......................................251References ...............................................................................................................................253Chapter 10: ConclusionsKey findings.............................................................................................................................255The Corinthiam survey on IaH................................................................................................255Conclusions..............................................................................................................................258

Part II : Internationalisation at home 123Chapter 1IntroductionJos BeelenInternationalisation at Home, history and conceptual notionsThe term ‘ Internationalisation at Home’ was coined by Bengt Nilsson in 1999. Internationalisationat Home was taken up by a Special Interest Group within the EAIE. In2001, they published a Position Paper in which they outlined the concept (Crowther, etal. 2001). In April 2003, an international conference on Internationalisation at Hometook place in Malmö, and in the same year, a special issue of the JSIE was published(Nilsson & Otten 2003), followed by a conference in Rotterdam in 2005 (Teekens2006). This concluded the work of the original interest group. With a different composition,the Special Interest Group then continued its work. It developed a trainingcourse which became part of the EAIE’s professional development programmeme in2006. The next steps were the simultaneous publication by the EAIE of a practicalguide to the implementation of Internationalisation at Home (Beelen 2007) and anOccasional Paper (Teekens 2007).The original concept of IaH had a strong focus on intercultural issues and on diversity.It used a fairly short definition, which nevertheless led to numerous questions:“Any internationally related activity with the exception of outbound student and staffmobility” (Crowther et al. 2001, p. 8). This definition implied that Internationalisationat Home was a phenomenon that could be detached from outgoing mobility. It wasacknowledged however, that there was a relation with outgoing mobility in the sensethat international experience at home could promote outgoing mobility and enhancethe quality of a study-related stay abroad: international experiences at home wouldequip students with skills that would allow them to make more of their study or placementabroad.Internationalisation at Home was not presented as a didactic concept, in the sense thatit included didactic or methodological elements. Rather, Internationalisation at Homecould rely on existing didactic concepts such as comparative methodology. Within theSpecial Interest Group, Joseph Mestenhauser stressed the importance of a systemsbasedapproach to Internationalisation at Home:

124Guide of Good Practices TEMPUS CORINTHIAM“Internationalisation at Home as a system of international education offersthe possibility of finding a new way in which higher education mainstreamsthe international dimension in all segments of the universities, reforms thecurriculum, mobilizes community resources, institutionalizes internationaleducation and focuses on relevance to the global job market.”(Mestenhauser 2006, p. 70)This underlines the fact that Internationalisation at Home has a comprehensive scopein that it addresses all students and not just the mobile minority, that it encompassesboth the formal and the informal curriculum as well as services. The overall aim ofInternationalisation at Home is that all students leave the university as professionalswho are competent to work and live in a globalisedWhile a new definition may not be necessary or helpful, some clarification and elaborationis required. The following points are commonly agreed characteristics of Internationalisationat Home, in keeping with the original definition:• Internationalisation at Home is aimed at all students and is therefore part ofthe compulsory programmeme.• Internationalisation at Home is a set of instruments and activities ‘at home’that focus on developing international and intercultural competences in allstudents.• Internationalisation at Home is based on the assumption that, while studentswill travel for personal reasons, the majority will not travel for study-relatedpurposes, although the latter option is not entirely excluded.• May include short-term outgoing mobility in the form of study visits orresearch assignments that are a component of the compulsory curriculum.• Only includes the individual experiences of students undertaken duringstudy and placement abroad if these are integrated into the home institution’sstandard assessment tools (such as the portfolio for all students).Internationalisation at Home and mobilityIaH is mainly focused on incoming mobility of staff and students as a tool to internationalisehome students (and to a lesser degree academic staff and the university asa whole). However, there is a relationship between Internationalisation at Home andoutgoing mobility. As remarked above, IaH may include short term mobility such asstudy visits as an element of the compulsory curriculum. IaH may also enthuse andprepare students for study abroad can enhance the quality of the student’s learningexperience abroad.

Part II : Internationalisation at home 125Tools for IaH: not just International classroomsA range of tools can be deployed to internationalise the home curriculum. It is importantto see these tools for what they are and not to confuse them with aims (see chapter2). Incoming student mobility, often the first tool that people associate with Internationalisationat Home, may serve as an example here. The bare fact that an institutionreceives international students will not automatically make the home students moreinternational. Interventions in the way that international and home students interactboth in the formal and the informal curriculum are needed to create a truly internationallearning environment. De Wit (2011, p. 13) therefore concludes that it is amisconception that having many international students means that an institution isinternational.It is another widespread misconception that internationally oriented education shouldbe in English and that education in English is therefore automatically international(De Wit, 2011, p. 11). An international dimension does necessarily mean that the languageof teaching and learning should be English. The international dimension will ofcourse be stronger when students can work with sources, literature and case studies ina foreign language. When international guest lecturers are brought in, the language ofinstruction will temporarily change. In case of virtual mobility (in virtual internationalclassrooms), the joint meetings and lectures will be in English but the local meetingswill still be in the local language. Only when incoming student mobility leads to theformation of (physical) international classrooms, is it necessary to change to Englishcompletely.The number of international students should be quite considerable in order to have animpact in international classrooms, for it is a misconception to think that a few internationalstudents are enough to make a classroom truly international (De Wit, 2011, p.14). Even if the institution would bear the cost of large scale incoming student mobility,the international dimension would not be assured as this still depends on the skillsof faculty staff to create an effective international learning environment. When thereare incoming international students, the informal curriculum (see section 1.3) shouldalso be used as an opportunity for international learning.Based on the above, the following types of international classrooms can be distinguished:Classrooms with an international orientationThese are classrooms in the local language, that are attended by home studentsalone and taught by lecturers of the home institute. The literature and casestudies chosen allow for international comparisons and the methodology chosenis aimed at this. In some cases the language of tuition is English.

126Guide of Good Practices TEMPUS CORINTHIAMInternational classrooms in the local languageIn these classrooms, both home and international students are present, but thelanguage of tuition is the local language, the first language of the home students.International classroomsThe classic international classroom is composed of students from differentcountries and a local lecturer. Even if no home students participate, it is still aninternational classroom, but not one that contributes to IaH.Virtual international classroomsInternational classrooms where the students and lecturers do no not meet physicallybut in e-space.The international lecturerInternational classrooms can be powerful learning environments but require carefulplanning in order to be successful. The skills that a lecturer in an international classroomneeds have been described by Teekens (2001). She stresses that “the lecturer isthe one who is able to make a classroom into an intense international and interculturallearning experience for the home students” (p. 38) and highlights the need for teachingstaff to possess a broad range of skills including:• Awareness of and familiarity with the fact that the established canon ofknowledge in his or her field may differ substantially in other academictraditions.• Awareness that some students expect a different role from him or her than theone they are accustomed to in their own educational setting.• Awareness that there may be other reasons for students not to speak up, otherthan lack of proficiency in the language of tuition.• Realising that the use of IT in education is determined by culture and that,unless this has been made explicit, will exclude some students.• Having basic knowledge of the main international differences on the labourmarket regarding qualifications, professional recognition and possibleperiods of probation for the specific profession for which the students areeducated (Beelen 2007, pp. 40-45).Lecturers should also be able to deal with the hidden curriculum, those unwritten rulesthat are clear to all home students and staff, but which may be unclear to internationalstudents. Elements of the hidden curriculum are ways of grading, teaching and learningstyles and classroom rules.

Part II : Internationalisation at home 127No single tool for Internationalisation at Home will suffice to internationalise thecurriculum to a sufficient degree. Most institutions therefore choose to use a combinationof them: international literature, case studies, research assignments with aninternational scope, study visits abroad, lectures by visiting faculty staff, virtual projects,courses on intercultural communication, language learning and cooperation withinternational organisations in the home country.The informal curriculumAt the University of South Australia, much valuable research has been done into shapingthe formal and the informal curriculum to ensure the development of internationaland intercultural perspectives in all graduates. The evidence suggests that purposefuland strategic management of student activity and the formal curriculum in internationalclassrooms as well as of mentoring systems within the co-curricular (or informalcurriculum) environment can make a significant difference to the benefits for bothhome and the international students (Leask 2009).The informal curriculum is one of the elements that the International Office has acertain degree of control over. It is usually the International Office that organises socialactivities for international students and a such has the possibility to include homestudents into these activities.FacilitiesIncoming mobility of students and lecturers is an essential element of IaH. Internationalexperiences turn sour when there is unclarity about rights, rules, regulations andprocedures. Especially when it turns out that home and international students havedifferent rights. Only when international students are present in all facets of universitylife, do they have an effect on home students.Guest lecturers are also an essential aspectof IaH. Their regular contributions are authentic experiences for home students,that provide an international dimension to their study programmes. In addition, workingintensively with international colleagues will also internationalise the professionalpractice of the home academics.If you want to attract incoming students there are a number of things that should bedone:• provide clear, up to date and easily accessible information, both before thestudents come and during their stay• supply good housing facilities• make all facilities and services, such as libraries, sport facilities, softwareand student counsellors, available for incoming students

128Guide of Good Practices TEMPUS CORINTHIAM• have rules and regulations available in a language that incoming studentsspeak• have a system of student mentors• have tutors for the incoming students• arrange opportunities for incoming and home students to meet each othersocially• have international students as members of student representation bodies,exam boards and other bodies that govern the university, faculty or departmentAssessing outcomesThe issue of assessing international and intercultural learning outcomes is a dauntingone for many. Often there is a tendency to focus internationalisation of the curriculummore on the immediate and pressing matters associated with the pedagogy of teachinginternational students, or on encouraging a minority of students to go abroad, thanwith the deeper issues of what internationalisation of the curriculum means for allstudents who will graduate as professionals and citizens in an increasingly globalisedworld in which power and resources are unevenly distributed. The curriculum at homeremains the most reliable way to assist all students to acquire international and interculturalcompetencies. In this more controlled setting it is more feasible to manage thequality and integrate the international dimension into the curriculum.As international and intercultural competences are required of all graduatesin a globalised world, and Internationalisation at Home is a reliabletool to achieve this, it logically follows that Internationalisation at Homemust be provided for and be accessible to all students. A strategy for Internationalisationat Home should therefore, as a whole, be aimed at the developmentof intercultural and international competencies for all students.Deardorff (2009) and Deardorff, Thorndike Pysarchik & Yun (2009) stressthe importance of stating goals and measurable objectives in these areas ininternational classrooms. This applies whatever their category and whereverthey are. Whereas generic international an intercultural competencescan and should be assessed, discipline and context specific assessment ofcompetences at the same time be easier and more useful. (Leask, 2011).How successful context specific assessment is, depends on how clearly thelearning aims of a programme of studies have been defined (Dunne, 2011;Feast, V., Collyer-Braham, S., & Bretag, T., 2011).Staff competences and staff trainingThe third Global Survey of IAU (2010) distinguishes between external and internalobstacles to advancing internationalisation in general. “Limited faculty interest” and

Part II : Internationalisation at home 129“limited experience and expertise of staff and/or lack of foreign language proficiency”rank “fairly high” among the internal obstacles to internationalisation in the perspectiveof HEI’s. The authors of the survey consider the lack of interest of academic staff“worrisome” and mention that institutions “need to focus far more on mobilizing,training and providing support to faculty members and staff to build up internationalisationknowledge and readiness if they are to reach their internationalization goals.”(Egron-Polak & Hudson, 2010, pp. 77 78).When designing staff training it may be helpful to establish what particularroles staff members will have when it comes to internationalisation of thecurriculum. Will they be teaching international students in a second language(mostly English) or will they act as counsellors? Which skills areexpected in their particular situation? The Hanzehogeschool Groningen hasdeveloped a matrix that enables managers and HR officers to distinguishthe different roles that academic staff may have, which serves at the basisfor setting up training roles (Van der Werf, 2012).In many institutions, a central professional development or training unit offers stafftraining for curriculum development and internationalising the curriculum. As Caruanaand Hanstock (2008) note, this type of professional development courses attractconverts and leads to fractured and unsystematic outcomes. The courses at HvA mayhave carried across the key notions of internationalisation of the curriculum but werenot effective in answering needs at programme level or supporting academic staff duringthe process of implementing an international dimension. The same was true for thehalf day kick off sessions that had been organised at school level.Experiences from The Netherlands and Australia have demonstrated thatan effective way to support the process of internationalisation of the curriculumis to contextualise the support by working with teams of developerswithin the context of a specific programme (De Wit & Beelen, 2012).Role of the international office in internationalising the curriculumThe International Office can play in important role in supporting the implementationof Internationalisation at Home. However, many, both inside and outside internationaloffices, feel that the responsibility of the International Office extends as far as initiatingthe process of internationalisation of the curriculum. Since this is an issue ofteaching and learning, it is clearly the responsibility of faculties and programmesand their managers. It may be the role of the International Office however to ask theright questions, address the persons responsible an organise effective support for theprocess of internationalising the curriculum.

130Guide of Good Practices TEMPUS CORINTHIAMThe International Office can be instrumental in starting the process of internationalisationof the curriculum without assuming the responsibility for the process. Successhere depends on the ability of the International Office to form strategic alliances withmanagers, policy and quality assurance officers, professional development units andacademic staff.There are a number of ways in which an International Office can support IaH:• Assist in ensuring a constant flow of incoming students• Manage a network with the right mix of nationalities• Manage relations with partners to ensure sufficient incoming guest lecturers• Follow up IaH-activities with outgoing mobility• Provide source material for quality and accreditation, such as statistical dataon mobilityQuality assuranceIn the concept of IaH, the international dimension is an integral elementof the compulsory home curriculum. It can and should therefore be included in theinstitution´s standard quality assurance procedures.Examples of practiceThe value of examples of Internationalisation at Home in practice is limited since theyare discipline and context specific and may not work in other disciplines and contexts.EAIE´s practical guide Implementing Internationalisation at Home (Beelen, 2007)provides case studies of the University of Malmö, Università Cattolica del SacroCuore and the University of Cape Town. Leeds Metropolian University has developeda view on a global outlook for all students and has defined generic learning outcomes.Examples for the implementation in specific disciplines are also available (Killick,2011).Resources, organisations, literature and web sitesResources• The Fellowship ´Internationalisation of the curriculum in action´ of theAustralian Learning and Teaching Council (ALTC) has provided valuablematerials for the implementation of internationalisation of the curriculumwww.ioc.net.au

Part II : Internationalisation at home 131• The European Association for International Education (EAIE) offers trainingcourses in Internationalisation at Home as an element of its professionaldevelopment programme www.eaie.org• Centre for International Curriculum Inquiry and Networking (CICIN) atOxford Brookes University www.brookes.ac.uk/services/cicin/• Resource Bank at the Centre for Academic Practice and Research inInternationalisation at Leeds Metropolitan University http://www.leedsmet.ac.uk/world-widehorizons/index_resource_bank.htmOrganisations• The Special Interest Group ´Internationalisation at Home´ (IaH) within EAIEis a platform for those active or interested in this topic. www.eaie.org Itorganises sessions at the annual EAIE-conferences, offers training coures andhas published a practical guide to the implementation of Internationalisationat Home (Beelen, 2007).• The Special Interest Group ´Internationalisation of the Curriculum´ within theInternational Education Association of Australia focuses on the internationaldimension of curricula in Australian higher education www.ieaa.org.au/• The International Education Association of South Africa (IEASA) is settingup a Special Interest Group for internationalisation of the curriculum www.ieasa.studysa.org/ReferencesSee the references at the end of chapter 2

Part II : Internationalisation at home 133Chapter 2The current debate and current trends in iahJos BeelenIntroductionIn this chapter, the current debate on Internationalisation at Home and internationalisationof the curriculum is presented. The European approach to Internationalisationat Home is compared to related concepts in other parts of the world. Notably CampusInternationalisation or Comprehensive Internationalisation in the USA and internationalisationof the curriculum in Australia. The situation with regard o internationalisationof the curriculum in other parts of the world is also briefly explained. Effectivepolicies for internationalisation of the curriculum are compared and at the end of thechapter, success factors for their implementation will be presented.Internationalisation at Home and AbroadSince it introduction in 1999, Internationalisation at Home has rapidly gained recognitionas a main force in internationalisation. Knight (2006, p. 25; also Knight, 2008)distinguishes Internationalisation at Home as one of the two streams in internationalisationwhen she discusses key concepts, elements and rationales for internationalisation.She remarks that one stream is internationalisation abroad, including allforms of education across borders: mobility of students and faculty, and mobility ofprojects, programmes and providers. The second movement is that of internationalisationat home – activities that help students to develop international understandingand intercultural skills (Knight 2008, pp. 22-24). She does see a relation between thetwo streams: “The emergence of this concept coincides with or perhaps counteractsthe increased emphasis on student mobility as expressed in new national and regionalmobility programmes and also the growing interest in cross-border education.”From policy to implementationSince the introduction of the concept of IaH the rationale for Internationalisation atHome seems unchanged. It is still only a small minority of students who seek todevelop their international and intercultural competences through studying abroad.

134Guide of Good Practices TEMPUS CORINTHIAMInternationalisation at Home is directly related to the most important rationale forinternationalisation identified in the 2010 Global Survey as being to “Improve studentpreparedness for a globalized/internationalized world” (Egron-Polak & Hudson 2010,p. 62, fig. I.B.6). It is remarkable that many still expect to achieve this aim for allstudents by sending a small percentage of them abroad, and in addition neglecting toassess their learning outcomes in a systematic way.Although the relevance of IAH is widely recognised and many institutions nowfocus on internationalisation of the curriculum, the implementation is anothermatter. “Internationalisation at Home: A brilliant idea awaiting implementation”is the title of a 2007 paper by Joseph Mestenhauser. Almost five years later, IaHhas progressed beyond a mere idea and has been acknowledged as a full complementto internationalisation abroad (Knight, 2006; 2008). It is now time to askwhat progress has been made. What ideas have been developed on the implementationof internationalisation of the curriculum? After all, as Michael Fullan remarked:“Good ideas with no ideas on how to implement them are wasted ideas.”(Fullan quoted by Scott, 2003).Internationalisation at Home: Tool or aim?In a 2010 article, with the self-proclaimed provocative title ‘The End of Internationalisation’,Brandenburg and De Wit draw the conclusion that the focus of internationalisationhas shifted from a focus on loftier aims to a focus on the instruments thatconstitute the means to reach those aims. They mention that Internationalisation atHome has become one of them when they say: “Even the alternative movement of‘internationalization at home’ of the late 1990s has shifted rapidly into this instrumentalmood.” (Brandenburg & De Wit, 2010, p. 16). If Internationalisation at Homehas indeed gone the way of internationalisation abroad, this means that at least it hasreached maturity.Internationalisation at Home is definitely a tool. The aim, as has been stated above, isto equip all students with the intercultural an international competences they need asfuture professionals and citizens.2.1. Varieties across the worldInternationalisation at Home is related to other concepts associated with internationalisationand is both similar to and different from them. In the USA, the concept ofInternationalisation of the Campus, or Comprehensive Internationalisation, has muchin common with Internationalisation at Home. In Australia the concept of Internationalisationof the Curriculum (sometimes abbreviated to IoC) also has much in commonwith the concept of Internationalisation at Home. The term ‘Internationalisation of theCurriculum’ is both a general term across the globe and one that denotes a specific

Part II : Internationalisation at home 135approach in Australia. These two concepts will be discussed briefly here to allow acomparison with Internationalisation at Home.Engberg and Green (2002) describe Campus or Comprehensive Internationalisationas:“a change that is both broad – affecting departments, schools, and activitiesacross the institution – and deep, expressed in institutional culture,values, and policies and practices. It requires articulating explicitgoals and developing coherent and mutually reinforcing strategies toreach them. A comprehensive internationalised campus has more than aseries of courses or programmes that promote international learning: itintentionally links these components together to foster a learning environmentand provide a set of experiences to as many students as possible”(Engberg & Green 2002, pp. 10-11).The focus on reaching ‘as many students as possible’ suggests a similar focus tothat of Internationalisation at Home which, perhaps being slightly more ambitious,seeks to reach all students. In any case, both appear to be concerned with ensuringthe development of international and intercultural skills, knowledge and attitudes tomore than the small percentage of students who are internationally mobile, and withthe provision of a particular type of learning environment on the home campus. TheInstitute of International Education (IIE) has since 2001 awarded the annual AndrewHeiskell Awards to ‘outstanding initiatives’ in different categories, including‘internationalizing the campus’ and (from 2009) in the special category ‘internationalizingthe community college campus’. Dutschke (2009, p.70) mentions two examplesof winners in the former category, one of which included a year of study abroadwhile the other consisted of a short-term study trip. Over a number of years, a totalof 400 students participated in 23 of those study trips at a university with 12 000students; hardly a strategy that is reaching the majority of students. Dustchke alsoquotes the award criteria for the category ‘Internationalizing the Campus’ as: “advancingcurriculum development and providing services to international students”.While these criteria have since been rewritten and the mention of services removed,Dutschke (2009, p. 72) concludes that study abroad is still the main component ofinternationalisation at most American universities, and that on-campus activitiesare often also tied to study abroad. The same view is held by Hudzik (2011, p. 9)when he writes: “The movement of students and faculty across borders for periodsof learning and discovery is by its nature the primary experience and active-learningcomponent of internationalization.”In this regard, the emphasis is the reverse of that evident in the concept of Internationalisationat Home, in which study abroad is only a minor component, under certainconditions (as described earlier).

136Guide of Good Practices TEMPUS CORINTHIAMIn relation to Internationalisation of the Curriculum in the Australian context, the followingdefinition provides insights into the relationship between the concepts of Internationalisationat Home and Internationalisation of the Curriculum.“Internationalisation of the Curriculum is the incorporation of an intercultural andinternational dimension into the content of the curriculum as well as the teaching andlearning processes and support services of a programme of study. An internationalisedcurriculum will engage students with internationally informed research and culturaland linguistic diversity. It will purposefully develop their international and interculturalperspectives as global professionals and citizens.” (Leask, 2009, p. 209)In her definition, Leask includes the services aspect, not mentioned by Knight, butcertainly an important aspect of Internationalisation at Home as well. She also stressesthe importance of the careful construction of learning environments, with specificreference being made to teaching and learning processes, given that students do notspontaneously start learning from each other the minute they enter an internationalclassroom (Leask, 2010). While this definition does not explicitly mention studyabroad, nor does it exclude it. In this regard Internationalisation of the Curriculum ismore like Internationalisation at Home than the concept of Campus or ComprehensiveInternationalisation in the USA. However, like Comprehensive Internationalisation,Internationalisation of the Curriculum is concerned with creating an internationalisedcampus environment through the provision of a curriculum and services that supportstudent engagement with diversity, including the cultural and linguistic diversity thatsurrounds them in the world, in class and on campus (Leask, 2009, p. 206). Some ofthese services and activities may seek to actively encourage study abroad, integratedinto the curriculum, as part of the total student experience. Internationalisation atHome, however, does not actively stimulate outgoing mobility in the way that CampusInternationalisation and, to a lesser extent, Internationalisation of the Curriculumdo. Unlike Campus Internationalisation, Internationalisation at Home is focussed ondeveloping international and intercultural learning outcomes in all students. In thatrespect it resembles Internationalisation of the Curriculum.The aims of Internationalisation at Home, Internationalisation of the Curriculum andInternationalisation of the Campus have one thing at least in common – they seek toassist the majority, if not all students, to acquire intercultural and international knowledge,skills and attitudes. There are some differences in emphasis in the approachestaken:An internationalised curriculum will:• Engage students with internationally informed research and cultural andlinguistic diversity.• Purposefully develop defined international and intercultural perspectives.

Part II : Internationalisation at home 137• Progressively assess learning outcomes.• Prepare students to deal with uncertainty by opening their minds anddeveloping their ability to think both creatively and critically.• Move beyond traditional disciplinary boundaries and dominant paradigms.• Look different in different contexts.Travel usually goes hand in hand with a change in language. Virtually all students willbe mobile for holiday or travel, but only a small minority of students go abroad forseveral months for study or placement. Short term mobility in the form of study visitsabroad will, for most students, be the only study-related mobility they undertake. Ifthese study trips are part of the curriculum for all students, they would fall within theconcept of Internationalisation at Home. How much these trips contribute to increasingstudents’ competences depends very much on the way they are set up and followedup. In the contexts of Australia and the US, international mobility requires a fargreater effort than in Europe and involves considerable cost.IaH: varieties across EuropeThe 2010 Global Survey shows that Europe as a whole scores low on “strengtheningthe international/intercultural content of the curriculum” (Egron-Polak & Hudson,2010, p. 91, fig. I.D.7). The authors of the survey explain this low position on theEuropean priority list by commenting on the fact that many European universitieshave already embarked on activities to internationalise their curricula and thereforeassign less importance to it. At the same time, other universities would assign lessimportance to internationalisation of the curriculum because they are not yet ready toembark on the process (Egron-Polak & Hudson, 2010, p. 175).The Global Survey does not distinguish between different countries or regions withinEurope, but in fact there are considerable differences. The focus on Internationalisationat Home is strongest in the Scandinavian countries (Denmark, Norway andSweden), Finland, the Netherlands and Flanders. Between 2006 and 2008, the EAIEdelivered five training courses on Internationalisation at Home. Of the 82 participants,10 came from Sweden, 6 from Denmark, 6 from Norway, 4 from Finland, 13 fromthe Netherlands and 7 from Belgium (all from Flanders). The total proportion of participantsfrom Scandinavia, Finland, the Netherlands and Flanders (total population47 million) was 56 % and shows a significant contrast to the 7 % of participants fromGermany, France and the UK combined, with a total population of 207 million (http://epp.eurostat.ec.europa.eu). This makes it doubtful whether Egron-Polak and Hudsonare correct in their conclusion. It seems remarkable that the focus on Internationalisationat Home apparently remains strong in universities that have already embarked onthe process while it is simply not on the agenda of others. The low score of Europe is

138Guide of Good Practices TEMPUS CORINTHIAMtherefore probably determined by the fact that this is as yet the case for the majority ofEuropean universities, except for a number in north-western Europe.North-Western EuropeIt is no coincidence that the interest in Internationalisation at Home is strongest insmall countries or in countries with a small population that need to adapt to the courseof events determined by the bigger European countries and that other major player, theEuropean Union. Small languages mean that there is a strong focus in these countrieson English as a second language. This is demonstrated by the findings of Educationat a Glance (2009) when it comes to the number of programmes delivered in English.Denmark, Sweden, the Netherlands and Finland fall clearly into the category “manyprogrammes in English”, while Flanders and Norway fall in the category “some programmesin English” (OECD, 2009, p. 316, Box C2.2.)Another characteristic of these countries is that they have an internet penetration ofmore than 85 % of the population, ranging from 85.3 % in Finland to 94.8 % inNorway (Internet World Stats, June 2010, Internet Usage in Europe). They share thischaracteristic with Iceland (97.6 %) and Luxemburg (85.3 %). This may yet be anindication of the outward looking mindset in these countries.The NetherlandsIn the Netherlands, most Universities of Applied Sciences have included Internationalisationat Home in their institutional policies. Foremost are Hogeschool van Amsterdam(HvA) and Hogeschool van Arnhem en Nijmegen (HAN). Both started to implementInternationalisation at Home across all their programmes and for all their students. Theformer university has designed a system for the support of the implementation of Internationalisationat Home (De Wit & Beelen, 2012). This is an attempt to address anobstacle that becomes manifest in the Global Survey: limited expertise of academic staffwith regard to internationalisation (Egron-Polak & Hudson, 2010, p. 23). The focus onInternationalisation at Home is less marked in research universities in the Netherlands,but then research tends to have an international focus anyway.SwedenIn Sweden, the University of Malmö, where the concept of Internationalisation atHome originated and where it has been part of central policy since early days, hasdone regular surveys and reports on the state and progress of Internationalisation atHome (Nilsson, 2003; Bergknut, 2006, 2007).FlandersBelgium is an interesting case. Teaching the second language of the federation (i.e.French in Flanders and Dutch in the Walloon region) is compulsory in secondary

Part II : Internationalisation at home 139schools. This means that English is the third language in Belgium. A recent suggestionto allow secondary schools to choose English as a second language raised a storm ofprotest in the midst of a tense political situation. This is indeed a political issue sinceit would require changing the constitution. In spite of this, there is a marked interestin English medium education in Flanders. Already in 2001, a conference on Internationalisationat Home took place in Flanders (Vlaamse Hogescholenraad, 2001).University College Ghent has regularly organised workshops and training events onInternationalisation at Home. The attention in Belgium’s French Community (theWalloon region) is largely lacking, as it is in France.GermanyIn Germany, the National Agency for Socrates and Erasmus (DAAD) organises regulartraining seminars on ‘Internationalisierung zu Hause’, which are well attended.The German Universities of Applied Sciences have developed a range of internationalactivities within their home curricula. Most of these are however aimed at particulargroups of students and do not affect all students. They would therefore fall short ofthat essential characteristic of Internationalisation at Home and would rather resembleAmerican practice.United KingdomIn the United Kingdom there is strong interest in internationalisation of the curriculumand in intercultural education. The shift towards making use of the diversity of thestudent body in the UK is unmistakable, but the situation is fundamentally differentfrom that in the rest of Europe since English is the language of instruction. The dimensionof Ínternationalisation at Home´in the UK seems synonymous with Equality andDiversity issues (Jones, 2011, p. 27) and with the notion of global competences or aglobal outlook.Southern and Eastern EuropeThe focus on Internationalisation at Home in Southern Europe is limited to individualinstitutions such as Università Cattolica del Sacro Cuore in Milan (Mazzoleni & Senn,2007). The Catalan universities ran a training course on Internationalisation at Homein 2006. Universities in Eastern Europe are largely absent from the stage of Internationalisationat Home.IaH in AfricaAfrica as a wholeThe 2010 Global Survey outcomes show that 29 % of African universities count“strengthening the international/intercultural content of the curriculum” among their

140Guide of Good Practices TEMPUS CORINTHIAMpriority policy items. Just 10 % include Internationalisation at Home, the lowest scoreof any region (Egron-Polak & Hudson, 2010, p. 91, fig. I.D.7).South AfricaSo far, the focus on Internationalisation at Home seems limited to South Africa. Mobilityto Europe and other continents involves travelling considerable distances andis therefore problematic. At the same time, South Africa’s universities are dealingwith a great variety of international students mainly from other African countries.These are both reasons why South African universities have embraced Internationalisationat Home, as has the International Education Association of South Africa(IEASA). The University of Cape Town embedded Internationalisation at Home inits institutional policy in 2006 and embarked on a process of operationalisation ofthe concept (Thomas & Kaunda, 2007). The Internationalisation Management AdvisoryGroup at UCT held a colloquium on Internationalisation at Home in 2008,which was attended by representatives from most universities in the country. Thiswas followed, in May 2011, by a two-day ‘teachers’ lab’ at the University of CapeTown, in which teaching staff focused on integrating an international dimensioninto their existing courses.North AmericaNorth America has the highest scores in the Global Survey for both “strengthening theinternational/intercultural content of the curriculum” (40 %) and Internationalisationat Home (18 %) (Egron-Polak & Hudson, 2010, p. 91, fig. I.D.7), yet this does notmean that internationalisation of the curriculum is well advanced.The American Council on Education has been mapping internationalisation since2001. In its 2008 survey of American higher education, it concluded that: “Overall,internationalization does not permeate the fabric of most institutions; it is not yetsufficiently deep or as widespread as it should be to prepare students to meet the challengesthat they will face once they graduate.” (Green, Lu & Burris, 2008, executivesummary). The same report reached the conclusion that internationalisation is not ahigh priority on most campuses, it is possible for students to graduate without anyexposure to international/global issues and that, since 2001, progress has been slowand uneven.Latin America & CaribbeanLatin America scores fairly low on “strengthening the international/intercultural contentof the curriculum”, with 27 %. Only the Middle East has a lower score. The scoreon Internationalisation at Home is rather low with 11 %, just 1 % above that of Africa

Part II : Internationalisation at home 141(Egron-Polak & Hudson, 2010, p. 91, fig. I.D.7). Internationalisation of the curriculumdoes not seem much developed in Latin America as a whole.The World Bank published a report on the international dimension in higher educationin Latin America in 2005. It came to the conclusion that “very little curricular changehas occurred in Latin America” (De Wit, Jaramillo, Gacel-Ávila & Knight, 2005, p.346).In her discussion of higher education in Latin America, Gacel Ávila (2007, p. 404)concludes that “few institutions integrate international, global, intercultural or comparativetopics in their curricula” and that the concept of internationalisation at homeis “unknown”. She further concludes that the use of IT is used more to expand thenational educational offer than for internationalisation of the curriculum.This does not mean that individual institutions in the region have not embraced theconcept of internationalisation of the curriculum. Pontificia Universidad Javerianais one of those. The World Bank report concluded that in Mexico, none of the surveyedinstitutions focused on integrating an international dimension into its curricula(De Wit et al., 2005, pp. 256-257). Universidad Regiomontana in Monterey however,has developed an institution-wide approach to Internationalisation at Home (Teissier,2007). The university also set up virtual international classrooms, which were presentedat the EAIE conference in Nantes in September 2010. Another active player inMexico is the University of Guadalajara. The Mexican Association for InternationalEducation (AMPEI) will be instrumental in driving internationalisation of the curriculumforward in that country.Middle EastIt was found that 25 % of universities in the Middle East include “strengthening theinternational/intercultural content of curriculum” among their top priorities, the lowestscore of any region. Significantly, the Middle East is the only region that doesnot include Internationalisation at Home as a priority at all (Egron-Polak & Hudson,2010, p. 91, fig. I.D.7).Policies for internationalisation of the curriculumDe Wit & Beelen, 2012, have outlined the strategy for internationalisation of the curriculumat the Amsterdam University of Applied Sciences (The Netherlands).The strategy is a concrete articulation of internationalisation goals at the curriculumlevel. Yet it is not prescriptive to the point where it dictates exactly what skills, knowledgeand attitudes must be taught, or how they must be taught. These decisions have

142Guide of Good Practices TEMPUS CORINTHIAMbeen left for the academic staff in control of the curriculum. This highlights the needfor a finely balanced strategy-neither too prescriptive nor too open. The approachidentifies a first level that will have an impact on the learning of all students, but givethose who seek greater engagement the opportunity to pursue that and gain formalrecognition for this through certification.Leeds Metropolitan University has developed a strategy for embedding a global outlookas a graduate attribute across university programmes (Killick, 2011).Implementing policies: success factorsThe successful implementation of a policy for IaH depends on a number of successfactors, that may vary, depending on the institution or the context, but a number ofthem seem to be general.• Leadership is committed to driving the process of internationalisation of thecurriculum at university and faculty levels• The institutional policy leaves individual programmes enough space to adaptit to the graduate attributes for particular disciplines and programmes• Academic staff is engaged in internationalisation of the curriculum.• The development of the international and intercultural dimension is supportedby staff development units and coaches.• Strategic alliances between stakeholders within the university such asbetween policy officers, quality assurance officers, HR managers, facilitiesmanagers and the International Office.ReferencesBeelen, J. (Ed.). (2007). Implementing Internationalisation at Home EAIE ProfessionalDevelopment Series for International Educators, Volume 2. Amsterdam: EAIEBeelen, J. (2011). First steps in internationalization at home. In Educación Global,Vol 15, 59-67.Beelen, J. (2011). Internationalisation at home in a global perspective: A critical surveyof the 3rd Global Survey Report of IAU. In Globalisation and Internationalisationof Higher Education [online monograph]. Revista de Universidady Sociedad del Conocimiento, 8, (2). Retrieved from http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v8n2-beelen/v8n2-beelen-engBeelen, J., & Leask, B. (2011). Internationalisation at home on the move. In Handbookinternationalisation. Berlin: Dr. Josef Raabe Verlag. Retrieved fromwww.raabe.de.

Part II : Internationalisation at home 143Brandenburg, U., & Wit, H. de. (2010). The end of internationalization. Internationalhigher education, 62 (winter 2011), 15 17. Retrieved from: http://www.bc.edu/research/cihe/ihe/issues/2011.htmlCaruana, V. & Hanstock, J. (2008). Internationalising the curriculum at the Universityof Salford: From rhetoric to reality. In C. Shiel & A. McKenzie (Eds.), Theglobal university: The role of senior managers. London: DEA.Crowther, P., Joris, M., Otten, M., Nilsson, B., Teekens, H., & Wächter, B. (2001).Internationalisation at home; A position paper. Amsterdam: EAIE.De Wit, H. (2011). Law of stimulating arrears? Internationalisation of the universitiesof applied sciences, misconceptions and challenges. In H. de Wit. Trends,issues and challenges in internationalisation of higher education, 7-24. Amsterdam:Hogeschool van Amsterdam.Deardorff, D. (Ed.). (2009). Implementing intercultural competence assessment. In D.Deardorff, (Ed.). The SAGE handbook of intercultural competence (477 491).Thousand Oaks: Sage.Deardorff, D.,Thorndike Pysarchik, D., & Yun, Z.-S. (2009). Towards effective internationallearning assessments: principles, design and implementation. In H. deWit (Ed.), Measuring success in the internationalisation of higher education(EAIE Occasional Paper 22), 23 37.De Wit, H., Jaramillo, I.C., Gacel-Ávila, J., & Knight, J. (Eds.). (2005). Higher Educationin Latin America, the International Dimension. Washington DC: WorldBank.De Wit, H. & Beelen, J. (2012). Socrates in the Low Countries: Designing, implementing,and facilitating internationalisation of the curriculum at the AmsterdamUniversity of Applied Sciences (HvA). In J. Ryan (Ed.), Cross-culturalteaching and learning for home and international students. Internationalisationof pedagogy and curriculum in higher education. London: Routledge.Dunne, C. (2011). Developing and intercultural curriculum within the context of theinternationalisation of higher education: terminology, typologies and power. InHigher Education Research and Development 30 (5), 609-622.Egron- Polak, E., & Hudson, R. (2010). Internationalization of higher education:Global trends, regional perspectives (IAU 3rd Global SurveyReport). Paris: IAU.Feast, V., Collyer-Braham, S., & Bretag, T. (2011). Global experience: The developmentand preliminary evaluation of a programme designed to enhance students´global engagement. In Innovations in education and Teaching International,48 (3), 239-250.Gacel Avila, J. (2007). The process of internationalization of Latin American highereducation. Journal of Studies in International Education 11 (3/4), 400 409.

144Guide of Good Practices TEMPUS CORINTHIAMHudzik, J. (2011). Comprehensive internationalisation: From concept to action, executivesummary. Washington, D.C.: NAFSA. Retrieved fromwww.nafsa.org.cizn.Jones, E. (2011). Internationalisation, multiculturalism, a global outlook and employability.In Assessment, Teaching and Learning Journal (Leeds MetropolitanUniversity), 11 (summer), 21-49.Killick, D. (Ed.) (2011). Embedding a global outlook as a graduate attribute at LeedsMetropolitan University. Leeds: Leeds Metropolitan University, Centre forLearning and Teaching.Knight, J. (2006). Internationalization of higher education: New directions, newchallenges (2005 IAU Global Survey Report). Paris: IAU.Knight, J. (2008). Higher education in turmoil; the changing world of internationalization.Rotterdam: Sense Publishers.Leask, B. (2009). Using formal and informal curricula to improve interactions betweenhome and international students. Journal of Studies in InternationalEducation, 13(2), 205 221.http://jsi.sagepub.com/cgi/content/abstract/13/2/205 (1552 7808).Leask, B., & Beelen, J. (2010). Enhancing the engagement of academic staff in internationaleducation. In Proceedings of a Joint IEAA-EAIE Symposium (pp.28-40). Melbourne: International Education Association of Australia.Leask, B. (2011). Assessment, learning, teaching an internationalisation, Engaging forthe future. In Assessment, Teaching and Learning Journal (Leeds MetropolitanUniversity), 11 (summer), 5-20.Mestenhauser, J. (2006). Internationalization at home; Systems challenge to a fragmentedfield. In H. Teekens (Ed.), Internationalization at home: A global perspective(67-77). The Hague: Nuffic.Mestenhauser, J. (2007). Internationalisation at Home: A brilliant idea awaiting implementation.In H. Teekens (Ed.). Internationalisation at home: Ideas andideals (pp. 13-22). (EAIE Occasional Paper 20), Amsterdam: EAIE.Nilsson, B. & Otten, M. (Eds). (2003). Internationalisation at home [Special Issue].Journal of Studies in International Education, 7 (1). OECD (2009). Educationat a glance 2009. Paris: OECD.Scott, G. (2003). Effective change management in higher education. EDUCAUSEReview, 38 (6), 64–80.Teekens, H. (2001). The international classroom; Teaching at home and abroad. TheHague: Nuffic.Teekens, H. (Ed.). (2006). Internationalization at home: A global perspective. TheHague: Nuffic.

Part II : Internationalisation at home 145Teekens, H. (Ed.). (2007). Internationalisation at home: Ideas and ideals (EAIE OccasionalPaper 20), Amsterdam: EAIE.Teissier, C. (2007). Institutional development for internationalisation at home: A casestudy from Mexico. In H. Teekens (Ed.), EAIE Occasional Paper 20. Internationalisationat home: Ideas and ideals, pp. 23 32. Amsterdam: EAIE.Van der Werf, E. (2012). Internationalisation strategies and the development of competentteaching staff. In Internationalisation revisited, New dimensions in theinternationalisation of higher education, pp. 96-102. Amsterdam: CAREM.

Part II : Internationalisation at home 147Chapter 3Internationalisation of Palestinian Universities:reality and aspiration. The case of HebronUniversityNimer AbuzahraIntroductionInternationalisation of Palestinian universities can be very positive and it can enhancethe role of Palestinian institutions of higher education in the international arena. Itwill help to to place the Palestinian universities, that are facing numerous issues andproblems in a wider context. Internationalisation is also a vehicle for doing self-assessmentand in depth evaluation of Palestinian universities missions, goals, abilitiesand strategies. Hebron University serves as a case study here.Introduction to Hebron UniversityThe history of the University dates to 1967, when Sheikh Mohammed Ali Al-Ja’barirealised that the Israeli occupation of the West Bank and Gaza would eventually leadto the isolation of cities and towns in that area. Sheikh Al-Ja’bari and other notablePalestinians established Hebron (Al-Khalil) University in 1971, pioneering higher educationin Palestine. The University helped the community to overcome Israeli measuresand created an opportunity for the needy and conservative families who wouldnot otherwise send their daughters out of town to pursue higher education, either dueto financial considerations or due to traditions. In 1971, what is now Hebron Universityopened as a small college of Shari’a (Islamic Law) serving a total of 43 students.Now, Hebron University includes a Faculty of Al-Shari’a, Faculty of Agriculture, aFaculty of Arts, a Faculty of Education, a Faculty of Finance and Management, aFaculty of Science and Technology, a Faculty of Nursing and a Faculty of Pharmacy.The University offers more than 45 programmes leading to bachelor´s degrees. In addition,The College of Graduate Studies and Scientific Research offers eight master´sdegree programmes in Arabic Language and Literature, English Linguistics, BusinessAdministration, Islamic Judiciary Law, Fundamentals of Islamic Law, Plant Protection,Sustainable Natural Resources and Their Management, and History.

148Guide of Good Practices TEMPUS CORINTHIAMThe University uses the credit hour for all its graduate and undergraduate degrees.Most of the courses are 3 credit hours. The academic year has two semesters and eachone lasts sixteen weeks.Despite all political and financial challenges, Hebron University is determined to beone of the prestigious institutions of higher education. Not having access to recruitingthe international qualified academic staff, because of the Israeli rules and visarestrictions, deprives its students from having an exposure to international education.This ongoing problem hinders and distracts from the efforts and the strategies of theUniversity.Choices to be madeIt is very important that Palestinian universities pay attention to the following issueswhen planning cooperation with cross border institutions:• Choosing the strategic partner with the qualified academic staff, propercredentials and academic rank.• The universities have to work on their profiles and present a comprehensive,clear and practical policy• Palestinian universities should limit the number of international partnersand quality of education, research and academic ranks of internationaluniversities should be the top requirements when choosing a partner.• Having pilot programmes for international students mainly in the fields ofhumanities and social sciences.• When recruiting international students, Palestinian universities need to haveall information included in the student’s guide showing code of conduct, mainoffices and departments of the university, all academic rules and regulationsand financial requirements.• Proper housing for international students either through the universitydormitory or through private renting should be ensured. Savage (2005)talked about the adjustment that international students must make sociallyoften requires an attempt to integrate with the frame of reference of thehost country. Luzio-Lockett (1998) referred to this process as the squeezingeffect because these students must try to ‘squeeze’ their own identity with thevalues and norms of another culture. She notes that language plays a criticalrole that can adversely affect a student’s academic performance and therebyalso influences one’s understanding of ‘self-concept’ (see also Moore &Constantine, 2005; Chapdelaine & Alexitch, 2004; Klomegah, 2006). Burns(1991, 73) supports this idea of ‘squeezing’, stating: ”The additional role ofbeing an alien exacerbates and magnifies the stress through linguistic socio-

Part II : Internationalisation at home 149cultural-emotional difficulties involved in cultural adjustment. Educatorsneed to be aware of these students’ experience to help them make thenecessary adjustments to living in an Australian context.”• Establishing a code for easy access to the university library, cafeteria,physical training and other recreational facilities of the university.• Providing international students with emergency phone numbers, ensuringthat there is an international relations office with qualified personnel who canadvise and assist international students.• In order to have an effective and sustainable internationalisation programme,Palestinian universities ought to reach agreement on how to recruitinternational students. For example, each institution can choose one or twodisciplines for its internationalisation venture. Following this approach maygive the university a chance of having more students on its campus, insteadof having a few. This may mitigate the financial burden to host institutions.Another positive aspect to this initiative is that it will give Palestinianstudents a chance to interact with more students from more countries.• Explore the possibilities to set up specific collaborative partnerships betweenPalestinian universities and international partners, whereby the partnershipswill be tailored to the specific needs and capabilities of the respectivepartners and can comprise a bilateral agreement between single partners or amultilateral agreement involving more partners.• Focus these partnership on one or several of the following activities: staffdevelopment, curriculum and course development, institutional development,research development, joint acquisition of research; staff exchange (visits);student exchange (visits); graduate training and scholarships; summerschools, organisation of joint seminars and conferences.• Jointly explore possibilities to obtain funding.• Start with some small-scale pilots and expand internationalising andcollaboration with international partners gradually over time.• Explore possibilities to institutionalise collaboration in the Palestinianinteruniversity cooperation framework that among others will monitor andreview progress made on a semi-annual basis.DifficultiesBelow are some of the difficulties and challenges that are facing internationalisationof Palestinian universities:1. The establishment of more than 30 branches of American universities in differentparts of the Arab world. This encourages so many students to stay athome and not to travel to other countries for education.

150Guide of Good Practices TEMPUS CORINTHIAM2. Many Arab universities, including Palestinian universities, follow the Americansystem of education which is based on credit hours and semesters. Normally,the academic year is divided into two semesters and the unit for measuringthe completion of any given course is the credit hour.3. I believe that internationalisation is a new concept to so many universitiesin the Arab world in general and Palestinian universities in particular. Therefore,adequate training, exposure and experienced partners in this matter arevital.4. The financial conditions of so many higher education institutions worldwideis very difficult, which strains the mobility and plans of the institutions.5. The political situation in the Palestinian territories and the Israeli rules complicateall long term strategies. Israeli authorities control the borders and thevisa regulations. This reality makes it extremely difficult to recruit academicstaff or international students for Palestinian universities.6. The ‘warning’ issued by the State Department of the USA, urging U.S. citizensto exercise caution when traveling to the West Bank, influences othercountries in discouraging their citizens to visit Palestinian territories.7. language barriers and the lack of programmes that use English, French orother language as the medium for teaching.8. The limited number of international students that wish to study at Palestinianuniversities is another detrimental factor for opening special classes for them.Policies at Hebron UniversityThe governance body of Hebron University will show full support and commitmentto internationalisation of the university. This support will foster itself through thesustainability of the programme, providing the international office with the qualifiedstaff and the equipment needed, so it can achieve its goals and duties. The governancebody will instill the concept of internationalisation into the present and future plans ofthe Hebron University. It will instruct the units to coordinate with each other and toestablish a robust international programme that serves staff, students, the communityand our strategic partners. The governance body will encourage and support academicresearch cooperation between Hebron University’s academic staff and students withstaff and students from different universities worldwide.The goal of internationalising the curriculum is to offer a practical experience andbetter comprehension of different cultures and customs to students. It also preparesstudents to deal with different situations related to culture, religion and behavior professionallyand with great confidence and with great confidence. Looking at the opportunitiesand advantages of internationalising, without doubt, can encourage theHebron University’s administration to overcome all the hurdles and difficulties that

Part II : Internationalisation at home 151internationalisation of the University may face. However, this decision requires allsupport and understanding of the Ministry of Higher Education. The Palestinian Ministryof Higher Education needs to secure the financial and technical support and toencourage Palestinian universities to begin internationalisation.Furthermore, Palestinian Universities have to make a collective effort to address thisissue. Vital in this regard is the agreement between universities about the programmesthat can be internationalised and which university is willing to adopt this approach.Internationalisation is a very positive aspect that can be applied in Palestinian intuitionsof higher education. Internationalisation does not, in any way, deprive the institutionfrom its identity. For instance, Palestinian institutions of higher education willensure their identity, and at the same time will have the opportunity to benefit fromother partners in the fields of academic programmes, research, faculty exchange andcultural knowledge.Lizzary and Marlow (2010) state that valuing diversity within the teaching and learningfunctions of higher education is essential as post-secondary institutions engage inone of their many avenues of internationalisation: the increased recruitment of internationalstudents to their campuses. In recent years, the recruitment of internationalstudents has become an important and highly competitive focus of post-secondaryinstitutions in both Canada and around the world. If Canadian post-secondary institutionswish to remain competitive within the international education marketplace,they should recruit international students (Savage, 2005). Furthermore, interculturalunderstanding and relations will be dramatically enhanced through staff and studentexchange and training.Leask (2005) stated that intercultural competence, the “understandings, competencies,attitudes, language proficiencies, participation and identities necessary for successfulcross-cultural engagement” is a recurring theme in the discourses of internationalisationin higher education. Definitions of internationalisation in higher education haverepeatedly emphasised the intercultural element. The preparation of ‘faculty, staff andstudents to function in an international and intercultural context” (Knight & De Wit,1995), the process of integration of “an international, intercultural, or global dimensioninto the purpose, functions or delivery of postsecondary education” (Knight,2003) stresses the ‘intercultural’ element as an important part of internationalisation.The descriptions that academic staff gave of their learning experiences in Hong Kongwere descriptions of dynamic intercultural learning – processes and activities whichdeveloped their skills, knowledge and attitudes and assisted them to relate, interactand function interculturally.In a world where stereotypes, misconceptions and ignorance are very dangerous slogans,internationalisation of institutions of education, can reduce, fight and changesuch negative and destructive aspects. Internationalisation will be a venue to expose

152Guide of Good Practices TEMPUS CORINTHIAMcultures, views and beliefs of different people and will instill a sense of understanding,tolerance and respect among individuals. Having students from various cultures andbackground attending classes together, exchanging ideas, discussing different issuesand building strong relationships amongst themselves will be one of the outcomes ofinternationalisation.Moreover, establishing a special programme for teaching the Arabic language to nonspeakerswill encourage international students to attend Hebron University. This programmewill be very intensive and its duration will be up to sixteen weeks (one academicsemester). In this programme international students will be exposed to reading,writing and speaking standard Arabic language. Also international students will havethe opportunity to reside with Palestinian families so they can practice their Arabicand will have the opportunity to learn about the culture of the Palestinian people. It isworth mentioning that the Arabic programme will be divided into levels and studentwho have knowledge of the Arabic will be placed in advanced levels accordingly.Hebron University will take the initiative of having a few pilot projects in specificmajors for internationalisation programme, for example Political science, Islamicstudies and Media and journalism. Through these pilot programmes, there will be thechance to learn from experiences which can then be applied to other university majors.Also, there will be monitoring and semi-annual reviewing of the progress.The short term approach to internationalisation of the University is through summercourses for international students. This approach depends on recruiting students fromother international universities and offering them two to three courses during summerschool (about eight weeks) where the medium of teaching is English.ConclusionInternationalisation of Palestinian universities is a very complex and challenging task.The discussion above presents the obstacles and challenges that face internationalisationof Palestinian universities, with Hebron University as a case. Furthermore, Palestinianuniversities may benefit from the suggestions for applying internationalisationto their academic programmes, staff and students.ReferencesBurns, R. (1991). Study and stress among first year students in an Australian university.Higher Education Research and Development, 10(1), 61-77.Chapdelaine, R., & Alexitch, L. (2004). Social skills difficulty: Model of cultureshock for international graduate students. Journal of College Student Development,45(2), 167-185.

Part II : Internationalisation at home 153Irizarry, I., & Marlowe, J. (2010). Beyond mere presence: Making diversity work.Social Work Education: The International Journal, 29(1), 96-107.Klomegah, R. (2006). Social factors relating to alienation experienced by internationalstudents in the United States. College Student Journal, 40(2).Knight, J. (2003). Internationalization remodeled: Definition, approaches, and rationales.Journal of Studies in International Education, 8 (1), 5-31.Knight, J., & de Wit, H. (1995). Strategies for internationalization of higher education:Historical and conceptual perspectives. In H. de Wit (Ed.), Strategies forInternationalization of Higher Education. Amsterdam: EAIE.Leask, B. (2005). Internationalization of the curriculum and intercultural engagement,A variety of perspectives and possibilities. Refereed paper presented at theAustralian International education Conference (AIEC), Gold Coast Conventionand Exhibition Centre, October 11-14, 2005, Queensland, Australia.Luzio-Lockett, A. (1998). The squeezing effect: The cross-cultural experience of internationalstudents. British Journal of Guidance & Counselling, 26(2), 209-226.Moore, J., & Constantine, M. (2005). Development and initial validation of the collectivisticcoping style measure with African, Asian, and Latin American internationalstudents. Journal of Mental Health Counseling, 27(4), 329-347.Savage, C. (2005). The national report on international students in Canada 2002. Ottawa:The Canadian Bureau for International Education.

Part II : Internationalisation at home 155Chapter 4Challenges for the mind-set change for iah atthe Bezalel Academy of Arts and Design;a case studyJennifer AveryMichael TurnerAbout the institutionThe Bezalel Academy of Arts and Design was established in Jerusalem in 1906 byBoris Schatz. He was a Russian-born Jewish artist, and a prominent figure at theAcademy of Fine Arts in Sofia, Bulgaria. Schatz succeeded in convincing TheodoreHerzl of the need to establish a school for arts and crafts in the Land of Israel, and in1905, the seventh Zionist Congress in Basel passed a resolution to that effect. At thetime of its establishment, Bezalel had approximately twenty students and four lecturers,working and studying primarily in the areas of gold/silver crafting and fine arts.In 1948, following the establishment of the State of Israel, Bezalel was officially announcedas Israel’s `Academy of the Arts` (the actual announcement was made in 1955)and the government began providing financial support. The Academy was recognized asan institute of higher education by the Council for Higher Education in Israel in 1975.Today, Bezalel’s student body numbers around 2000 students, being taught by a facultyof about 450 lecturers, on four campuses. Three of the four campuses are located inJerusalem, including the main campus on Mount Scopus, and the fourth is in Tel Aviv.Vision and missionThe Bezalel Academy was originally established to provide livelihood and renewedfaith to the dwellers of the holy city and to new settlers, as part of the creative revivalof the Jewish nation in its ancient homeland.Following more than a century of creative activity, during which it has demonstrateda tradition of quality and excellence, constant regeneration and artistic breakthroughs,

156Guide of Good Practices TEMPUS CORINTHIAMthe Bezalel Academy strives to change the face of art, architecture and design in Israeland the world. The Academy is committed to the training of the future generations ofIsrael’s best artists and designers, and to the leading of an ethical, aesthetic and intellectualchange aimed at redressing the outlook and space of Israel and improving thematerial reality, for better quality of life and environment.One of the major aims of the Academy is to establish itself as an international institutionand a creative hub where energy becomes matter and imagination becomesreality. Using the experience gained through the international programmes alreadyin place – incoming and outgoing student exchange and study abroad – it is hoped toincrease the number of international students studying full degrees at the Academy aswell as those studying in short-term programmes.ProgrammesToday, Bezalel is home to eight undergraduate art and design departments and fourgraduate departments:DepartmentNumber of Degree-Seeking StudentsArchitecture 422Ceramic and Glass Design 117Fashion and Jewelry 138Fine Arts 199Industrial Design 178Photography 160Screen-Based Arts 252Visual Communications 408Total: 1874Table 1: undergraduate departments at Bezalel Academy of Arts and DesignDepartmentNumber of Degree-Seeking StudentsMasters of Fine Art 42Masters of Industrial Design and Design Management82Masters of Theory and Policy of the Arts 21Masters of Urban Design 21Total: 166Table 2: graduate departments at Bezalel Academy of Arts and Design

Part II : Internationalisation at home 157As the majority of the courses at Bezalel are taught in Hebrew, students in degreeprogrammes are required to obtain an advanced level of Hebrew language proficiencybefore beginning their programme of study. In addition, all students applying to studyfull degrees at Bezalel are required to present documentation of proficiency in theEnglish language along with their application. Those who do not meet the requirementsat the time of admission must complete their English studies and pass the Englishexemption exam in order to complete their degree.In recent years, and as part of the internationalisation programme, Bezalel has also begunto offer a number of courses taught in English. These courses were initially createdsolely for the international students, but are now also open to the Israeli/Hebrewspeakingstudents. Currently, there are English medium courses offered in the FineArts and Photography undergraduate departments and in the master`s programmes inIndustrial Design and Design Management and Urban Design.IaH at Bezalel: An overviewBezalel has made great strides in recent years to become an internationalised institution,and is continually implementing a variety of initiatives to further the causeof Internationalisation at Home. The Academy boasts one of the strongest studentexchange programmes in Israel (with nearly equal numbers of incoming and outgoingstudents each year). Although more than twenty percent of Bezalel’s studentstake part in the exchange programme during their studies, a great importance is seenin providing the eighty percent of students who do not go abroad during their studieswith an international component to their academic experience. In addition to thetypical difficulties that young people have, including lack of funds and obligations atwork and home, some Bezalel students are unable to participate in the exchange dueto religious and familial pressures. Although the primary reasons that students do notparticipate in the exchange program are related to the former, a small number of studentshave expressed that they are unable to participate due to religious beliefs – eithertheir own, or those of their families. In addition, the student population at Bezalel ismore mature than that in many universities in the rest of the world, due to the fact thatmost of the students have served in the army for the mandatory two or three years followingtheir graduation from high school. It is not unusual for students to be marriedand have children upon beginning their studies at the Academy. Most students alsofund their own studies, and spend most of their time outside of the Academy workingto support themselves and pay for their education. The obligations that having afamily and job entail make it difficult for these students to uproot themselves for asemester abroad.As a response to the fact that the majority of students will not go abroad for educationalpurposes during the course of their studies, the Academy has created numerousinternational links and projects, helping to bring the world to the students who are

158Guide of Good Practices TEMPUS CORINTHIAMeither not able or choose not to go abroad. Given the highly globalised state of theworld today, Bezalel is acutely aware of the importance of exposing all of its studentsto the rest of the world.Mobility ProgrammesBezalel offers the opportunity for students from outside of Israel to study in twoprogrammes: exchange and ArtJerusalem. The exchange programme includes agreementswith over 150 institutions of higher education worldwide. Students studyingat partner institutions are able to come to Bezalel through the exchange programme,while continuing to pay tuition fees to their home institution. The Academy receivesbetween 80-100 students from its partner institutions annually. In the last three years,the number of incoming exchange students has grown by more than 200% from 59students in the academic year 2008-2009 to 143 in the academic year 2011-2012.The Academy also offers a programme called ArtJerusalem for students from nonpartnerinstitutions who are interested in coming to study at Bezalel. This programmeis open both to gap year students, as well as more advanced students, and is offered incooperation with the Rothberg International School at the Hebrew University, givingstudents the opportunity to integrate studies in art and design with studies in fieldssuch as politics, economics, religion, history, and language. The gap year track of theprogramme, for students who have just finished high school, is held under the auspicesof the Fine Arts Department. The study abroad programme began in 2007-2008with three students and has grown to 38 students in the academic year 2011-2012 (seeappendix 1).Also within the framework of the exchange programme, the Academy sends approximately120 students abroad each year. The undergraduate departments approve atleast 20 per cent of students in the 3 rd year of their studies of the four-year programmesand the 4 th year in the five-year Architecture programme to participate in the exchangeprogrammes, while a number of the departments approve up to 50 per cent (see appendix2).The international programmes supported by Bezalel help to expand the horizons of itsstudents, and to prepare them for successful careers both in Israel and abroad. Thisis evidenced by the fact that many of Bezalel’s graduates go on to work in Israel,with international companies, and a significant number of former students go on toeither work, teach or study graduate degrees abroad. These include a large number ofstudents who participated in the exchange programme, and develop a desire, duringtheir studies abroad, to return to the country of their exchange semester, or to furtherexpand their international experiences in another country. Furthermore, this also includesthose students who remained at Bezalel for the entire duration of their studies,but have been exposed to international students and lecturers, instilling in them aninterest in the art and design world outside of Israel.

Part II : Internationalisation at home 159Restructuring of the IROBezalel is one of the few institutes of higher education in Israel with a functioningInternational Relations Office (IRO). In its quest to remain on the cutting edge of theworld of art and design, Bezalel has made a number of changes to the structure of thisoffice which deals with international relations and internationalisation. During the lastyear and a half and within the framework of the TEMPUS programme, the IRO hasbeen restructured in an effort to improve its efficiency in dealing with all componentsof the internationalisation process. The former structure of the department includedonly the director and one assistant, who dealt primarily with the student exchangeprogramme. The director was also responsible for the Public Relations and SpokespersonOffice.Figure 1: former structure of the IRO at Bezalel AcademyFollowing a quality assurance evaluation of the IRO, it was decided that a restructuringwas indeed necessary to improve the efficiency and effectiveness of the department‘sactivities. As a result, a new staff member (International Relations Coordinator) wasadded to deal specifically with international projects, such as traveling exhibitions,international `Friends of Bezalel` networks, as well as the graduate database. Theformer assistant to the Director of International Relations has been appointed to theposition of Exchange Programmes Coordinator, and is now responsible for maintainingall international student programmes – including the exchange programme, studyabroad and Fulbright scholarships. This includes the management and arrangement ofvarious visits of international lecturers, as well as visits of Bezalel lecturers abroad.The Exchange Programmes Coordinator is also the IRO‘s TEMPUS representative.The new distinction between the positions in the office helps to ensure that all activitiesof the IRO are handled in the most efficient way possible by the people with themost expertise in the various areas.

160Guide of Good Practices TEMPUS CORINTHIAMFigure 2: new structure of the IRO at Bezalel AcademyIn addition, within the TEMPUS framework, the Academy contacted outside consultantsand purchased CRM software, which will be adapted for academic use. This willmanage the student mobility and other needs of the database, and also provide qualityassurance. All communication with international students, partners, lecturers anddonors, as well as Israeli students who take part in the exchange programme, will bedocumented and stored in the database where it will be easily accessed when needed.Preliminary meetings have been conducted in order to begin planning for the installationand implementation of the CRM.Programmes to enhance IaHWhile more than twenty percent of the student body at Bezalel participates in theexchange programme, the eighty percent majority does not go abroad during theirfour or five years of study at the Academy. This is one of the main catalysts behindthe Academy’s drive to create and take part in a number of activities, which strive tofoster an international environment for degree-seeking students who do not take partin the exchange programme or other mobility programmes.International guest lecturersOne of these activities is the hosting of guest lecturers throughout the year. Most ofthe guest lecturers come to Bezalel for short periods – one lecture or a week combininglectures and workshops – but the Academy has also welcomed lecturers for aperiod of a semester or year, during which they teach full courses to students. Onesuch course was an illustration course, the subject of which was Jerusalem. Thoughthe subject matter of the course was local, the course itself was taught in English andwas open to both international as well as Israeli students. The international studentswere introduced to Jerusalem and the Israeli students were exposed to a different pointof view on the city which many of them now call home.International curriculaBezalel offers a wide variety of courses that, while they are taught in Hebrew, focus oninternational subject material. Most of these courses are offered under the auspices of

Part II : Internationalisation at home 161the History and Theory Department at the Academy. All students are required to taketwenty-five percent of their coursework in this department in order to complete theirdegree. All courses are offered in Hebrew, but a number of them cover topics thatexplore the world of art and design abroad. This year this department offers courseson German art, Japanese advertising and anime, the City of Cairo, Greek mythology,Medieval Europe, world fashion and the effect of September 11 th on the world. Thesecourses give all students a window on the world, without the necessity of leaving thecountry.Visiting student groupsAnother way in which Bezalel has created an international environment for thosestudents who have not chosen to spend a semester abroad, is through visiting studentgroups.One such project included a visit of a group of Polish students. The two groups ofstudents, Israeli and Polish, travelled around Israel together and worked on a performingarts project. Each group was exposed to the other’s vision and creation methods.Bezalel also hosts numerous groups of Jewish students from all over the world eachyear. Students from the various departments are enlisted to help lead seminars andworkshops for the visitors. Participating Israeli students are put into situations inwhich they are interacting with international students, and they need to adjust theirspeech and actions accordingly.Through their interactions with visiting student groups, Bezalel’s students are not onlyexposed to the way in which topics in art and design are dealt with in other cultures,but they also have the opportunity to receive critiques from the visitors, giving them achance to see how their work is viewed by audiences outside of the context in whichit was created. Outside of the art and design world, interactions with internationalpeers expose the Israeli students to a different set of social norms that in some casesare quite different from those which are common in Israel. This exposure to behaviouralnorms in general along with the “outsider” critiques, helps to prepare studentsfor work outside of their Israeli bubble – instilling in them the confidence to exploreand work in the globalised world.Joint international projectsA third way that Bezalel has internationalised the curriculum is through joint projectswith institutions abroad. One very successful project that has been conducted overthe last few years can be found in the Visual Communications Department where aclass was designed around the theme of children’s book illustration. Each year, studentsfrom the Bezalel Academy, along with students from academies in Germany,Bulgaria and South Korea, illustrate children’s books on a theme, which varies from

162Guide of Good Practices TEMPUS CORINTHIAMyear to year. The works created are then exhibited to audiences in all four countries.The students in the class are given the opportunity to see the work that was created bystudents participating in the parallel course in the other three countries, and are thusable to see the difference in approach and execution of the project by their internationalpeers.ExhibitionsOther exhibitions are also utilised by the Academy to enhance the international dimensionfor students who remain in Israel for the entirety of their studies. Both theinternational exchange students, as well as the Israeli students who have participatedin the exchange programme are given a chance to present their work to their peersand the general public. Each year, the international exchange students host their ownexhibitions, with the help of the International Relations Office. These exhibitions notonly give these students a chance to show the work they have created, but also exposethe Israeli students to new points of view, stemming from differing experiences thatthe international students bring with them from their home countries.Many of the departments provide an opportunity for students returning from their mobilityperiod to exhibit the work that they have done abroad once they have returned toBezalel. Indeed, a number of departments even require this as a part of the work thatstudents have to do in order to receive credit for their exchange semester.Through these exhibitions, the students who did not participate in the exchange havethe ability to see work that has been inspired by international locations. They are ableto see the effect that the change of environment has on the programme and also hadon the output of their peers. Other students are also able to see the change in theirclassmates’ approaches to art and design in the classes they share.Integration of Incoming International StudentsArguably, the strongest force in the Internationalisation at Home process at Bezalelis the presence and integration of incoming mobility students into the courses. Allincoming international students participate in classes and studio activities alongsidetheir Israeli peers, and are not segregated into specific courses created for foreignstudents only. The incoming mobility students provide new and fresh approaches totheir fields, and the Israeli students are excited to see what they bring to the table. Theintegration of international exchange students into the regular courses of the Academycreates a microcosm of the globalised world in which we live. Many courses requiregroup work which necessitates cooperative work between Israeli and internationalstudents, giving them a taste of what it is like to develop a project with internationalpartners.

Part II : Internationalisation at home 163Assessment of learning in internationalised curriculaCurrently, while Bezalel is examining the advantages and disadvantages of the EuropeanCredit Transfer System (ECTS) and the feasibility of implementing it in Israeliinstitutions of Higher Education within the framework of the TEMPUS Corinthiamproject, the Academy continues to work with its own credit system. This creates aneed to work with grade conversions, and assessments of student work done duringmobility periods. Each department carries out these assessments in slightly differentways, but for the most part, they all follow the same basic outline. All students whoreturn from mobility programmes are required to present their transcript of gradesfrom the host institution, along with a portfolio of the work they completed duringtheir semester abroad to the head of their department, or a department lecturer whohas been assigned the responsibility of evaluation for returning mobility students. Inthis way, it is possible to see not only the grades received, but also the outcomes ofthe course work. The work and grades are assessed, and credits are assigned. Due tothe difference in the grading systems, students are not awarded grades for the coursesthey complete while they are on exchange. Students receive only passing credits, notgrades, for their mobility semester.International students studying at Bezalel are evaluated in their courses in the sameway as their Israeli counterparts. Likewise, at the end of the semester, they receive atranscript of grades according to the local system. A large number of the institutionsthat have exchange programmes with Bezalel will accept the credits in a way similarto that of Bezalel. However, there are schools that convert the credits and gradesto reflect the corresponding ECTS equivalence, and for those schools we provide atranslation of the credit system, along with a grading scale to clarify the system used.Points of pride and good practiceBezalel runs many international programmes but there are a few of which the Academyis particularly proud. It is important to note that these accomplishments are not thefinal culmination of the project, but all are rather landmarks along the road towardsinternationalisation. Each project and cooperation that is established is a means, notan end.Cooperation agreementsBezalel currently maintains agreements of cooperation with over 150 institutionsworld wide. This gives students who go abroad a substantial variety of countries andinstitutions from which to choose. Regarding Internationalisation at Home, this resultsin the introduction of a wealth of new, fresh points of view that are broughtback to the Academy upon the return of these students to their studies at Bezalel, aswell as those brought to the Academy by international students from Bezalel’s partner

164Guide of Good Practices TEMPUS CORINTHIAMinstitutions who spend a semester or year on exchange at the Academy. The IRO iscurrently beginning a process of quality assurance regarding its partner schools. All ofthe partnerships will be reviewed and decisions will be made as to whether or not tocontinue the cooperation, based upon the success of the relationship between the institutionsduring the years of cooperation and more especially how might the exchangeprogramme be better managed. The criteria for evaluation will include the number ofincoming and outgoing students to and from each institution, as well as identifyingthe possibilities for new collaborative endeavours providing added value. The IROalso intends to investigate the rankings specific to art, design and architecture schoolsas a means of determining suitable partners and linking them to other joint activities,specifically within other EU programmes. The IRO understands that these rankingscan sometimes be misleading and even counter-productive, and will therefore usethem only in tandem with the other measures of a successful partnership mentionedpreviously. Agreements currently in place with institutions that do not show promisefor future cooperation, either in the realm of exchange or other partnership activitieswill be concluded. For the future, Bezalel does not have a specific goal regarding thenumber of exchange agreements to have in place. The object of the agreements is toencourage international collaboration, and the belief is that as long as the schools withwhich the Academy maintains agreements are indeed cooperating to create projectsor exchange students, there should be no limit to the number of agreements in place.It is more important to focus on the quality of the agreements than on the number inplace. It is proposed that in addition to a standard MoU a specific appendix might beattached to highlight the relevant qualities of the exchange, and that exchanges bereviewed each five years to encourage a fresh look and encourage new activities.One of the most important aspects for assessing the quality of the agreements isthrough cooperation in the student exchange programme. Most of the agreements areoriginally initiated for the purpose of exchanging students. The Academy views thecontribution of international students to the curriculum as invaluable, and thereforethe most important factor in evaluating the quality of an agreement is based on theactivity of the student exchange programme with any particular institution.As part of this “five-year review” of all of the agreements that are currently in place,Bezalel will have the chance to identify weaknesses and, where necessary, concludethose that are not working, giving the Academy more time and resources to furtherdevelop the more promising partnerships, as well as to explore possibilities for additionalagreements.Courses in EnglishThe Academy is presently working to increase the number of courses offered in English,open to local as well as international students. Currently, the majority of coursestaught in English are offered in the Fine Arts Department, but a few can also be foundin the Photography, History and Theory, Masters of Industrial Design and Masters

Part II : Internationalisation at home 165of Urban Design Departments. The Academy’s goal is to offer at least one or twoEnglish taught courses in each department each semester. The general goal is to makeEnglish the second language of the Academy. This is considered to be of primary importance,as the language of publications in the globalised world is English, and as theworld becomes more connected, works or projects that are published and presentedare only truly available to the eleven million people in the world who speak Hebrew.Students who are unable to communicate in English following their graduation andentrance into the working world will find themselves pigeon-holed in a Hebrew onlyworld. Implementing a greater usage of English into the curriculum will serve to createa broader spectrum of opportunities for Bezalel students following graduation.AssessmentAll students that participate in Bezalel’s mobility programmes are asked to completeand submit a questionnaire about their mobility experience. Outgoing mobility studentsare required to do so upon their return to Bezalel, and the information in theirquestionnaires is reviewed by the Exchange Programmes Coordinator. Any studentswho feel that the questionnaire does not sufficiently encompass their experience areable to meet with the Exchange Programmes Coordinator to provide further detailsabout their exchange period. All of the questionnaires, as well as the additional informationfrom these meetings, are kept on file so that students who are interested infuture exchanges can read about the experiences that their peers had at the variousinstitutions.Incoming mobility students are asked to complete and submit a survey at the end oftheir semester or year at Bezalel, before returning to their home countries. Thesesurveys are reviewed by the Exchange Programmes Coordinator, and any problematicissues are brought to the attention of the Director of International Relations and ResourceDevelopment to discuss possible solutions to the issues raised. These questionnairesand surveys help to maintain the quality of the mobility programmes at Bezalel.English language materials and disseminationThe Academy maintains a fully functional English webpage which includes informationon all of the departments, including faculty and course lists, as well as a calendarof events, and information on international activities. The website is updated in tandemwith the Hebrew website to maintain its relevance.In addition, Bezalel has begun translating a majority of its written materials into English.About half of the course offerings and their descriptions for all of the departmentshave already been translated, and the IRO hopes to have the remainder translatedby the summer of 2012. These translations, along with the creation of otherEnglish-language promotional materials, are expected to help with the disseminationof information about the activities taking place at the Academy.

166Guide of Good Practices TEMPUS CORINTHIAMObstacles to IaHBezalel has faced a number of obstacles along its path to internationalise the curriculumand the Academy’s general environment. The root of most of the obstacles canbe traced back to three primary issues: finances, dissemination/awareness and lack ofdepartmental cooperation.As in most institutions of higher education, there is an on-going debate regardingthe allocation of funds to various departments and projects, and as is often the case,there are never enough funds to go around. This has primarily presented a problemin the area of international guest lecturers. Bezalel has been generally unable to fundguest lecturers who are interested in coming to teach at Bezalel, making it difficult forthem to come for extended periods of time, resulting in a relatively high number ofshort term visits (single lectures or one week long workshops/lectures) as opposed tosemester or even year-long sojourns. The lack of funding also affects the ability of theAcademy to broaden the scope of the courses, by restricting its ability to develop andopen new courses that are taught in English or cover more international subject matter.However, even when funding is available, there are still issues concerning awarenessand dissemination. This brings us to the next major obstacle to internationalisation atBezalel: lack of cooperation from the departments.Despite Bezalel’s drive to remain on the cutting edge of the world of art and designand its readiness to embrace and develop new techniques in the various fields of artand design taught and studied at the Academy, there has been a somewhat contradictoryresponse to embracing and working towards policies for internationalisation. Departmentsseem unsure of how create a process of Internationalisation at Home, andare hesitant to take part when presented with concrete plans.In addition to internal and funding issues, the Academy, along with all of the otherinstitutions of higher education in Israel, also face an ideological dilemma when consideringthe possibility of offering courses in English rather than Hebrew. This issuewas brought up for discussion in an article published in the Haaretz newspaper, discussingthe “war” that the Academy of the Hebrew Language in Israel has declaredon English studies in university settings throughout the country (Nesher, 2012). Theargument is that the identity of Israel is defined in great part by the use of the Hebrewlanguage, and therefore must not give in to outside pressures to implement English asthe language of education. This kind of outside pressure makes the work of internationalisationthrough English language courses incredibly difficult, and this, in turnresults in a decline in the number of international students who are willing and able tocome to study in Israel.

Part II : Internationalisation at home 167Possible solutions to obstacles and the future of IaH at BezalelFor the future, Bezalel hopes to increase the number of faculty exchanges. This processshould be aided by research into and dissemination of various funding options,along with opening the lines of communication between the IRO and the faculty inthe departments regarding the potential for exchanges that might become available.Regarding the issue of financial difficulties, it has been suggested that the Councilfor Higher Education in Israel open a budget line for the purpose of furthering internationalisationefforts in the various institutions of higher education in Israel. Thisaction would aid the development of internationalised curricula and programming,both by providing funding sources, as well as demonstrating support of the projectsand activities created in working towards the goal of internationalisation, which couldcreate further validation in Israeli society for the project, helping to drum up interest.ReferencesNesher, T. (2012). Israel’s Academy of the Hebrew Language Declares War - on English.Haaretz, 29 Feb. 2012.

168Guide of Good Practices TEMPUS CORINTHIAMAppendix 1 : Incoming exchange studentsDepartment 2007-08 2008-09 2009-10 2010-11 2011-12Architecture 7 4 10 16 16Ceramic and Glass Design 4 2 3 3 1Fashion and Jewelry 7 0 6 3 1Fine Arts 19 22 25 27 31Industrial Design 3 5 6 11 11Photography 4 10 8 12 12Screen-Based Arts 6 4 13 4 6Visual Communications 9 11 10 9 20Masters of Fine Art 3 0 0 2 2Masters of Industrial Design 2 1 0 0 2Masters of Urban Design - - 1 4 4MASA 3 10 15 24 -Study Abroad - - - 1 39Total 67 69 97 112 145Table 3: number of incoming international students at Bezalel Academy by department, 2007-2012Appendix 2 : outgoing exchange studentsDepartment 2007-08 2008-09 2009-10 2010-11 2011-12Architecture 20 21 23 25 35Ceramic and Glass Design 5 3 8 6 10Fashion and Jewelry 7 9 10 8 12Fine Arts 24 23 28 27 18Industrial Design 18 20 20 18 19Photography 6 6 7 7 8Screen-Based Arts 4 6 6 7 12Visual Communications 15 18 18 21 19Masters of Fine Art 0 2 0 0 0Masters of Industrial Design 0 0 0 1 0Masters of Urban Design - - 0 0 0Total 99 108 120 120 133Table 4: number of outgoing exchange students at Bezalel Academy by department, 2007-2012

Part II : Internationalisation at home 169Appendix 3 : Bezalel’s Partner SchoolsInstitutionArgentinaFADU UBAAustraliaUniversity of SydneyUNSWAustriaAcademy of Fine ArtsFachhochschule SalzburgKunst Universitat LinzUniversity of Music and Performing Arts, ViennaBelgiumLa Cambre, BrusselsBrazilUFMGCanadaConcordia UniversityOntario College of Art and Design (OCAD)University of AlbertaYork UniversityChileUniversidad UNIACCUniversidad de DesarrolloUniversidad de ValparaisoCzech RepublicAAAD/VSUPAcademy of Fine Art, PragueFAMUJan Evangelista Purkyne University in Usti NadLabemTechnical University of LiberecTomas Bata University in ZlinUniversity of West Bohemia, PilsenDepartmentsARCH/ VC/ FASH/ IDCER/ GLASS/ GS/ FA/ PHARCHFA/ ARCH/ VIDID/ ANIM/ VIDFA/ CERFILMID/ VID/ ANIM/ FA/ PH/ VC/CER/ MFAVC/ FA/ ANIM/ ARCHFAFA/ VC/ ID/ GSVC/ FAFA/ PH/ VC/ FILMARCH/ FA/ VC/ FASHARCH/ VC/ FA/ ID/ FILMARCHID/ ARCH/ PH/ CER/ VC/ GS/TEX/ FASH/ FA/ GLASSFA/ ARCHPH/ ANIM/ FILMGLASS/ CER/ ID/ VC/ PH/ FASBA/ ARCHID/ PH/ FASH/ ANIM/ VCID/ VC/ GS/ FASH/ CER/SCULPT

170Guide of Good Practices TEMPUS CORINTHIAMDenmarkAarhus KunstakademiAarhus School of ArchitectureDanmarksdesignskole, CopenhagenDesignskolen, KoldingJutland Art AcademyRoyal Danish Academy of ArtFinlandAcademy of Fine Arts, HelsinkiHAMK PolytechnicLahti University of Applied SciencesAalto University, HelsinkiFranceEcole d’Architecture de la Ville et de Territoires aMarne la ValleeEcole Nationale Superieure des Beaux Arts (ENBA),LyonEcole Nationale Superieure d’Architecture de Clermont-FerrandEcole Nationale Superieure des Arts Decoratifs(ENSAD), ParisEcole Nationale Superieure d’Art (ENSA), DijonEcole Nationale Superieure d’Architecture La Villette,ParisEcole Nationale Superieure d’Architecture Belleville,ParisEcole Nationale Superieure d’Architecture Val deSeine, ParisEcole Nationale Superieure d’Arts Cergy, ParisEcole Superieure des Arts ModernesEcole Nationale Superieure des Beaux Arts (ENSBA),ParisEcole Nationale Superieure de Creation Industrielle(ENSCI), ParisEcole Speciale d’Architecture, ParisEcole Superieure d’Art et Design (ESAD), ReimsEcole Superieure des Arts Decoratifs (ESAD), StrasbourgFA/ VC/ CER/ MEDIAARCHVC/ CER/ ID/ FASH/ GLASSVC/ ID/ FASHFAARCHFA/ VC/ MEDIA/ MFAID/ CER/ GLASS/ FASHID/ FASH/ VC / GS/ PH/ FILM/FAVC/ CER/ FASH/ ID/ PH/ FA/ GS/TEX/ MDES/ MFAARCHFA/ VC/ PHARCHVC/ PH/ ANIM/ VID/ FASHPH/ VID/ FA/ ID/ GSARCHARCHARCHFAVCFA/ MFAIDARCHID/ VC/ MDESFA/ ID/ CER/ GS/ ANIM/ GLASS/VC

Part II : Internationalisation at home 171Ecole Superieure des Beaux Arts (ESBA), MarseilleESAG Penninghen – ParisParsons Paris School of Art and DesignGeorgiaGeorgian Shota Rustaveli Theatre and Film StateUniv.GermanyAcademy of Media Arts, CologneBauhaus University, WeimarBeuth Hochschule fur Technik, BerlinBTK-FH, BerlinCoburg University of Applied SciencesDessau Institute of ArchitectureFachhochschule, AugsburgFachhochschule, BielefeldFachhochschule, DortmundFachhochschule, DuesseldorfFachhochschule, MainzFachhochschule, MuensterFachhochschule, PotsdamFolkwang Hochschule, EssenFilmakademie Baden-WurttembergHamburg Art SchoolHamburg University of Applied SciencesHFG OffenbachHochschule fur Bildende Kunst, DresdenHochschule, Darmstadt (h_da)Hochschule fur Gestaltung, Schwabisch GmuendHochschule fur Kunst und Design, HalleHochschule Lausitz, CottbusHTW-BerlinKoln International School of DesignKunstakademie, MuensterKunstakademie, StuttgartPforzheim UniversityStaedelschule, FrankfurtFA/ VID/ CER/ ID/ PHVCFA/ PH/ FASH/ illustrationFILMFILMVC/ ID/ FA/ PH/ ARCHARCH/ VIDVC/ PHARCH/ IDARCHARCH/ VCFASH/ PH/ VC/ ARCHARCH/ ID/ VC/ PH/ VIDARCH/ IDID/ VC/ ANIM/ MEDIAVC/ ID/ ANIM/ illustrationARCH/ ID/ FILM/ VCID/ VC/ PHVID/ ANIMVC/ FILM/ PH/ IDFA/ VC/ PH/ FASH/ TEXVC/ IDFAID/ VC/ PHID/ VC/ MDesID/ VC/ CER/ FASH/ FA/ GLASSARCHVC/ IDMDesFA/ PH/ FILMFA/ CER/ ID/ ARCH/ VC/ TEX/GLASSID/ GS/ FASH/ VCFA/ VC/ PH/ FILM/ SCULP

172Guide of Good Practices TEMPUS CORINTHIAMUniversitat der Kunste, Berlin (UDK)Universitat KasselUniversity of Applied Sciences, DresdenUniversity of Arts BremenUniversity of KarlsruheWeissensee Kunsthochschule, BerlinHungaryMoholy Nagy University of Art and Design, BudapestUniversity of West Hungary – International CeramicsStudioIcelandIceland Academy of the ArtsIndiaCEPT AhmedabadIrelandNew Media Technology College, DublinItalyAlchimiaDomus AcademyFree University of Bozen-BolzanoInstituto Europeo de Design (IED), MilanoInstituto Europeo de Design (IED), RomaInstituto Europeo de Design (IED), TurinoInstituto Superior di Design, NaplesIUAV, VenicePolitecnico, MilanoUniversita FerraraKoreaHongik UniversityIDAS – HongikLatviaLatvian Academy of ArtsLithuaniaVilnius Academy of Fine ArtsARCH/ ID/ VC/ FAFAID/ ARCHFAARCHFA/ VC/ ID/ TEXTILE/ VIDARCH/ GS/ GLASS/ ID/ ANIM/VC/ (PH)/ MEDIA/ CERCERARCH/ FASH/ VC/ ID/ FAARCHFILMGSMDesID/ VC/ MDesID/ VC/ FASH/ PH/ GS/ VIDVC/ ID/ FASH/ PH/ VIDVC/ ID/ FASHID/ VC/ FASH/ MDesID/ VC/ ARCH/ FA/ PH/ FASHID/ ARCHARCHFA/ VC/ CER/ GS/ ID/ ANIM/FILM/ TEX/ FASHMDesFA/ VC / CER/ GLASS/ ID/ GS/FASHCER/ PH/ FA/ TEX/ VC/ ARCH

Part II : Internationalisation at home 173MexicoCENTROUniversidad AnahuacUniversidad IberoamericanaThe NetherlandsAKI ArnhemAKI EnschedeEindhoven Design AcademyKoniklijke Academie, HagueRietveld Academy, AmsterdamUtrecht School of the ArtsNorwayNorwegian University of Science and Technology(NTNU)KHiO, OsloPolandAcademy of Fine Arts, PoznanAcademy of Fine Arts, WarsawAcademy of Fine Arts, WroclawPortugalTechnical University, LisbonUPortoPeruUniversidad Peruana de Ciencias AplicadasRussiaSt. Petersburg State Academy of Art and DesignMoscow Institute of ArchitectureSpainElisava, BarcelonaEscola Massana, BarcelonaInstituto Europeo de Design (IED), BarcelonaInstituto Europeo de Design (IED), MadridUniversidad Politecnica de Madrid (UPM)Universidad Politecnica de ValenciaFILM/ ID/ VC/ FASHARCH/ VC/ IDARCH/ VC/ ID/ TEXFASH/ FA/ ID/ VCID/ VC/ PHIDVC/ PH/ FA/ FASHFA/ GS/ VC/ CER/ FASH/ PH/ARCHARCH/ ID/ VC/ PH/ ANIM/ FA/MFAARCH/ FA/ IDFA/ CER/ VC/ GSVC/ FA/ ID/ MUrbDes/ MDes/MFAID/ VC/ FAFA/ VC/ CER/ GLASS/ IDARCHARCHARCH/ VCCERARCHVC/ IDFA/ VC/ ID/ CER/ GSID/ VC/ VID/ FASHID/ VC/ FASHARCHVC/ FA/ ID/ CER/ PH

174Guide of Good Practices TEMPUS CORINTHIAMSwedenKonstfack SkolarSlovakiaAcademy of Fine Arts and Design, BratislavaSwitzerlandECALECAV, SierreHEAD University of Art and Design, GenevaHochschule, LuzernZurich University of the ArtsTurkeyUniversity of Bahcesehir, IstanbulUnited KingdomChelsea College of Art and DesignEdinburgh College of ArtEdinburgh Napier UniversityGlasgow School of ArtMiddlesex UniversitySlade School of Fine ArtUniversity of BrightonUnited StatesCalifornia College of the Arts (CCA)California Institute of the ArtsCarnegie Mellon, PittsburghCooper Union, New YorkKansas City Art InstituteMaryland Institute College of ArtMilwaukee Institute of Art and DesignParsons School of Design, New YorkPratt Institute, New YorkRhode Island School of DesignSan Francisco Art InstituteSCI-ARC, Los AngelesVC / FA/ ID/ CERPH/ FAID/ VC/ PH/ MEDIA/ FILM/ FAFAVC/ ARCH/ CER/ FA/ VIDVC/ VID/ ANIM/ FAID/ FA/ PH/ VC/ FILM/ MFAARCH/ VC/ FILM/ PHTEXTILE/ FA/ VCFASH/ PH/ ID/ GS/ GLASS/ FA/VC/ ANIM/ VIDVC/ IDFA/ VC/ GS/ ID/ PH/ MFAFAFA/ PH/ MEDIAFAFA/ GS/ VC/ FILM/ ID/ARCH/FASH/ PH/ ANIM/ CER/ GLASSANIM/ VIDFAFA/ VC/ ARCH/ FILM/ PHANIM/ CER/ ID/ PH/ FA/ MEDIAFA/ VC/ CER/ PH/ ANIMID/ FA/ PH/ VCARCH/ PH/ ID/ FA/ VC/ FASH/GS/ ANIM/ MFAFA/ ID/ VC/ CER/ FASH/ ARCHID / VC/ CER/ GLASS/ ARCH/GS/ ANIM/ FA/ TEX/ PHFA/ PH/ FILMARCH

Part II : Internationalisation at home 175School of the Museum of Fine Arts, BostonSchool of Visual Arts, New YorkSyracuse UniversityWashington University, St. LouisUruguayUniversidad ORTFA/ PH/ CER/ VC/ VID/ GLASS/METALS/ ANIMFA/ VC/ PH/ ANIM/ VIDVCFA/ PH/ VC/ FASHVC/ ID/ FASH/ ANIMTable 5: Current List of Bezalel’s Partner SchoolsFAVCGSFASH (TEX)CERGLASSIDPHANIMFILMVIDARCHFine ArtVisual CommunicationsMetal / JewelryFashion (Textiles)CeramicsGlassIndustrial DesignPhotographyAnimationFilmVideoArchitectureKey: Subject codes

Part II : Internationalisation at home 177Chapter 5Internationalisation at home: the case of aSpanish universityMaria Luisa Sierra HuedoIntroductionThe implementation of the European Higher Education Area (EHEA) brings greatchallenges and opportunities for European universities. One of the main challenges isthe internationalisation of higher education institutions, understood as improvementsin quality and as a way to prepare our future graduates to become global citizens. Mostinstitutions focus their internationalisation efforts towards mobility programmes,mainly ERASMUS in Europe. “Over the last decades, the concept of the internationalisationof higher education has moved from the fringe of institutional interest to thevery core” (Brandenburg & De Wit, 2011, p. 31). Internationalisation is not an endin itself but actually a means to an end (Knight, 2004). Mobility programmes are justanother activity that helps the internationalisation process of a campus. The main goalof mobility or any other international activity on or outside campuses is to prepare ourstudents to live and work in a global society (Teekens, 2007; Nilsson, 2003). Internationalisationis not something that happens outside the campus and/or the countryand, that happens to just a few (Mestenhauser, 2003; 2011). “The future of highereducation is a global one and it is our job to help prepare the higher education worldfor this. Therefore, what we need are people who understand and define their rolewithin a global community, transcending national borders and embracing the conceptsof sustainability, equity of rights and access, advancement of education and research,and much more.” (Brandenburg & De Wit, 2011, p. 33). Rethinking internationalisationand redefining how it is being achieved is an important step that has been avoidedtrying to fill in many quantity indicators (Teekens, 2007).Internationalisation at HomeThere are great examples of what institutions are doing in order to promote internationalisationefforts on campus. Internationalisation at Home is a clear example ofthat. It is an approach to internationalise universities within a system’s perspective,concentrating on the students (90%) that will not study abroad. It is known that –gen-

178Guide of Good Practices TEMPUS CORINTHIAMerally speaking- only 10% of students and faculty will ever participate in study abroad.What happens then with the remaining 90%? Internationalisation at Home (IaH) presentsquestions not only about quality but also about accessibility. Higher educationinstitutions should reach all students and not only a minority, since IaH is focused onwhat is done on campus and not only on students who decide to study abroad.The elements that compose IaH range from the use of another language for formalinstruction, which in Europe is mostly English, the use of IT, promoting students tointeract and develop projects within the community and with non-profit organisations,outreach programmes and service learning, teaching intercultural issues as part of theprogramme as well as an internationalised curriculum. Internationalisation at Homeplaces internationalisation at the core of a higher education institution, emphasisingthe importance of teaching and learning intercultural issues and cooperation and diversityon campus, embracing the whole university community and the society inwhich that university is located (Bergknut, 2007; Teekens, 2007; Mestenhauser, 2003,2007). This is why, even though IaH is being developed in many regions of the world,each case is a unique case and the regional variable should be taken into account(Beelen, 2007). The culture variable is an important aspect of the IaH concept, whichmakes the approaches, components and strategies for its implementation unique, diverseand different in each of the cases (Crowther et al., 2000; Mestenhauser, 2002,2003, 2007, 2011; Nilsson, 2003; Otten, 2003; Paige, 2003, 2005; Teekens, 2007;Wächter, 2003). De Wit (2009, p. 3). “There are different accents and approaches.Internationalisation strategies are filtered and contextualised by the specific internalcontext of the university and how they are embedded nationally.”.If European graduates are going to work in a multicultural setting even though theymay never leave their country of origin, higher education institutions have to preparethem for being global citizens ‘at home’. Internationalisation at Home is an approachtowards reaching that complex goal, promoting a multicultural environment and accessto the community through programmes, activities on campus integrated in theformal and in the informal curriculum.This case study of a Spanish higher education institution will be presented here asan example of practice and experience. San Jorge University has resolved to include-as part of the formal undergraduate curriculum of each degree programme- the compulsorycourses Ethics and Civic Humanism (or what is internationally called globalcitizenship).San Jorge UniversityThe Bologna Process has already been implemented in almost 90% of Spanish universities.For some universities that implementation is taking longer than expected(Fernández, Carballo & Galán, 2010; Vizcarro & Yániz, 2004). San Jorge University

Part II : Internationalisation at home 179has changed in order to fully implement the Bologna Reform. San Jorge Universitywas created at the doorstep of the Bologna Process implementation, which is a uniquecharacteristic of any university in Spain. There are many intercultural projects and activitiescarried out by professors, as well as the inclusion of English as a main secondlanguage broadly used at San Jorge University (Harris & Bruton, 2010). With the Europeanisationof a private Spanish university founded almost simultaneously with theBologna Reform there is an international dimension to curricula and projects whichare not defined as Internationalisation at Home; in fact they are mainly not defined atall, but which are nevertheless taking place. According to Mestenhauser (2002, 2011)the old university system is being converted into a new one with each faculty/collegeon campus working as a silo. It is that isolation within a higher education institutionthat makes knowledge fragmented. Since international education “lives” in every departmentand college of a university it is also a fragmented field. IaH is an approachtowards internationalisation that is therefore also fragmented. There may be manyactivities and projects constituting IaH, but they are not documented as such.San Jorge University, located in Zaragoza, Spain, started with 181 students in 2005and has grown to 1,618 today. Zaragoza, with a population of about 800,000, is thecapital of Aragon, an Autonomous Community located between Catalonia, Navarre,The Basque Country and Madrid. This makes the contextual situation of San Jorge avery special one and unique, being the only private university in the region but surroundedby more prestigious, stronger and older traditional universities. The numberof international students has also increased from its beginnings with currently 8.9%of international students in all the undergraduate and graduate degree programmes.Only 2.6% of students are participants in the ERASMUS programme and 6.3% of theinternational students on campus are studying the whole degree programme at SanJorge. According to Dr. Carlos Perez Caseiras, Rector of San Jorge University (2011)there has been a 60% increase in enrollment in the past academic year (2010-11).In his presentation to the senate he analysed data and affirmed that there were 490new students compared to 301 the previous academic year (“Claustro presentación”,2011). The number of students at USJ increases every year as well as that of facultyand administration staff. Currently, San Jorge University has 9,4% international faculty.Another 10% of the total faculty (national and/or international) possess either aninternational undergraduate or graduate degree (master’s or PhD).San Jorge Universityis increasing its efforts to promote diversity within staff and faculty, as well asattempting to expand the offer of new degree programmes. Even though the numberof participants has been annually increasing, this year only 3% of faculty membershave participated in a mobility programme (ERASMUS and outside the EU), and only3% of the students have participated in a mobility programme as well. These dataconfirms what Mestenhauser (2003) states: that only 10% of students and faculty willever study or go abroad.The number of accredited or official degree programmes keeps growing every year. In2005 there were 3 degree programmes and today there are 12 undergraduate, 4 master

180Guide of Good Practices TEMPUS CORINTHIAMand 2 doctoral programmes. There are also 14 specific courses (San Jorge Universitydelivers its own minor degree programmes) all of them are part of 5 schools or collegesand 3 transversal (work across the whole university) institutes:• School of Communication Sciences: Degrees in Journalism, Public Relations,Audiovisual Communication, Translation and Intercultural Communication,and a double degree in Journalism and Audiovisual Communication• School of Health Sciences: Degrees in Pharmacy, Nursing, Physiotherapyand Sport Sciences• School of Computer Engineering: Degree in Computer Engineering• School of Architecture: Degree in Architecture• College of Leadership and Administration. Degree in Business Administration• Institute of Environment and Sustainability• Institute of Modern Languages (IML)• Institute of Humanism & Society (IHS)The three transversal institutes have different aims and play different roles in the university.I am going to focus on those that play a key role towards the implementationof an IaH policy in the near future.The Institute of Modern Languages (IML)The IML is in charge of all the foreign languages that are taught in San Jorge. Englishis the compulsory language for all the degree programmemes. IML is also responsiblefor the implementation of Content Language Integrated Learning (CLIL) as aninnovative project, which started in 2008. The CLIL project goes hand in hand withthe language policy that was approved in 2009 and in which all students upon graduationshould have acquired a B2 English level according to the Language Frameworkestablished by the EHEA. The CLIL project started with an analysis of the faculty’sEnglish level. Once the level was established, they were assigned a CLIL instructorwith whom they work on weekly or bi-weekly basis. In the second year of the projectit was decided to analyse all degree courses. It was also decided where to introduceone ECTS (25 hours of class work) which means introducing reading, writing andlistening activities in English in regular/normal classes, not language classes (Harris& Bruton, 2010).Currently, 18.9% of faculty works with a CLIL instructor in order to not only implementEnglish in their courses to a certain degree, but also to improve the methodologyused in class as well as to internationalise their courses and research. In other words,to bring a global perspective into the courses where CLIL is being implemented.The IML also collaborates with the International Student Office, with level tests for

Part II : Internationalisation at home 181ERASMUS exchange programmes and SOCRATES internship programmes as wellas carrying out and organizing pre-departure orientations for outgoing students andspecial courses for Spanish as a foreign language (ELE) for incoming internationalstudents. The IML also participates in international co-curricular activities like theInternational Week Contest and the Week of Languages and Cultures, organised in cooperationwith the Translation and Intercultural Communication Degree Programme.The Institute of Humanism & Society (IHS)The IHS works towards an integral education based on a humanistic approach. Thisinstitute aims to help USJ students to be committed leaders in their local communities,in this way helping the Aragonese community with innovative research and developmentprojects. The main research areas of the IHS are immigration, interculturalcommunication and innovation in higher education among others. The Institute ofHumanism & Society offers undergraduate students a minor (or free-standing courses,non-programme courses) in Cultural Patterns & Contemporary Society (HumanRights, International Development, History of Religions, Family Patterns and Societyand Research Methodology). Lecturers and research focus on questions like interculturalissues, migration patterns, society, human rights, integration, culture and humancommunication. In a recent research project in cooperation with the degree in Translationand Intercultural Communication, the development of intercultural competencewas measured, using the Intercultural Development Inventory tool (IDI), before andafter taking the following compulsory courses: Intercultural Communication and CulturalMediation and previous to the students’ compulsory one semester abroad.Lecturers from the IHS teach among other courses, Ethics and Civic Humanism, dealingwith civic questions analysed from a theoretical standpoint. These two courses arecompulsory to all degree programmes, which emphasise the humanistic education approachthat appears in the mission and vision of San Jorge University. These coursesimplement service-learning projects in cooperation with NGOs and associations thatwork with the local community, thus bringing the multicultural community to campuswith projects that include innovation and multiculturalism.The IHS organises Summer Courses dedicated to current issues in the Aragonesecommunity such as immigration, women and their visibility in the media and interculturaleducation. In 2010, the IHS was assigned by the board of directors thetask of starting volunteer programmes and cooperation with local and internationalNGOs with whom many Memorandum of Understanding (MOUs), have already beensigned. This working cooperation has been increased and implemented in many ofthe compulsory courses, bringing the opportunity for the students to collaborate inprojects like marketing and community manager for NGO’s. This approach has alsoprovided the opportunity for NGO’s to be closer to academia and be somehow part ofit, as a means of connecting their activity with innovation and research.

182Guide of Good Practices TEMPUS CORINTHIAMThe Office of International RelationsThe Office of International Relations was established in 2006-07, one year after thefoundation of USJ. The first step was to apply for the Erasmus Charter in order to startmobility programmes in the following academic year, 2007-08. That same year therector and the director of innovation travelled to the U.S.A., Mexico and Costa Ricato visit , universities and to sign new collaboration agreements. At the beginning therewas a special interest and connection with the importance of learning English andexchange programmes. The first priority was students’ mobility and later on lecturers’mobility (M. Gómez & C. Callao, personal communication, March 4, 2011). So farthere are 63 memorandums of understanding (MOUS) with European universities and25 with non-European universities mainly from North and South America as well as22 MOUs with Spanish universities (C. Callao, personal communication, January 12,2011). There have been almost 400 incoming and outgoing students who have participatedover the last five years in mobility programmes (Universidad San Jorge, 2011).The use of ITSince its origins, San Jorge University has been using IT. There is wifi all over theuniversity and all students are given a tablet pc when they register for their first semester.All lecturers are trained in the use of Moodle as the official platform for teachingand learning and all the facilities are equipped for using laptops. There have been anincreasing number of research projects focusing on the use of ICT in the classroom aswell as participation in online European projects.Department of Quality AssuranceThe Department of Quality Assurance is responsible for accreditation and externalevaluation. From this department there is assessment of teaching and learning accordingto Bologna Process specifications and a focus on the importance of the role of thestudent body and their representatives. All the descriptive documents of the degreeprogrammes are digitalised and specific software (GDWEB) has been developed toelaborate syllabi that include descriptions of competences acquired, methods of evaluation,ECTS, languages of instruction as well as a specific section on internationalisationand the use of English in instruction (Universidad San Jorge, 2011).Strategic planSan Jorge University revised its strategic plan in 2009 in collaboration with all theuniversity community, the board of directors, academic managers, faculty, staff andstudents. The rector analysed the 100% implementation of the Bologna Process, withSan Jorge being one of the first universities in Spain to achieve that goal. He also

Part II : Internationalisation at home 183commented on the new challenges: online courses, life- long learning and internationalisation.San Jorge University is a non-profit organisation whose mission is to servesociety, creating and promoting knowledge as well as contributing in the educationand development of integral human beings and excellent professionals. Its vision isto be a recognised and consolidated university because of its excellence in teaching,its counselling and personalised attention to students, the quality of the degree programmesas well as its international mobility, its research and innovation, as its socialresponsibility and its promotion of socioeconomic incentives for the community.ConclusionIn 2012, there are 212 faculty members and 70 administration staff, but if San JorgeUniversity continues its pace next year there will be more degree programmes, morestudents and more faculty and staff. Everyone is very enthusiastic in the face of thesenew challenges. As Nilsson (2003) said when he transferred from Lund Universityto Malmö University “I felt that this might be a challenge to look for possibilities tointroduce the ideas about IaH. Additionally, one will be offered to contribute to thebuilding up of a new university only once in one’s lifetime” (p. 31).The Bologna process has brought new challenges and incentives to Spanish universities.The main goal of such an important reform is to educate European graduates whowill be globally competent citizens and who will be able to work anywhere in theworld. In order to achieve such an impressive objective, higher education institutionsmust be internationalised universities (Gaston, 2010; Rubiralta & Delgado, 2010).Since its recent beginnings San Jorge University has been working towards reachingsuch an impressive objective. The nature of this university, European, Spanish, privateand recently founded as well its humanistic approach to education have given it a veryspecific and unique nature. There are many activities, projects and efforts being madeto give the students an international as well as an intercultural perspective. However,these different projects and activities are not contemplated under the spectrum andterminology of Internationalisation at Home.Beelen, after facilitating many IaH training sessions, with participants who are practitionersall over the world, reached the following conclusion: “Comparing approachesfor implementing IaH at their home universities, it became clear that each situation isdifferent. Therefore, when determining a strategy for IaH, the education system andthe local circumstances should be taken into consideration. There is no recipe for IaHthat will work at every university.” (2007, p. 5). Mestenhauser (2007) and Beelen(2007) also comment on culture as an important variable for each higher educationinstitution when starting or developing an internationalisation process. According toTeissier, “A successful IaH strategy does not belong to the international departmentor any other area. To be successful, IaH has to be owned by each and every one of thedepartments of an institution and every member has to be an active part of it.” (2007,

184Guide of Good Practices TEMPUS CORINTHIAMp. 23). IaH involves different elements, some of which may fit one institution whileothers may not.The fact that from its beginnings, San Jorge University decided to create institutes thatwould work across the university and to include two compulsory courses throughoutall the degree programmes: Ethics and Civic Humanism, in an attempt to promotea more holistic approach towards the education of future graduates. As well as theinclusion of intercultural research and projects, including the CLIL project with thelanguage policy, shows that San Jorge University has set up a good foundation of whatit might be an IaH policy in a near future. There are challenges when a new highereducation is created and as part of this creation process there are steps that shouldbe taken before others. The activities mentioned in this chapter are just a few of themany created, developed and managed by a very enthusiastic university communitywho is up for the challenge. We are all very aware that being part of the creation of auniversity only happens once in one’s lifetime.ReferencesAmerican Council on Education. (2009). At home in the world initiative: Educatingfor global connections and local commitments. Retrieved from http://www.acenet.eduBeelen, J. (Ed.). (2007). Implementing internationalisation at home. EAIE ProfessionalDevelopment Series for International Educators, Vol. 2. Amsterdam:EAIE.Bergknut, K. (2007). Case study: Malmö University, Sweden. In J. Beelen (Ed.),Implementing internationalisation at home. EAIE Professional DevelopmentSeries for International Educators, Vol. 2. (pp. 80-86). Amsterdam: EAIE.Brandenburg, U., & De Wit, H. (2010). The end of internationalisation. Forum, Winter2010, 30-33.Brustein, W., I. (2007). The global campus: Challenges and opportunities for highereducation in North America. Journal of Studies in International Education, 11,382-391.Crowther, P., Joris, M., Otten, M., Nilsson, B., Teekens, H., & Wächter, B. (2001).Internationalisation at home; A position paper. Amsterdam: EAIE.De Wit, H. (Ed.). (2009). Measuring success in the internationalisation of highereducation. EAIE Occasional Paper, 22. Amsterdam: EAIE.Fernández, M. J., Carballo, R. & Galán, A. (2010). Faculty attitudes and trainingneeds to respond the new European higher education challenges. Higher Education,60, 101-118.

Part II : Internationalisation at home 185Gaston, P. L. (2010). The challenge of Bologna: What the United States higher educationhas to learn from Europe, and why it matters that we learn it. Sterling,VA: Stylus Publishing.Harris, R., & Bruton, L. (2010, June). The Integration of English into other subjectsat San Jorge University, Zaragoza. Paper presented at the CIEB Conference,Universidad Juan Carlos I.Knight, J. (2004). Internationalisation remodelled: Definition, approaches, and rationales.Journal of Studies in International Education, 8(1), 5-31.Mestenhauser, J. (2002). In search of a comprehensive approach to international education:A systems perspective. In W. Grünzweig & N. Rinehart (Eds), Rockin’in Red Square: Critical views of international education in the age of cyberculture(pp. 165-208). Münster, Germany: LIT Verlag.Mestenhauser, J. A. (2003). Building bridges. International Educator, 12(3), 6-11.Mestenhauser, J. A. (2007). Internationalisation at home: A brilliant idea awaitingimplementation. In H. Teekens (Ed.), Internationalisation at home: Ideas andideals (pp. 13-21). EAIE Occasional Paper, 20. Amsterdam: EAIE.Mestenhauser, J. A. (2011). Reflections on the past, present, and future of internationalizinghigher education: Discovering opportunities to meet the challenges.Minneapolis, MN: University of Minnesota.Nilsson, B. (2003). Internationalisation at home from a Swedish perspective: The caseof Malmö. Journal of Studies in International Education, 7(1), 27-40.Otten, M. (2003). Intercultural learning and diversity in higher education. Journal ofStudies in International Education, 7(1), 12-26.Paige, R. M. (2003). The American case: The University of Minnesota. Journal ofStudies in International Education, 7 (1), 52-63.Paige, R. M. (2005). Internationalisation of higher education: Performance assessmentand 32 indicators. Nagoya Journal of Higher Education, 99-123.Rubiralta, M., & Delgado, L. (2010). Developing international campuses of excellencein Spain. Vol. CELE Exchange 2010/4. Paris: OECD.Teekens, H. (Ed.). (2007). (Ed.). Internationalisation at home: Ideas and ideals. EAIEOccasional Paper, 20. Amsterdam: EAIE.Teekens, H. (2007). Internationalisation at home: An introduction. In H. Teekens(Ed.), Internationalisation at home: Ideas and ideals (pp. 3-11). EAIE OccasionalPaper, 20. Amsterdam: EAIE.Teissier, C. (2007). Institutional development for IaH: a case study from Mexico. InH. Teekens (Ed.), Internationalisation at home: Ideas and ideals (pp. 23-31).EAIE Occasional Paper, 20. Amsterdam: EAIE.

186Guide of Good Practices TEMPUS CORINTHIAMVizcarro, C., & Yániz, C. (2004). Impact of the European harmonisation process onthe educational development of university teachers in Spanish universities. InternationalJournal for Academic Development, 9(2), 181-193.Wächter, B. (2003). An introduction: Internationalisation at home in context. Journalof Studies in International Education, 7(1), 5-11.

Part II : Internationalisation at home 187Chapter 6Quality of internationalisation, internationalisationat home, management of internationalrelations and management of international projects;the case of Adam Mickiewicz UniversityNatalia ChrominskaJanek WitkosIntroductionAdam Mickiewicz University in Poznan (Poland) is the major academic institution inPoznań and one of the top Polish universities. Its reputation is founded on tradition,the outstanding achievements of the faculty and the attractive curriculum offered tostudents. The mission of the University is to advance knowledge through high qualityresearch and teaching in partnership with business, the professions, public servicesand other research and learning providers. The university is a centre of academic excellence,where research and teaching are mutually sustaining, and where the contextwithin which research is conducted and knowledge is sought and applied is internationalas much as regional and national. The University continuously extends and updatesresearch programmes and contents of study curricula, with special emphasis ontheir interdisciplinary and international nature. The University recognises its role as astrategic partner in Central Europe, and therefore aspires to contribute to the region’seconomic growth, social development and environmental sustainability.The university prides itself on its achievements and aligns its principles with those ofthe Great Charter of European Universities. It promotes pro-European ideas and activelyparticipates in the international academic community, seeks to implement jointresearch and educational programmes. It aims to strengthen ties with the EuropeanUnion Member States and embarks on new initiatives conducive to cooperation withthe countries of Europe.Adam Mickiewicz University in Poznan is fully committed to:• Conducting research of global significance, capable of exerting a positiveinfluence on the well-being of the local community and society in general

188Guide of Good Practices TEMPUS CORINTHIAMand it draws on the knowledge accumulated in society and aspires to achievehighest levels of academic scholarship,• Providing multiple opportunities for AMU students to have access to highquality substantive international learning experience through:• first-hand exposure to teaching by visiting faculty from partnerinstitutions, through Internationalisation at Home, which enablesacademics from abroad to come to AMU on a limited teaching stay, thusgiving them an opportunity to build up their own research networks.The goal is to provide students who are unable to move abroad togain experience of international learning and gather the substantialintercultural competence they would otherwise only be able to obtainby studying abroad. Such an opportunity is available to students whotake part in AMU-PIE (Program for International Exchange), whichis discussed later on, and students who study within the frames ofInternational and European Master Studies conducted by AMU inconsortia with other universities.• study visits to partner academic centres abroad,Establishing meaningful partnerships among our faculty and students with academiccommunities from higher education institutions from around the world, across disciplines,in scholarship, research, economic development projects and public diplomacy.Becoming more active on the international academic scene is bound to bringnumerous and indisputable benefits to the university:• First, international cooperation multiplies our research possibilities in manyways: as academics we gain the opportunity of comparing results of ourresearch to those of others. Across the fields of science and humanities wecan boost our efforts by joining forces with colleagues from other centres ofexcellence and achieve goals that we could not attain by ourselves, eitherdue to incomplete expertise or insufficient resources. Most significant issuesfound on contemporary research agenda are so complex and financiallydemanding that it is imperative that they be worked out by comprehensiveglobal networks of scientists. Every research institution that cherishes theambition of being internationally recognised for its results and endorsedin prestigious rankings must be part of such networks and thereby open tocooperation, mobility of researchers and reception of incoming scholars.• Second, opening up to the experience of international teaching as well asteaching to international students enriches the content base of the curriculaas well as the methods used to disseminate knowledge, both of which lead toa tremendous advantage in the current world, which has shrunk to becomea global village in a network of high-speed internet connections. Nowadaysit is not only knowledge itself but knowing how to approach it from variouscultural and national angles that counts most; exposed to international

Part II : Internationalisation at home 189teaching and learning, our alumni are more open and know better how toadapt to conditions on the international job market. Needless to say, studyingin an international environment smoothly and naturally improves foreignlanguage skills of students and lets them use and practise the language forspecific occupation-oriented purposes in a natural setting.• Third, by now it is widely acknowledged that higher education hasbecome an industry which in many places in the world has replaced andsuperseded traditional local industries. The city of Poznan, with its eightpublic universities, has become the hub of research and education-relatedindustries in western Poland, with every fourth city dweller being either astudent, faculty or support staff member. Intensifying the internationalisationeffort also creates more jobs and leads to the growing prosperity of theWielkopolska region. Attracting more students and researchers can onlycontribute to our growth even further.• Lastly, increasing our international presence and increasing the number ofincoming students can contribute to a transformation of the modern worldinto a more peaceful place for all nations and communities, where everybody,anywhere, can feel at home. The high ideals of friendship, equality of rights andtreatment for all races, nations, religions and minority groups are best practicedat home, on one’s own doorstep. Adam Mickiewicz University is committed toeducating tolerant, open-minded and unbiased citizens of the modern world.Integration of students studying at AMU with the local ones happens in manyways. An organization called Erasmus Student Network (ESN) prepares anumber of initiatives involving visiting Erasmus students in the academiccommunity of the University. ESN’s mission is to represent internationalstudents, thus provide opportunities for cultural understanding and selfdevelopmentunder the principle of Students Helping Students. Anotherstudent event worth mentioning is the Juvenalia Music Festival wherestudents of all Poznań universities and colleges join forces and celebrate.Additionally, on the occasion of annual commemoration of the establishmentof the University, AMU also organizes the International Student Day and theStudents Union aims its initiatives at this group of students. AMU is also ahost of summer courses of Polish and English organized for law studentsfrom Togliatti and Irkuck (Russia).Management of international relations at AMUAMU boasts of its The Development Strategy of Adam Mickiewicz University inPoznan for the period 2009-2019 and a separate document, Adam Mickiewicz Universityin Poznan International Strategy.The first document is prepared to improve management of the university. It facilitatesconsistent implementations of precisely set objectives of the organisation. It is a

190Guide of Good Practices TEMPUS CORINTHIAMdocument on the basis of which the ruling body of the university formulates transparentaction plans and, in turn, the university faculty and staff can hold the ruling body responsiblefor actions promised in the strategy. AMU has prepared a strategy document mappingout the future of university for the nearest decade, which consists of the mission ofthe university, the vision, strategic objectives, operational goals and activity charts. Theauthors of the Strategy also presented a number of strategic dilemmas whose solutiondepends on the current social and economic situation in Poland and EU.The four strategic objectives defined in the Strategy consist of research and teaching,which are fundamental for every higher education institution, but also the socialmission of the university, that is creation of mutual relations between the universityand its social environment, and a long-term objective – professional management.Internationalisation of research and education is one of the main operational goalsof the strategy. Within the policy framework. Internationalisation at Home at AMUin Poznan focuses on the internationalisation of curricula in higher education for allstudents, particularly the non-mobile majority of students. The formal and informalcurricula are both areas of attention for the group, as well as the full range of tools toshape internationalisation of the curriculum, such as international classrooms, virtualmobility, visiting guest lecturers and student research with an international focus. Inour curricula, we provide international knowledge, strong comparative approaches,cultivate intercultural cooperative skills, promote foreign languages, offer double degrees,and organise summer schools and pre-departure workshops.In turn, the document on internationalisation is a concise and clear statement of cooperationwith other foreign universities, distributed to our partners during visits abroad,along with publicity materials for our university. In preparing this booklet we took themodel of similar documents (mainly universities in the U.S.) that we receive duringvisits to these universities.Advancement of The University Centre of International Education AMU-PIEAMU-PIE is our Study Abroad Programme and Centre specifically designed for visitingstudents who elect to come to Adam Mickiewicz University for a semester oryear as part of their undergraduate degree programme. International exchange andERASMUS students as well as guest students (free movers) can choose course unitstaught in English and other international languages and courses of the Polish languageeither for one or two semesters. decrees issued by the rector and updated on ayearly basis clearly specify how particular faculties should prepare the teaching offerin English. We take care to make sure that the offer is balanced in such a way that theincoming student can collect a sufficient number of ECTS credit points to allow him/her to study at AMU for one semester (at least 30 points). In fact, in order to let thestudents select from the offer put forward by each faculty, the number of courses is atleast 6 per faculty. Our offer increases on a yearly basis, which is shown in the table1 below (number of offered AMU-PIE courses).

Part II : Internationalisation at home 191234169904059652006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012Table 1: number of AMU-PIE courses offered.We strongly encourage our own students to participate in the AMU-PIE courses, beforethey go on their Erasmus trips. As teaching in a foreign language is not verypopular at faculties different from the Faculty of Modern Languages and Literature,we have formulated a financial incentive, whereby each hour taught in English, German,French etc. counts toward one and a half hours taught in Polish. The rector alsofunded a rector’s team award for the best package of AMU-PIE classes.Adam Mickiewicz University RepositoryThis is an institutional repository of the Adam Mickiewicz University in Poznan. Theprincipal aim of the Repository is to provide a platform for research output of theUniversity staff and to promote and propagate research work done at the university.The Repository is thus an archive of the University’s electronic documents. By addingAMUR to the world’s directories and repositories creating the world’s global databaseof scientific output, higher number of AMU publications reach the scientificcommunity worldwide and will be visible on the Internet, and thereby increase theparticipation of our employees in the exchange of world scientific thought. In 2010,the number of downloads was over 33 thousand.The increase in applications for EU grantsOpening up even wider to international cooperation, AMU is involved in two mobilityprojects:

192Guide of Good Practices TEMPUS CORINTHIAM• Erasmus-Mundus TOSCA project, which involves the exchange of staff andstudents coming from Central Asia (AMU is the coordinator), about 100people participated;• Erasmus-Mundus EMMA project, which supports exchanges with SoutheastAsia, (now about 20 people involved).Support the work of faculty in developing international Masters programmesIn addition, the rector’s team strongly supports initiatives of the AMU to pursue jointdegree programmes with universities abroad (European Master Courses). Therefore,the International Master Course under the SERP-Chem programme is continued atthe Department of Chemistry - together with the Universities of Paris 11 (France),Genoa (Italy) and Porto (Portugal). Studies were carried out (on the initiative of theInstitute of Cultural Studies at the Faculty of Social Sciences) - European Master´s inScience of Performative Creativity (MSPC), together with the Universities of Malta,La Sapienza (Italy) and Paris 13 (France). AMU also participates in the EuropeanMaster›s Degree in Human Rights and Democratisation (E. MA), which is unique,with the highest prestige, master programme during which students have the opportunityto conduct studies on the theory and practice of human rights. The programmehas already been realized for 10 years in Venice and at 41 universities in the EuropeanUnion, as well as during field missions. Other international programmes are conductedin cooperation with the European University Viadrina: Master Program in PoliticalScience/Master Program in European Studies, Master Program in German and PolishLaw and Master in Intercultural Communication Studies.In the year 2011/12 we will be a part of the projects - European Master in ClassicalCultures (EMCC) and the International Master in Balkan Studies (IBS). EMCC isan international integrated programme of study in the sciences of antiquity, whichinvolved 12 partner universities from nine European countries. These are institutionsthat represent such cities as: Athens, Freiburg, Hamburg, Innsbruck, Istanbul,La Coruna, Münster, Nicosia, Perugia, Poznan, Rome and Toulouse. The student ofthe unique Balkan studies - IBS will gain the practical knowledge of two regionallanguages – one is Slavonic chosen from the group of following languages: Bulgarian/Macedonian/Serbian and one non-Slavonic from among Albanian, Greek, Romanianand Turkish. The practical knowledge of these languages will be supplemented withcomprehensive studies of Balkan contemporary literature and current cultural, social,political and economic transformations in the Balkans.Launching international doctoral studiesIn the year 2010/2011, AMU realised two international doctoral programmes fundedby the Foundation for Polish Science (programme: International PhD Projects) andfinanced by the Innovative Economy Operational Programme:

Part II : Internationalisation at home 193• The PhD programme in Nanoscience and Nanotechnology (Faculty ofPhysics) - PhD students receive a high stipend, they are provided withexcellent conditions to carry out research and funds for trips to internationalconferences, an annual research grant and an internship with a foreign partner;• From genome to Phenotype: a Multidisciplinary Approach to functionalGenomics (Institute of Molecular Biology and Biotechnology, Faculty ofBiology) - each PhD student receives a high stipend, which can be evenenlarged, when he/she conducts research abroad.Easier access to information on foreign travel for students and staff of AMUIn order to facilitate access to information on foreign trips for students and staff ofAMU offers are placed successively on the AMU website and the site of the AMU Departmentof International Relations. Moreover, this website presents information onopportunities of obtaining scholarships and grants such as: LLP Erasmus, scholarshipoffer of the Bureau for Academic Recognition and International Exchange, FulbrightAnnual Awards, the NATO Science Programme, DAAD (Deutscher AkademischerAustauschdienst), Kosciuszko scholarships, Mellon Fellowship, GFPS Poland scholarships,Humboldt Foundation fellowships, scholarships of the Ministry of Education,Religious Affairs, Science and Art of Bavaria, the Central European University scholarships,Onassis Foundation scholarships and many other.Participation in programmes: STUDY IN POLAND and STUDY IN POZNANSTUDY IN POLAND represents a long-term programme promoting Polish highereducation and attracting international students to Poland. The programme, officiallyinitiated by the Conference of Rectors of Academic Schools in Poland and the PerspektywyEducation Foundation in May 2005, consists of information and promotionactivities. It also encourages Polish universities to increase number of studiesoffered in English and other international languages. STUDY IN POZNAN is justbeing launched as a common website of Poznan public universities with their teachingoffer in English.• It should be mentioned that we develop international teaching cooperationwith China, Vietnam, India and Kazakhstan in all possible fields in orderto bring self-financing foreign students to AMU and construct full degreeprogrammes, which are tale made for the needs of these students. It isimplemented by AMU’s participation in international education fairs and thevice rector’s visits to universities abroad.• AMU co-organizes international summer schools. Our offer increases onyearly basis. In 2010 we offered 15 schools with participation at the level of659 students.• AMU also issues English medium publications (print, electronic media) forforeigners working and studying at the university.

194Guide of Good Practices TEMPUS CORINTHIAM• We observe the increase in the number of administration employeesparticipating in internships abroad within the LLP Erasmus and Stellaprogrammes. In addition, training for the administration staff takes place inpartner universities within the of Santander and Compostela consortia.• AMU also offers language courses for administrative personnel (providedby AMU Foreign Language Teaching Centre). Their popularity is on theincrease.• AMU constantly maintained its international websites (English, Chinese),which contain information on all the possibilities of pursuing full or partialstudies at our University.ConclusionThe entire community of Adam Mickiewicz University in Poznan, including its seniorofficers, realises that in the reality of a global village, internationalisation is not anactivity that needs to be consciously pursued, but it is a fact of academic life and thechallenge that we are facing on a daily basis. We recognised this challenge and put ineffect a series of steps with the aim of increasing the international perception of theuniversity in all of its major areas: research, teaching and mobility and relations to thelocal and global communities.Internationalisation at Home at AMU aims to ensure that research in the field is feedinginto both policy and teaching and learning processes that contribute to the developmentand assessment of international and intercultural competences in all students.It is increasingly a matter of course that employers at home and abroad expect graduatesto demonstrate international ability, foreign language knowledge and interculturalcompetence. These skills are central to effective cooperation in multinationalteams, successful interactions with foreign associates, and effective decision makingin a world characterised by uncertainty.ReferencesAdam Mickiewics University (2009). Strategia Rozwoju Uniwersytetu Adama Mickiewiczaw Poznaniu Na Lata 2009-2019 [The Development Strategy of AdamMickiewicz University in Poznan for the period 2009-2019]Adam Mickiewics University (n.y.). Adam Mickiewicz University in Poznan InternationalStrategy.

Part II : Internationalisation at home 195Chapter 7Internationalisation at home as an aspect of aninternationalisation planIntroductionManuel J. Fernández IglesiasThe term Internationalisation at Home (IaH) (Crowther et al, 2000)) comprises all theactivities targeted to develop international competences within the academic communitythat can be performed at the home institution using the resources available. IaHwas initially intended to provide international education for the majority of students,lecturers and staff that will not travel abroad. Thus, internationalisation in a broadsense would be completely covered by two complementary programmes, namely aninternationalisation at home programme and an outgoing mobility programme.However, if we analyse the content of a typical internationalisation plan in highereducation, we see that in most cases internationalisation at home and outgoing mobilityare not so clearly separated. This is so because goals and actions are not defined interms of movers and nonmovers, but according to the desired degree of internationalpresence or international attractiveness. In other words, goals and actions are usuallytargeted to improve the international profile of the university and affect the membersof the university community as a whole.Consequently, internationalisation programmes and activities are organised aroundconceptually independent topics to facilitate planning, tracking of results, and qualitycontrol. Typical aspects included in an internationalisation plan are mobility, internationalisationof curricula, international marketing, international cooperation, or internationalawareness, whereas IaH addresses issues like language competence, diversityand multicultural education, inclusive curricula, and other initiatives and activities topromote an international and intercultural dimension along higher education.Thus, an IaH plan can be interpreted as a specific aspect of an international plan, in thesense that it represents a subset of the activities contained in the overall plan. It mayhide the complexity of the original plan to facilitate the tracking and quality controlof IaH, and it limits the exposure of the complete plan, making it more manageable.

196Guide of Good Practices TEMPUS CORINTHIAMIn this chapter we discuss how an IaH plan can be derived from the internationalisationplan of a higher education institution following the view-based strategy discussedabove, using as a case study the internationalisation plan 2011 -2014 of the Universidadede Vigo in Spain. For this, we identify the main elements of the internationalisationplan at different levels of abstraction (goals, programmes, tasks, activities), anddiscuss the methodology applied to configure that plan and to deduct an IaH strategyfrom it.The rest of the chapter is organised as follows. First, we briefly discuss the methodologyapplied to design the internationalisation plan and to identify relevant IaH activities.Then, we present in some detail the configuration of the internationalisation planand the basic goals, tasks and activities included in each programme. The methodologicalapproach and the internationalisation plan proposed as a case study might beseen as an additional contribution of this chapter. Once we have gained some insightinto the Universidade de Vigo’s internationalisation strategy, we identify which activitiescorrespond to IaH initiatives to show how IaH is implicitly considered in the plan.Finally, we outline the conclusions of this work.Methodology for the construction of an IaH plan from thegeneral internationalisation planWe can find in the literature many approaches to strategic planning (Mintzberg, 1994).The one followed by the Universidade de Vigo to develop its internationalisation plancan be seen as a variation of the See-Think-Draw model (Saxena, 2009), based onan analysis of the present situation of the institution insofar internationalisation isconcerned (see), a process of definition of goals and objectives (think), and the designand implementation of a roadmap to achieve these goals and objectives (plan). Thus,the design of the internationalisation plan of the Universidade de Vigo for the period2011 – 2014 has been performed according to the phases below:• SWOT analysis (Jones, 2010). This strategic planning method is aimed toevaluate the strengths, weaknesses, opportunities, and threats involved inthe overall internationalisation project. After identifying internationalisationin a general sense as the basic endeavour of our project, we try to identifythe internal and external factors that are favourable and unfavourableto achieve that endeavour. Thus, this task is aimed at the analysis of theinternal and external constraints (weaknesses and threats) and the internaland external potential (strengths and opportunities) of an organisationinsofar internationalisation is concerned. Identification of SWOTs isessential, because the next steps in the planning process will be derived fromthe SWOTs. To sum up, the SWOT analysis provides a situational auditanswering the question Where are we now? Figure 1 summarises an outlineof the results of this phase.

Part II : Internationalisation at home 197• Goal statement and programme design. Taking into account the SWOTanalysis, we state the aims and objectives of our internationalisation plan,that is, we pose the question Where do we want to go? Apart from identifyingthese aims and objectives, we organise them into programmes havingconceptually related topics to facilitate planning, tracking of results, andquality control.• Task definition. Once we have defined the overall structure of theinternationalisation plan, it is time to decide upon a strategy and associatedtactics to fulfil our goals. In other words, we intend to answer the questionHow are we to get there? For this, we define a set of actions within eachprogramme that will provide a specific approach to the achievement ofobjectives.Figure 1: SWOT outline• Activity plan. Once the tasks needed to pursue our goals have been identified,we transform these actions into implementable activities. Thus, the activitiesdefined for each programme constitute the operations plan. Activities answerthe question What are we doing to get there?Once the plan has been defined, we classify the activities collected in each programmeaccording to their contribution to Internationalisation at Home.

198Guide of Good Practices TEMPUS CORINTHIAMThe basic configuration of the internationalisation plan is discussed in the next paragraphs.Note that the content presented has to be completed with a set of indicatorsthat will serve as a measure of the degree of achievement of the overall internationalisationstrategy along the time. Each activity will have at least an associated indicator.Indicators provide a measure of the fulfilment of objectives, the resourcesmobilised or the effects obtained (Radaelly & Meuwese, 2008). They produce quantifiedinformation with a view to helping actors involved in the implementation of theinternationalisation plan to communicate, negotiate or make decisions. Examples ofindicators are the number of students mobilised, the number of agreements signed,the number of language course-hours taught, the number of internship placementsprovided by partner companies abroad, the number of institutions visited or eventsattended, etc.The Universidade de Vigo’s internationalisation planUniversidade de Vigo’s overall objectives in terms of internationalisation are:• To encourage the exchange of lecturers, researchers, students andadministrative staff, and prepare these groups to succeed in a global labourmarket.• To gain recognition in the international education market, by establishingstrategic alliances, and by internationalising teaching and research.• To develop innovative projects to promote international cooperation in amultilateral, cross-border environment.• To attract and integrate the best.Taking into account the analysis of internal and external constraints (weaknesses andthreats) and our internal and external potential (strengths and opportunities) the internationalisationplan for the period 2011-2014 is organised around the five programmesbelow:• International Mobility• International Cooperation Programme• Internationalisation of Academic Activity• International Presence• Institutional Training ProgrammeThe International Mobility programme seeks to negotiate new mobility agreementsfrom a strategic perspective driven by excellence, reinforcing the existing structureof mobility to permeate the complete university community. For this, actions in this

Part II : Internationalisation at home 199programme will be aimed at fostering institutional visits and participation in events,at increasing the number of individuals participating in mobility programmes, atimproving the expertise and qualification of local coordinators of international relations,and at increasing the linguistic competence of lecturers, researchers, studentsand staff.The International Cooperation Programme’s main objectives are targeted to the promotionof the participation in education and development cooperation projects, andto the integration in international associations active in this field. On the other side,international cooperation will constitute the core of the university’s social responsibilitypolicies. To achieve these objectives, actions will be targeted to the institutionalparticipation in cooperation projects, the implementation of our own international cooperationprogramme, the professionalisation of the management structures related tointernational cooperation, and the promotion of the awareness of the university community(staff, academics, and students) in international cooperation.The Internationalisation of Academic Activity Programme has as its main objectiveto improve the position our academic activities in the international education marketto attract international students and faculty members. For this, we design and implementactivities to assist the university community in the definition of educational programmestargeted to academics and students abroad, and to promote the implementationof joint and double degree programmes, international graduate programmes, andprogrammes in foreign languages.The International Presence Programme is aimed at increasing the international presenceand prestige of our university by fostering new partnerships with internationalinstitutions at all levels. Thus, the programme is organised around the developmentof these new partnerships through the integration in international university networks,the participation in professional events of international relevance, the deployment ofa network of students abroad, and the development of innovative instruments for promotingour international image.Finally, the Institutional Training Programme is specifically devoted to developinternational skills and competences within the local academic community, that is, topromote the awareness of students, faculty members and staff at the Universidade deVigo to develop an overarching institutional culture for internationalisation. This programmewill be undertaken through the collaboration with internationally recognisedexperts with the support of the staff at the International Relations Office. Besides,good practices from university community members will be disseminated to encourageall actors to develop an international culture.We provide additional detail on these programmes below.

200Guide of Good Practices TEMPUS CORINTHIAMInternational Mobility ProgrammeThe general objective of this programme is to extend mobility on three axes:• The number of members from the university community (students, facultyand staff) participating in mobility programmes.• The destinations offered, including –in addition to the wide range of Europeandestinations involved in the Erasmus programme- agencies and institutionsrelated to higher education around the world.• The activities supported, including new areas of study in strategic institutions,and fostering additional areas like work internships or professional exchangesfor staff.Furthermore, the role of the Universidade de Vigo’s Language Centre will be extendedto become the instrument that completes this process. To increase the numberof individuals participating in mobility, the university community needs to reach aconvenient level of linguistic competence in other languages other than Spanish andGalician, mostly in English. Moreover, the development of the EHEA after its initialimplementation requires policies aimed at improving the language skills of students,as studying abroad is one of the cornerstones of the new system.Thus, the goals of this programme are:• Establish new mobility agreements in strategic geographical areas, mainlyin Asia (China, Taiwan, Japan, Korea and India), Africa, Australia, Canada,Latin América (Brazil, Argentina, Mexico, Colombia and Chile) and theMediterranean, taking into account the strategic policies of our internationalcampus of excellence (Delgado, 2011).• Strengthen the existing mobility structure within Europe, promoting theextension of exchange agreements with institutions of strategic interest toinclude new areas of study.• Extend the range of mobility, increasing the participation of all members ofthe university community, and increasing the existing offer related to workinternships and temporal placements for staff.Resources will be allocated to undertake tasks targeted to:• Organise visits to institutional partners of special interest and promote theparticipation in events, fairs and training weeks aimed at attracting exchangestudents. Participation in trade fairs and similar events will take place incoordination with other universities in Galicia.• Increase the attractiveness of mobility through the extension of the mobilityoffer. Negotiate new bilateral agreements outside the Erasmus Programme,

Part II : Internationalisation at home 201mainly in Latin America, Asia and the Mediterranean. Extend to new areas ofstudy existing Erasmus agreements, according to the strengths of our peersand actual demand.• Improve the qualifications of local international relations coordinatorsthrough training workshops, dissemination of materials, and specificassistance from the staff at the International Relations Office.• Increase the language skills of the individuals participating in exchangeprogrammes through specifically designed courses.• Improve the information channels available to facilitate the disseminationof all the options and opportunities to participate in exchange programmes.• Implement an integral management model for exchange programmes.The table below collects the specific activities planned along the 2011-2014 period todevelop the tasks above according to the mobility programme’s goals:• MI1 Institutional visits to universities in Latin America, the Mediterraneanand Asia.• MI2 Join the ISEP programme.• MI3 Complete the online mobility management tool deployed at theuniversity to support all the mobility programmes at the same level.• MI4 Participation in specific student fairs targeted to master degrees’candidates.• MI5 Negotiation and signing of new mobility agreements with universitiesin Latin America, Asia, and the Mediterranean.• MI6 Extension of Erasmus exchange agreements in new areas of knowledgefor a selection of current partners.• MI7 Development and implementation of a comprehensive internationalinternship programme, combining together the Erasmus and Leonardo daVinci internship projects with other initiatives at Universidade de Vigo.• MI8 Development of novel informational and promotional materials targetedto the new electronic formats and media.• MI9 Deployment of a digital space to support the collaborative work of thecoordinators for international relations.• MI10 Promotion of mobility at the Universidade de Vigo in socialnetworks.• MI11 Increase the portfolio of foreign language courses at the LanguageCentre, including Chinese, Russian and Romanian, and new course levels.

202Guide of Good Practices TEMPUS CORINTHIAMInternational Cooperation ProgrammeThe overall objective of this programme is to strengthen the commitment of our universityto international educational cooperation and cooperation for developmentalong four axes:• Increase the participation in international education projects in the frameworkof programmes managed by the UE’s Executive Agency for Education,Audiovisual and Culture EACEA (Tempus, Action 3 of the Erasmus Mundusprogramme, Lifelong Learning Programme, etc.)• Increase the participation in cooperation for development programmes atregional, national and European levels (MAEC-AECI, Xunta de Galicia,EuropaAid / Alpha, etc.).• Development of an international cooperation programme at Universidade deVigo, adapted to our university’s academic and research profiles, the culturaland social characteristics of Galicia, and its geographical location.• Increase the collaboration with local agents and non-governmentorganisations operating in the environment of the Universidade de Vigo todisseminate among the university community existing initiatives in the fieldof international cooperation.Thus, the goals of this programme are:• To promote the participation in international education projects.• To promote the participation in international cooperation projects.• To include international cooperation for development as a prominent elementof the social responsibility policies of the institution.• To raise awareness and involve the entire university community in tasksrelated to cooperation for development, highlighting the potential of itsmembers to contribute to the improvement of human development, anddisseminating cooperation initiatives of other agents• To promote specific training activities, international associations andinternational volunteering.Resources will be allocated to undertake tasks targeted to:• Increase institutional participation, through the International RelationsOffice, in the education and cooperation programmes promoted by theSpanish Ministry of Foreign Affairs and the European Commission.• Design our own international cooperation programme, adapted to thecapabilities and potential of our university and its members.

Part II : Internationalisation at home 203• Assist the university community in the participation in public calls of theseprogrammes, providing access to information and knowledge bases, andfacilitating the configuration and creation of consortia.• Improve the management processes associated to these projects, transformingthe International Relations Office into the reference point for the collectionof information, revision of proposals, management and dissemination of theresults of these projects.The table below collects the specific activities planned to develop the tasks above accordingto the mobility programme’s goals:• CI1 Submission of at least one institutional proposal each year to the LifelongLearning and / or Erasmus Mundus Programmes.• CI2 Allocation of at least one officer, full time, at the International RelationsOffice to help community members to configure proposals to internationaleducation and cooperation programmes.• CI3 Update the procedures and protocols related to the financial managementof education and cooperation programmes.• CI4 Fine-tune the structure devoted to the management of on-going projects.• CI5 Implementation of the University Committee for InternationalCooperation.• CI6 Announcement of an award for best practices in international cooperationtargeted to the university community.• CI7 Organise at least one seminar on international cooperation each year,targeted to the exchange of experiences, to the dissemination of goodpractices, and to promote awareness.• CI8 Definition and implementation of a specific cooperation project in CaboVerde.Internationalisation of Academic Activity ProgrammeThe main objective of this programme is to disseminate the degrees offered by theUniversidade de Vigo in the international higher education market. The internationalisationof master’s degrees and its international accreditation will mark a turning pointinsofar the prestige of our academic offer is concerned. Besides, this will be stressedthrough the participation in European integrated programmes such as the ones promotedby the Jean Monnet action (European Communities, 2007) or the developmentof joint PhD programmes.In addition, the role of the Language Centre of the Universidade de Vigo will experiencea qualitative and quantitative leap forward to be a key instrument to complete

204Guide of Good Practices TEMPUS CORINTHIAMthis process. The full integration in the EHEA makes it essential to implement policiesaimed at improving the language skills of students, but also provides a unique opportunityto develop multilingual education.In this case, the goals are:• To position the Universidade de Vigo in the international education market,with special emphasis on offering excellent graduate programmes in theframework of the international excellence campus ‘Campus of the Sea’(Delgado, 2011).• To collaborate with other departments at the university, namely Research andKnowledge Transfer, to promote the research, development and innovationinitiatives developed at our university.• To collaborate with other departments at the university, namely AcademicOrganisation, Teacher Qualifications, Students Services, and QualityAssurance to implement joint and double degree programmes and generaliseteaching in other languages.And the tasks to be undertaken between 2011 and 2014 are collected below:• Provide assistance to faculty members to facilitate the location of excellencepartners to prepare high quality proposals in the framework of the ErasmusMundus and Jean Monnet programmes.• Promote the implementation of double degrees and joint degrees in theframework of the European Higher Education area.• Promote the development and implementation of graduate programmesaimed at international markets, especially those linked to the internationalexcellence campus ´Campus of the Sea´.• Promote lecturing in foreign languages.• Attract the best international students, lecturers and researchers, incollaboration with other stakeholders in our university.In this case, the plan includes the following activities:• AI1 Participation in international fairs aimed at students and other recruitmentevents, stressing Asia and Latin America.• AI2 Design of promotional materials aimed specifically at attractinginternational students.• AI3 Organise information seminars and workshops on the participationin international educational programmes (Jean Monnet, Erasmus Mundusactions 1 and 2, etc.)

Part II : Internationalisation at home 205• AI4 Institutional development and validation of supporting instrumentsfor the implementation of double degrees and joint degrees (agreements,recognition protocols, ITC support, etc.)• AI5 Development of an incentives programme to promote teaching in foreignlanguages .• AI6 Collaborate in the internationalisation of our excellence campus Campusdo Mar.• AI7 Organise language courses specifically targeted to teaching in foreignlanguages.International Presence ProgrammeThe number of international students, academics and administrative staff on campusand the quality of international agreements are straightforward indicators of the levelof internationalisation of a modern university. Moreover, to maintain and increase thepower of attraction for students, teachers and researchers overseas, it is instrumentalto increase the international visibility of the university.The main objective of this programme is to promote the institutional presence of theuniversity in international forums and events where the most relevant institutions ofhigher education participate. For this, we will take into account those aspects of ourinstitution that will provide a distinctive and unique value in the international context.For example, in the case of Universidade de Vigo, these elements are its internationalcampus of excellence and its prime location in the core of the Latin and Lusophoneworld, Fernandez-Iglesias (2011). The insertion of the university in a wide range ofacademic networks and international platforms is a key tool of its internationalisationprocess. Four lines of actions are foreseen:• University networks and platforms within the European Union.• Latin American and Latin American university networks.• Platforms and networks having a global scope.• International associations of universities.This can be summarised around the goals below:• Increase the presence and prestige of the university in the internationalpanorama of higher education.• Prepare and negotiate international institutional arrangements andmemoranda of understanding.Thus, International Presence is organised around the following tasks:

206Guide of Good Practices TEMPUS CORINTHIAM• Promote the participation of the university in university networks andinternational partnerships.• Participate actively in professional events in the international field of highereducation.• Create a network of stakeholders abroad, integrating university students ofGalician origin anywhere in the world. This network will also strengthen thebonds of our university with these students’ universities.• Develop tools for promoting the international potential of the university asa reference institution in the field of higher education, in collaboration withother agents.The activities foreseen within this programme are:• PI1 Organisation of biannual meeting of the Committee on Cooperation andInternationalisation of Spanish Universities.• PI2 Active participation in the NAFSA and EAIE annual conferences.• PI3 Active participation in the Compostela Group of Universities consortiumand other university networks.• PI4 Identification of additional relevant international networks of universities.• PI5 Signing institutional agreements with universities and institutions ofinternational prestige.• PI6 Deployment of a virtual space for Galician students overseas.• PI7 Design of promotional materials aimed specifically at promoting theuniversity in trade fairs, in cooperation with the international excellencecampus.• PI8 Design and deployment of a translation service.Institutional Training ProgrammeOne of the key driving forces of any internationalisation policy is the existence of aculture and an attitude among its members that makes them to act in a proactive waytowards internationalisation. The Institutional Training Programme aims precisely tocontribute to the development and generalisation of this culture for internationalisation.Thus, the goals of this programme are:• Disseminate among students, faculty members and staff the most importantstrategic initiatives in international policy and its impact on higher education,as the 2020 European strategy, European Commission (2010).• Keep the university community informed about the new generation ofEuropean programmes, collecting and disseminating all relevant information,

Part II : Internationalisation at home 207and promoting the use of the instruments ​available to participate, togetherwith other international stakeholders, in this definition process.• Acknowledge the participation of the members of the university communityin mobility programmes and international education and cooperationprogrammes.• Facilitate the participation of members of the university community inactions to promote the culture of internationalisation among the society.The tasks planned are:• Organisation of dissemination seminars on international policies.• Dissemination among the university members of the university’sorganisational model for internationalisation is concerned, and the functionsof the different agents involved.• Strengthening of the role of the International Relations Office as a keyelement to promote and implement internationalisation policies.• Publication of an electronic newsletter aimed at the internationalisation ofthe university community.Like in previous cases, the programme is developed around a series of activities:• FI1 Organisation of at least one seminar each year on European policies.• FI2 Organisation of a biannual seminar on the university’s internationalisationinstruments.• FI3 Organisation of a biannual information seminar on the services providedby the International Relations Office.• FI4 Publication of a monthly electronic bulletinInternationalisation at Home as an aspect of an internationalisation planIn a nutshell, Internationalisation at Home pursues the acquisition of competences andskills to develop an international corporate culture by making the most of all everydayopportunities offered by the university. Thus, Internationalisation at Home meansacquiring international coping skills (e.g. language and cultural skills) at home bytaking advantage of the various opportunities offered by your home institution. Youcan acquire or enhance your international coping skills by being involved in activitiesthat in most cases are already available in an international-oriented university. Someexamples are:• Participating in language and cultural skills courses.• Choosing classes and courses from Jean Monnet’s international programme.

208Guide of Good Practices TEMPUS CORINTHIAM• Getting to know the international students of your university and assistingthem in adapting to the local culture.• Participating and helping to organise international weeks, internationalpresentations, and other events related to internationalisation.Therefore, Internationalisation at Home is characterised by two basic ideas:• More than a specific programme, Internationalisation at Home should be aconsequence of a well-designed internationalisation policy.• More than an institutional endeavour, it is a personal strategy. Namely, toindividuals will get internationalised by making the most of what is availableat home.Considering this point of view, individuals pursuing Internationalisation at Home mayhave as objectives:• O1 Learning other languages, specifically English as a de-facto lingua franca.• O2 Knowing other university models.• O3 Knowing the international reality.• O4 Knowing other cultures.• O5 Become part of international networks.This can be achieved only if the institution offers activities targeted to:• A1 Language training.• A2 Education in multicultural environments.• A3 Foster the interaction with visiting students, lecturers, researchers andstaff.• A4 The development of an international corporate culture.If we analyse the activities to be de developed between 2011 and 2014 by the Universidadede Vigo insofar as IaH is concerned, we identify the activities in Table 1 belowas having an impact on IaH:

Part II : Internationalisation at home 209IDActivityIaHObjInternational MobilityMI2 Join the International to International program O5 A3MI5 Negotiation and signing of new mobility agreements O5 A3MI6 Extension of Erasmus exchange agreements O5 A3MI9 Deployment of a digital space for coordinators O2 A4MI10 Promotion of mobility in social networks O1 A3MI11 Increase the portfolio of foreign language courses O1 A1International CooperationCI2 Allocation of human resources to help community members to configureproject proposals.O3 A4CI5 Implementation of Committee for International Cooperation O3 A4CI7 Organise one seminar/year on international cooperation O3 A3CI8 Cooperation project in Cabo Verde O3 A2Internationalisation of Academic ActivitiesAI3 Organise seminars on international educational programs O5 A2AI4 Supporting instruments for double and joint degrees O5 A2AI5 Incentives program for teaching in foreign languages O1 A1AI6 Internationalisation of Campus do Mar O2 A4AI7 Courses for teaching in foreign languages O1 A1International PresencePI6 Deployment of a virtual space for Galician students O5 A3PI8 Design and implementation of a translation service O1 A1Institutional TrainingFI1 Organisation one seminar each year on European policies O3 A4FI2 Organisation of a seminar on internationalisation instruments O2 A4FI3 Organisation of seminar on services provided by the InternationalRelations Office.O2 A4Table 1: IaH related activities in the internationalisation planIaHActThe first column references the activity in the corresponding programme discussedat the Internationalisation plan. The second column is a short version of the activitydescription provided along the corresponding programme discussion above. The thirdcolumn indicates the primary objective of an individual pursuing internationalisationinvolved in the activity, according to the list above. The fourth column assigns eachactivity to one of the grand IaH aspects. Note that columns 3 and 4 collect only the

210Guide of Good Practices TEMPUS CORINTHIAMmost relevant objective/aspect. Some of the activities in the table might help to pursuemore than one objective, or might be associated to additional aspects of IaH.We may also estimate the relative impact on IaH that each programme discussed inthe internationalisation plan has by measuring the relative amount of the activitiescollected that can be utilised to promote Internationalisation at Home. Table 2 belowcollects this information.ProgramActIaHActIaH impactInternational Mobility 11 6 55%International Cooperation 8 4 50%Internationalisation of Academic Activities 7 5 71%International Presence 8 2 25%Institutional Training 4 3 75%Table 2: Relative IaH impact of activitiesNote that the data obtained appears to be reasonable according to the initial goals ofthe programmes included in the internationalisation plan. Institutional training hasa major influence on IaH, as is directly targeted to develop international skills andcompetences within the local academic community, together with an overarching institutionalculture for internationalisation. On the other side, International Presence ismainly targeted to develop actions that will be performed overseas, and as a consequencehas a minor impact on Internationalisation at Home.The traditional vision of Internationalisation at Home defined it as a companion tointernational mobility to cover together all aspects of internationalisation. However,we can infer from the table 2 above that the International Mobility programme has arelevant impact on IaH. This is so because mobility offers the local community thechance of getting in touch with representatives of other cultures, which in turn meansclose contact with other languages and cultures, which is a key component of IaH.Finally, we may rearrange Table 1 according to the four IaH aspects identified aboveto make the Internationalisation at Home strategy explicit, as an aspect of the generalInternationalisation Plan. This is collected in Figure 2. For the sake of conciseness,activities in Figure 2 are not repeated in full again, but are collected according to theirshort version in Table 1.

Part II : Internationalisation at home 211ConclusionInternationalisation at Home, that is, to utilise all resources available at the homeenvironment to get internationalised, has several aspects to be considered. Although itis basically an inside job, higher education institutions are influenced by an externalenvironment that determines the applicable regulations or the funds available. Thisconditions internationalisation as a whole, and therefore the initiatives that may beutilised by individuals to achieve internationalisation. Depending on this external environment,opportunities vary from institution to institution, and also along time. Forexample, labour regulations may limit the integration of international academics inlocal lecture rooms, which in turn may compromise the development of internationalcurricula, or the present crisis situation is affecting the destination and duration ofstudy periods abroad.Besides, cultural diversity is a mutually enriching aspect of interaction in the universityenvironment, which has many practical implications on Internationalisationat Home. Cultural diversity on campus is a consequence of mobility programmes orinitiatives targeted to the enrolment of foreign students. This is an example of howinternationalisation in a broader sense has immediate consequences for IaH.Figure 2: Internationalisation at Home 2011-2014 at Universidade de Vigo, “Programme” outline

212Guide of Good Practices TEMPUS CORINTHIAMBeing integrated in an international classroom is another instrument to achieve IaH.This requires specific skills and qualities, and may be seen as a demanding role thatlecturers and researches, but also students, have to play when confronted with aninternationalised curriculum. To overcome the difficulties of curricula internationalisation,higher education institutions should develop initiatives to facilitate languagecompetence, to disseminate existing good practices or to cope with the specificities ofmanaging courses in several languages with faculty and students coming from severalcountries. Most of these activities will be reflected in an overarching internationalisationplan, and consequently will have an impact on the IaH possibilities available, butthey are not specific elements of IaH.We have tried to show how an IaH plan can be interpreted as a specific aspect of aninternational plan. For this, we took as a case study the internationalisation plan 2011-2014 of the Universidade de Vigo. We illustrated the process of construction of sucha plan, and how IaH stems from it as a consequence of the goals, tasks and actionsproposed in that plan. Being a case study, probably some aspects of internationalisation,or some activities relevant to IaH, might not have been tackled in this chapterbecause – according to the specific context of the Universidade de Vigo – they havenot been included among the priorities of Universidade de Vigo for 2011-2014. In anycase, we feel that the information included here might help other institutions to gainrelevant insight into Internationalisation at Home as well as into planning for internationalisationin general.ReferencesCrowther, P., Joris, M., Otten, M., Nilsson, B., Teekens, H., & Wächter, B. (2000).Internationalisation at home: A position paper. Amsterdam: EAIE. Retrievedfrom http://www.international.ac.uk/resources/iahpositionpaper.pdfEuropean Commision (2010). Europe 2020. A strategy for smart, sustainable andinclusive growth. Communication from the commission COM(2010) 2020final. Retrieved from http://europa.eu/press_room/pdf/complet_en_barroso___007_-_europe_2020_-_en_version.pdfEuropean Communities (2007). Jean Monnet Success Stories, Europe for lifelonglearning. Luxemburg: Office for Official Publications of the European Communities.Retrieved from http://ec.europa.eu/dgs/education_culture/publ/pdf/monnet/success-stories_en.pdfDelgado L. (2011). Spanish strategy 2015. The role of universities in the regional anlocal world. OECD Conference on higher education in cities and regions forstronger, cleaner and fairer regions. Seville, 10 th – 11 th February 2011. Retrievedfrom http://www.oecd.org/dataoecd/57/21/47123235.pdf

Part II : Internationalisation at home 213Fernández Iglesias, M.J. (2011). A universidade galega como promotora dun novomodelo de relación coa emigración e cos mercados asiáticos. We in the World2011, 40-42. Baiona Pontevedra: Galician Institute of International Analysisand Documentation. Retrieved from www.igadi.org/arquivo/pdf/igadi_weintheworld_2011.pdfJones, L. (2010). Introduction to SWOT analysis - Mini Lecture, National DigitalLearning Resources Ireland. Retrieved from http://open.jorum.ac.uk/xmlui/handle/123456789/6822Mintzberg, H. (1994). The rise and fall of strategic planning. New York: PearsonEducation Ltd.Radaelli, C.M. & Meuwese, A.C.M. (2008). Impact assessment indicators. Measuringthe quality of impact assessment. Exeter: entre for European governance.Retrieved from http://centres.exeter.ac.uk/ceg/research/riacp/publications.phpSaxena, P. K. (2009). Principles of management: A modern approach. New Delhi:Global India Publications Pvt Ltd.

Part II : Internationalisation at home 215Chapter 8Internationalisation at home at Universidadde MonterreyThomas Buntru WenzlerIntroductionUniversidad de Monterrey (UDEM) is a private, comprehensive university, locatedin Monterrey, Mexico’s third-largest city, and one of the country’s most importantcenters of industry, finance, and higher education. It was founded in 1969 by anenthusiastic group of representatives of local religious congregations, professionals,and business leaders in response to the social, demographic, and political challengesat that time. Today it is one of Mexico’s most prestigious private universities. It wasranked 17th in Mexico in the 2012 edition of Guía Universitaria and 119th in LatinAmerica in the 2012-2013 QS Ranking of Latin American Universities. UDEM isa member of ANUIES, the Mexican Association of Universities and Institutions ofHigher Education and is accredited in Mexico by FIMPES, the Federation of PrivateMexican Institutions of Higher Education. It is also one of only five Mexican universitiesthat are fully accredited in the United States. UDEM’s accreditation is with theSouthern Association of Colleges and Schools (SACS).Universidad de Monterrey offers a humanistic perspective toward a well-roundededucation for its students, providing a liberal arts program unique in the context ofMexican higher education that strives to develop in the student sensitivity towardothers, a commitment to our society, and a global vision. UDEM currently offers 5pre-university programmes through its preparatory school Prepa UDEM, 38 undergraduateprogrammes, 53 graduate programmes including 35 medical specializations,and more than 300 continuing education programmes. It has 11,390 students, 2,764 atPrepa UDEM, 7,375 undergraduate students, and 1,251 graduate students.MissionUniversidad de Monterrey is committed to preparing its students to become changeagents both in Mexico and in the world at large, as it is expressed in its mission: “The

216Guide of Good Practices TEMPUS CORINTHIAMUniversity of Monterrey, as an educational community of Catholic inspiration, strivesto provide its students with a holistic education through a personalized educationalmodel and in an intercultural context of academic excellence, so that they may developtheir potential to the fullest in the different walks of life, find personal fulfillment inservice to others, and contribute to the expansion of knowledge and the constructionof a sustainable society.”VisionOnly recently, Universidad de Monterrey developed its Vision 2020, which also considersthe international and intercultural component of its educational and formativemodel. Vision 2020 is centered on three pillars: (1) Culture of academic excellence,(2) Service-oriented integral formation, and (3) Sustainable educational infrastructure.The international element is anchored in the second pillar which reads:Integral formation must be the guiding principle of higher education andstrengthen personal growth in all its dimensions, fostering the development ofskills for life and promoting active citizenship. This formation will permit allmembers of the university community to be socially responsible and participativechange agents, capable of establishing productive relationships withsocial actors and national and international organizations. Furthermore, wewill deepen and broaden our efforts that permit the members of our communityto live intercultural experiences on and off campus, so that they mayenrich their perspectives and find new ways of transcending through service.Internationalisation at UDEMUniversidad de Monterrey was originally founded as a local university to respond tolocal demands for higher education. Soon, however, it started to attract students fromdifferent parts of Mexico, the United States, and Latin America. Still, it took abouttwenty years for an international conscience to develop. In response to the negotiationsof the North American Free Trade Agreement (NAFTA), UDEM was one of thefirst Mexican universities to offer an undergraduate degree programme in InternationalStudies in 1985. Proficiency in English was a graduation requirement for studentsof International Studies from the beginning. In 1992, this requirement was expandedto all students at UDEM. Currently all students have to pass the Test of English asa Foreign Language (TOEFL) with at least 550 points in order to graduate from anyprogramme at UDEM. Some degree programmes with an international orientationrequire their students additionally to take a certain number of courses in a secondforeign language.In 1995, and in response to demands from its students and their parents, UDEM openeda one-person study abroad office with the title of “Coordination of Student Exchange”.

Part II : Internationalisation at home 217The outlook of this office was from the beginning focused on exchange, rather than purestudy abroad. This led, as a result of a first strategic plan for student mobility in 1999,to the expansion of the office to include a study abroad advisor and an international studentadvisor. In this same year, UDEM became a member of the International StudentExchange Program (ISEP), which led to a great expansion of exchange options.In 2002, the Coordination of Student Exchange developed a new strategic plan witha broader vision of internationalisation that included not only student mobility, butalso faculty mobility and the internationalisation of the curriculum. The result was anelevation in organizational rank of the office to the “Directorate of International Programs”in 2004. The director is a member of the Council of Deans and Directors. In2005, UDEM was ranked second among Mexican universities in terms of the studentparticipation rate in study abroad programmes by Mundo Universitario, a magazinethat specializes in topics of higher education in Mexico. In 2006, UDEM took over thetop position and has held on to it to this day. In 2007, 13% of registered undergraduatestudents participated in student exchange and study abroad programmes, and 36%of the class of 2007 had a documented study abroad experience through participationin our programmes. In 2011 these figures stood at 16% and 53% respectively.UDEM is also among the top five Mexican universities in terms of the percentage ofinternational students it receives. Currently, about 5% of all undergraduate studentsat UDEM are non-Mexican. These achievements have to be considered in context:In 2010, only about 1% of Mexican university students studied outside Mexico, andonly about 0.15% of all students registered at Mexican universities were non-Mexican(Source: IIE Atlas of Student Mobility). In 2004 the Directorate of International Programmesprepared a position paper on the process of internationalisation at UDEMfor the Executive Board that outlined a general profile of the institutional model ofinternationalisation. The position paper was approved and formed the basis for thenew strategic plan for the internationalisation of UDEM. As a result, two new courses,one with an international orientation (“Global scenarios, tendencies, and dilemmas”)and the other focusing on intercultural competencies (“Global competencies”), wereintroduced into the common core curriculum consisting of nine courses that all studentsat UDEM have to take.In 2006, as part of the process of reaccreditation with SACS, UDEM chose internationalstudent learning outcomes as the central topic of its Quality Enhancement Plan(QEP). The QEP defines the internationalisation of student learning processes as “theacademic and formative process by which students have a global international culturalexperience, either on campus or outside Mexico, so that they may a) become familiarwith other cultures and be able to describe the economic, political, and social realityof other countries within the appropriate geographical context; and b) see themselvesas citizens of the world, with the capacity of communicating and acting from a globalperspective; and c) be open to other ideas and cultures in a framework of respect andtolerance for cultural diversity, which will enable them to move from one culture toanother in a context of constructive communication and interaction.”

218Guide of Good Practices TEMPUS CORINTHIAMQuality Enhancement Plan for SACSProject Current situation Goals 2020Redesign two courses in thegeneral studies areaEvaluate study abroad studentlearning outcomesIntegrate international fieldtrips into existing coursesInternationalize final evaluationprojectsReinforce English proficiencygraduation requirementTwo courses have beenredesignedIntercultural competenceprogram in pilot phaseFive courses in Fall 2010NDSome students fail to graduateDocument impact of redesignedcoursesIntercultural competenceprogram fully developedand implementedTwo courses per academicdivision50% of all final evaluationprojectsAll students will complyIncrease the number ofstudents in study abroad53% of class of 2010 55%Implement international fair Design ready for Fall 2011 Cyclical implementationPublish bilingual promotionalmaterialsInclude international perspectivesin co-curricularcoursesDevelop a visiting facultyprogramPromote virtual mobilitythrough use of distanceeducation technologyImplement bilingual andmulticultural signage oncampusInstitutional brochure andsome materialsNDProgram has been developedand approvedNDOnly at Residencias UDEM50% of all materials25% of co-curricularcoursesTwo professors per semesterin each academicdivisionImplemented in 25% of allcoursesOn the whole campusDevelop a bilingual website Few sections Complete websiteThe collaborative effort that produced the QEP made it clear that internationalisationimplies much more than only student mobility programmes and the curriculum. The

Part II : Internationalisation at home 219new strategic plan for the internationalisation of UDEM that was approved in 2007 isbased on this foundation and presents a multidimensional model of internationalisation.The strategic plan for the internationalisation of UDEMThe current strategic plan for the internationalisation of UDEM builds on the strengthsthat the university has constructed over the years, especially in the areas of the curriculumand student mobility, with the student learning outcomes as defined in theQEP at its center and a network of strategic international relations as the foundationfor future efforts. Two of the strategies concentrate on student and faculty mobility(“UDEM in the world”), while three strategies are centered on IaH (“The world atUDEM”).STRATEGIC PLAN FOR THE INTERNATIONALIZATION OF UDEMPromote international educationalexperiences abroad.A UDEM IN THE WORLD12StudentmobilityFacultymobilityandR & DQEPInternationalcurrículumInternationalcampusInstitutionalculture345BTHE WORLD IN UDEMTurn UDEM into an internationaleducational experience.CSTRATEGIC INTERNATIONAL RELATIONSBuild strategic international relationsThe plan contemplates six great strategies, contrasts the current situation with thegoals to be achieved by 2020, and outlines concrete actions in order to achieve thesegoals.The first strategy is to further increase student mobility, both in quantitative and inqualitative terms. We want that 50% of each graduating class will have had an internationalexperience by the time they graduate.

220Guide of Good Practices TEMPUS CORINTHIAMSTRATEGIESA. Promote international educational experiences abroad.1Student MobilityACTIONS CURRENT SITUATION GOALS 2020aIncrease thenumber of UDEMstudents on studyabroad.11% of the student body33% of annual graduatingclass15% of the studentbody50% of annualgraduating classQEPbIncrease thequality of studentmobility.44% to top 500universities55% to top 500universitiesSTRATEGIESA. Promote international educational experiences abroad.1Student MobilityACTIONSSPECIFIC ACTIONSaIncrease thenumber of UDEMstudents abroad.1. Expand the portfolio of international programs.2. Expand financial aid plans for study abroad.3. Improve our students’ proficiency in foreign languages.4. Create incentives for faculty to support study abroad.bIncrease thequality of studentmobility.1. Create more special programs with top-ranked universities.2. Create new study abroad scholarships for programs at toprankeduniversities.3. Focus study abroad advising to motivate students to choosetop-ranked universities.The second strategy consists of the construction of faculty mobility, which is still limitedat UDEM and the development of the research function, which is still incipient,

Part II : Internationalisation at home 221because UDEM has understood itself so far primarily as a teaching-centered institution.Professors must be at the core of the institution’s internationalisation efforts, inorder to reach also those students who will not participate in our exchange and studyabroad programmes. The importance of the research function in this plan has to dowith the prestige it brings to any institution of higher education and the internationalnature of research in today’s world.STRATEGIESA. Promote international educational experiences abroad.2Faculty Mobility & Research and DevelopmentACTIONS CURRENT SITUATION GOALS 2020aImplement a facultydevelopment andhiring plan at andfrom the bestuniversities in theworld.60% of professors fromtop 500 universities75% of professorsfrom top 500universitiesbCreate mechanisms andpolicies that facilitate andpromote faculty mobility.Do not existWill existQEPcDevelop theresearch functionat UDEM.IncipientDeveloped

222Guide of Good Practices TEMPUS CORINTHIAMSTRATEGIESA. Promote international educational experiences abroad.2Faculty Mobility & Research and DevelopmentACTIONSSPECIFIC ACTIONSaImplement a facultydevelopment andhiring plan at andfrom the bestuniversities in theworld.1. Promote faculty development at the best universities in theworld.2. Hire faculty with degrees from the best universities in theworld.3. Invite local specialists with degrees from the bestuniversities in the world as part-time professors.bCreate mechanisms andpolicies that facilitate andpromote faculty mobility.cDevelop theresearch functionat UDEM.1. Elaborate a faculty mobility plan for each academicdepartment.2. Facilitate the participation of professors in internationalconferences and events.1. Create interdisciplinary research centers in strategic academicdisciplines.2. Stimulate the publication of scholarly articles in internationallyrefereed journals.3. Promote and support the registration of patents and other forms ofintellectual property.4. Redesign the faculty classification system.The third strategy concentrates on the internationalisation of the curriculum, withthe objective of introducing more international contents into the plans of study, offeringdouble degree options for all majors, and measuring the learning outcomes ofinternationalisation among our students. This strategy is closely linked to the QualityEnhancement Plan for SACS and is the backbone of UDEM’s IaH efforts.STRATEGIESB. Turn UDEM into an international educational experience.3International CurriculumACTIONS CURRENT SITUATION GOALS 2020cbdaInternationalize theplans of study.Increase the offer ofdouble degreeprograms.Obtain internationalaccreditation of academicprograms where possible.Promote the use ofthe comparativemethod in teaching.25% degree ofinternationalization27 courses in English3 foreign languages9/32 double degree programs1/32 internationallyaccredited programUsed in 19% of courses50% degree ofinternationalization80 courses in English8 foreign languagesAll majors will havea double degreeoptionAll majors will beinternationallyaccreditedUsed in 60% of coursesQEPQEPQEPeMeasure the learningoutcomes ofinternationalization.INEVA: 62.5IDI: NDINEVA: 80IDI: 60% will get tostage of adaptationQEP

Part II : Internationalisation at home 223STRATEGIESB. Turn UDEM into en international educational experience.3bInternational CurriculumaACTIONSInternacionalize theplans of study.Increase the offer ofdouble-degreeprograms.SPECIFIC ACTIONS1. Expand the offer of foreign languages.2. Offer electives within the general education (core) curriculum.3. Offer more courses with international objectives and contents.4. Reduce the number of serial courses.5. Offer new minors with an international orientation.1. Offer double-degree programs in different regions.2. Offer double-degree programs with highly-ranked universities.cdObtain internationalaccreditation of programswhere possible.ePromote the use ofthe comparativemethod in teaching.Measure the learningoutcomes ofinternationalization.1. Identify the respective international accreditation bodies.2. Elaborate a plan for the corresponding accreditation.3. Initiate the accreditation processes.1. Offer more comparative courses (create or redesign).2. Train faculty in the use of comparative didactic methodologies.3. Promote virtual mobility (videoconferences, forums, chats, on-linecourses, etc.)1. Evaluate global competencies of UDEM students before entering andupon graduation (INEVA-QEP).2. Evaluate the degree of intercultural sensitivity of UDEM students (IDI-QEP).The fourth strategy has to do with the internationalisation of the campus, which impliesan increase in the number of international students and professors at UDEM,as well as a rich offer of international events on campus. A very successful action inthis context has been the creation of special programmes for international studentsthat combine courses in Spanish as a Foreign Language, classes on Mexican culture,and service learning activities offered by UDEM’s Center for Solidarity and Philanthropy.Another successful innovation linked to this strategy was the creation andimplementation of the “Feria Internacional UDEM” which was organized for the firsttime during the Fall 2011 semester. During the fair, which lasted practically the wholesemester and had Spain as the invited guest country at its center, more than sixty culturaland academic events and activities were offered, such as art and photo exhibits,conferences and symposia, movie cycles, theater plays, food and wine tastings, poetryrecitals, colloquia with visiting Spanish exchange students, sports tournaments,among many others. The second International Fair will take place this Fall 2012 semester,and the invited country is Canada. We are very confident that we will be ableto replicate the success of the first edition of our fair.

224Guide of Good Practices TEMPUS CORINTHIAMSTRATEGIESB. Turn UDEM into an international educational experience.4International CampusACTIONSCURRENT SITUATIONGOALS 2020aIncrease thenumber ofinternationalstudents at UDEM.5% of total residentstudent population10% of total residentstudent populationQEPbAttract visiting professorsfrom the best foreignuniversities.5 visitingprofessorsper year12 visitingprofessorsper yearQEPcPromoteinternationalacademic andnon-academicevents.ND24 eventsper yearQEPSTRATEGIESB. Turn UDEM into an international educational experience.4International CampusACTIONSSPECIFIC ACTIONSaIncrease thenumber ofinternationalstudents at UDEM.1. Identify the specific interests of foreign students.2. Offer a portfolio of academic and extra-academic activities that arerelated to the specific interests of foreign students.3. Implement a program to promote UDEM abroad.bAttract visiting professorsfrom the best foreignuniversities.1. Create mechanisms that facilitate actvities that can be offeredtogether with foreign faculty, such as team-teaching orvideoconferences, among others.2. Invite more international guest speakers.3. Promote the participation of UDEM faculty in the calls for proposalsof foreign academic cooperation agencies.4. Develop faculty exchange programs with our partner universities.cPromoteinternationalacademic and nonacademicevents.1. Design a program for the exchange and conservation of cultural goodsand expressions (traditions, folklore, etc.)2. Organize events that reflect UNESCO initiatives (peace education,fight against poverty, environmental awareness, human rights,diversity, among others)3. Promote academic events, simposia, and conferences at UDEM.The fifth strategy addresses the need to internationalise the institutional culture atUDEM, from administrative and technological support systems, the institution’s web

Part II : Internationalisation at home 225page, signage on campus, and the creation of an international institutional image.Everybody who forms part of the university community at UDEM shall form part ofand identify with this international culture.STRATEGIESB. Turn UDEM into an international educational experience.5Institutional CultureACTIONSCURRENT SITUATIONGOALS 2020aDevelopadministrative andtechnological systemsthat supportinternationalization.3 of 12 servicesAll servicesbEquip both the physicaland digital campus with amulticultural profile.Web page in Spanishwith a few sections inEnglish.Monocultural signs.Multilingual webpage.Multicultural signsQEPcCreate aninternationalinstitutional imageand positioning.NDPlan will bedeveloped andimplemented.STRATEGIESB. Turn UDEM into an international educational experience.5Institutional CultureaACTIONSDevelopadministrative andtechnologicalsystems that supportinternationalization.SPECIFIC ACTIONS1. Issue transcripts according to international standards.2. Adapt credit transfer to international usage.3. Develop or purchase information systems and databases thatsupport institutional internationalization.4. Install technology that permits virtual mobility.5. Develop and implement an evaluation system of IaH activities.bEquip both the physicaland the digital campuswith a multiculturalprofile.cCreate aninternationalinstitutional imageand positioning.1. Develop a multilingual webpage that includes course offerings andcourse descriptions.2. Create bilingual printed materials.3. Install a multicultural sign system.1. Develop a positioning plan directed at foreign students, faculty,and university administrators; and UDEM students and theirparents.2. Create relations between the public relations area at UDEM andthe corresponding areas at the best universities in the world.

226Guide of Good Practices TEMPUS CORINTHIAMLast, but not least, the sixth strategy, which can be considered the foundation forthe others, considers the construction of strategic international relations for studentand faculty exchange programmes, as well as faculty development schemes, and theexploitation of UDEM’s particular strengths and strategic projects for this purpose,such as our community service programmes, leadership programmes, and medicaleducation, among others.STRATEGIESC. Build strategic international relations6International RelationsACTIONS CURRENT SITUATION GOALS 2020aSTUDENTS:Increase the numberand the quality ofthe agreements.28% with top 500universities14% with top nationaluniversities40% with top 500universities25% with top nationaluniversitiesQEPbPROFESSORS:Build relationships withthe best universitiesworldwide for facultydevelopment.There are no formalagreements for thispurpose20 agreementswith top 500universities forfacultydevelopmentcDIFFERENCIATIONBuild internationalrelations on thestrengths and strategicprojects of UDEM.40% of exchangestudents to top500 universities55% of exchangestudents to top500 universities

Part II : Internationalisation at home 227STRATEGIESC. Build strategic international relations.6 International RelationsACTIONSSPECIFIC ACTIONSbaSTUDENTS:Increase the numberand the quality ofthe agreements.PROFESSORS:Build relationships withthe best universitiesworldwide for facultydevelopment.1. Negotiate more agreements in geographic regions ofinterest and with a limited number of options.2. Expand the portfolio of agreements in underservedacademic disciplines.1. Prioritize relations with universities in highly developedcountries with high educational achievement levels,outstanding scientific production, and many top-rankeduniversities.2. Exploit and develop the network of relations of our facultyin top-ranked universities.cDIFFERENCIATIONBuild internationalrelations on the strengthsand strategic projects ofUDEM.1. Determine the strategic network of relations for each discipline.2. Assign resources for the construction of strategic internationalrelations …considering our strenths and strategic projects in:• Service Learning• Liberal Arts Education• Leadership Educationconsidering the flexibility of top-ranked universities in:• Graduate programs• Continuing Educationconsidering the advice received from international colleagues:• Faculty empowermentConsidering the success story of internationalisation at UDEM so far, we are very optimisticthat the actions outlined in this new strategic plan will permit us to strengthenour leadership position in educational internationalisation within the context of Mexicanhigher education. This opinion was shared by the Institute of International Educationwhich recognized the strategic plan for the internationalisation of UDEM with the2009 Andrew Heiskell Award for Innovation in International Education.New internationalisation initiativesIn 2011, UDEM published its Vision 2020, a document that will guide the university’sactions in the coming years. In the framework of Vision 2020, we revised our strategicplan and added a few new initiatives.First, we want to expand our financial aid options for study abroad and exchange programmes,so that all of our students may have access to our programmes regardlessof their financial situation.Taking advantage of our extensive portfolio of international programmes, we want toopen a few of these programmes to students from other Mexican universities in orderto contribute to the attraction of resources in times of budget restraints.A third strategy that impacts greatly our IaH efforts is directed at improving and expandingour innovative programme in the development of intercultural competencies

228Guide of Good Practices TEMPUS CORINTHIAMand at converting UDEM into the first Mexican university that certifies internationaland intercultural student learning outcomes. This programme grew out of efforts atmaximizing the study abroad experiences of our students, and the results were sopromising that we are considering expanding the programme to all students by convertingit into a co-curricular core course.We have also initiated, together with the colleagues from Recruitment and Admissions,work on a new strategic plan for the attraction of international degree-seekingstudents to UDEM. A larger international student population would have a positiveimpact on IaH at UDEM.A fifth initiative proposes the construction on campus of an International Center,which is conceived as a symbolic and physical meeting point for all the differentnationalities and cultures in our university community and which will support theintegration of all international and intercultural academic and formative activities oncampus. We are currently documenting experiences of universities that have suchinternational centers on campus.We are also promoting the use and adaptation of new information and communicationtechnologies in support of international education activities in order to expose all ourstudents to significant international and intercultural experiences in a more cost-effectivemanner. In this line we have joined the Global Partners in Education initiativeof East Carolina University (Global Classroom) and the Collaborative Online InternationalLearning (COIL) initiative of the State University of New York (SUNY).A seventh strategy is centered on replicating and adapting our very successful internationalisationmeasures in higher education at Prepa UDEM, our preparatory schoolsystem (grades 10 through 12). A strategic plan for the internationalisation of PrepaUDEM has already been presented to university authorities and is in the process ofbeing approved.Finally, the eighth new strategy is aimed at redefining our international relationshipsin order to take into account the changing landscape of global higher education, concentrateon more horizontal lines of cooperation, and privilege more South-Southcollaboration.IaH activities at UDEMIaH activities at UDEM can be traced back to 1985 with the introduction of the licenciaturaprogramme in International Studies. Although it was, in the beginning, aNorth America regional studies programme, its emphasis on general studies and theEnglish proficiency requirement was later adapted in all undergraduate programmesat UDEM.

Part II : Internationalisation at home 229Through the development of the Quality Enhancement Plan for SACS, the array ofIaH activities at UDEM was greatly expanded; no wonder if we take into considerationthat nine of the thirteen QEP projects are IaH projects, namely: (1) the redesignof two courses in the core curriculum; (2) the programme in formation of interculturalcompetencies as a result of our measuring student learning outcomes in study abroad;(3) the courses with an international experience, i.e. courses that are taught on campusbut include a short international academic field trip; (4) the internationalisation offinal evaluation projects; (5) the reinforcement of the English-language-proficiencygraduation requirement; (6) the international fair; (7) the offer of co-curricular courseswith an international perspective; (8) the visiting professors programme; and (9) theparticipation of international professors through distance-education modes.Other IaH initiatives are driven mainly by the 2007 Strategic Plan for the Internationalisationof UDEM, such as the internationalisation of the plans of study, the expansionof the number of courses taught in English, the growth in the offer of foreign languages,the creation of new double-degree options (although most require extensivestays abroad), the international accreditation of academic programmes, the incorporationof the comparative method and international case studies where appropriate, thepromotion of “virtual mobility”, i.e. the use of technology to internationalize courses,the measurement of international and intercultural student learning outcomes, the attractionof international students and professors, the implementation of internationalacademic and extra-academic events, the development of internationally compatibleadministrative, technological, and student records systems, the design of a webpagewith a multicultural profile, multilingual and multicultural signage on campus, andthe creation of a campaign to position UDEM internationally.All of these projects have been initiated, although they are at different stages of maturityand development.Effects of IaH on the curriculumMost undergraduate programmes at UDEM are designed to last nine semesters, althoughstudents can finish faster by taking more courses per semester than the recommendednumber (six to seven) or by taking courses in the summer sessions. Allstudents have to comply with the general studies requirement, which consists of sixcore courses and three electives. Two of the six core courses were redesigned as aresult of the Quality Enhancement Plan and have now an international orientation(“Global Competencies” and “Comparative International Contexts”). For the threeelectives, students can choose from a variety of courses with international content,such as “World Religions” or “International Organizations”. Students can also use thethree general studies electives to learn another foreign language besides English. Theinternationalisation of the general studies area is very important, since it impacts allstudents.

230Guide of Good Practices TEMPUS CORINTHIAMThe major or professional studies area, as it is called at UDEM, consists of approximately40 core courses, plus three to five courses in professional concentration. Besidesthe major, all students also have to declare a minor, i.e. two courses from anacademic discipline different from their major. Internationalisation efforts regardingthese courses depend a lot on the interest and willingness of the professors to introducemore comparative and international elements into the courses they teach, to teamup with colleagues from outside Mexico through distance education technology, orto actively incorporate the differing viewpoints of international students in the classdiscussions. The involvement and leadership of the academic deans is also extremelyimportant.Finally, all students have to do a professional internship and a final evaluation project.Prior to 2000, the internships had to be done at local companies. Only afterthe extremely positive experience of a student who did an international internshipthrough IAESTE, programme directors reconsidered and began to allow students todo their internships outside Mexico. Today students are being encouraged to do theirinternships outside Mexico or at least at multinational corporations in the country. Theinternationalisation of the final evaluation projects is one of the initiatives of the QualityEnhancement Plan and has had good progress. In 2011 55% of all final evaluationprojects incorporated international comparative elements.UDEM Curricular ModelGENERAL STUDIESCOMMON COURSESMINORPRACTICE &EVALUATIÓNINTERNSHIPFINAL PROJECTMAJORCORE COURSESPROFESSIONALCONCENTRATIONGENERAL FORMATIONINDUCTIONCO-CURRICULAR ACTIVITIESINTERNATIONALIZATIONSERVICE LEARNINGUniversidad de Monterrey

Part II : Internationalisation at home 231Besides the professional studies and general studies areas, UDEM students also haveto take at least six co-curricular courses. They can choose from over 80 courses inthe areas of arts and culture, sports and recreation, leadership and civic engagement,religion and spirituality, sustainability, and service learning. These courses constitutewhat is known at UDEM as integral formation and is considered a distinguishingfeature of UDEM’s educational model. Most of the co-curricular courses are offeredas electives, except the base course on leadership competence, which is a mandatorycore co-curricular course. It aims at developing leadership competencies suchas emotional intelligence, interpersonal relations, teamwork, communication, problem-solving,convincing others, and planning and organization, among others. As forservice learning, 480 hours of community service are mandated by federal law inMexico as a graduation requirement for all undergraduate students. At UDEM this iscomplemented with a 20-hour introductory workshop where students are prepared fortheir service experience at one of the over 100 institutions that have been approved byUDEM’s Center for Solidarity and Philanthropy. Although the spirit of the social serviceis to sensitize students about social inequalities in Mexico and to provide servicesto underserved communities in the country, UDEM has developed a few internationalsocial service projects in Africa and South America, and also for Mexican immigrantgroups in the United States. Drawing on the strength of service learning at UDEM, wehave developed in cooperation between the Center for Solidarity and Philanthropy, theUniversity Ministry, and International Programs several service learning programmeswhere international students work side by side with Mexican students. Eight of theseprogrammes have won International Best Practice Awards from NASPA over the lastfour years. The other areas that offer co-curricular courses are also making great effortsat incorporating more international elements, notably arts and culture through itsannual International Fair and leadership and civic engagement which has organizedcourses and activities with international partners both on campus and abroad.Recently and also within the context of integral formation, the Center for InternationalisationProjects, which was created in 2007 within the Directorate of InternationalPrograms with the charge of fostering IaH projects at UDEM, has developed the Programfor the Development of Intercultural Competence. The programme consists ofthree courses which are offered as co-curricular courses. It all began in 2006 when wedecided to start measuring student learning outcomes in internationalisation by applyingthe Intercultural Development Inventory (IDI) to our study abroad participants.The instrument was applied to students before and after their study abroad experience.The results were rather discouraging. Students returning from study abroad simply didnot advance significantly on the IDI intercultural development scale consisting of fivestages (denial – polarization – minimization – acceptance – adaptation) that denotedifferent phases of development of a person’s intercultural sensitivity, moving froman ethnocentrist and monocultural mindset to an ethnorelative and intercultural mindset.This was very frustrating, since we were convinced of the beneficial impact of astudy abroad experience. After considering different options and consulting with expertsand our International Advisory Board for Student Affairs at UDEM, we came to

232Guide of Good Practices TEMPUS CORINTHIAMthe conclusion that the study abroad experience as such was not enough, at least not inthe short term, to have a significant impact on the students’ intercultural developmentas measured by the IDI and decided to implement some sort of pedagogical interventionto maximize the benefits of study abroad. As mentioned above, the programmeconsists of three courses. The first course is a pre-exchange semester-long preparationcourse in which students learn about basic concepts of intercultural competence,dimensions of culture, intercultural communication, and intercultural sensitivity andadaptation. The second course is an online course that students take while they areabroad and in which they reflect upon their experience by keeping a journal guidedby a structured set of questions and by participating in online discussions with otherstudy abroad participants in different parts of the world. The third course is a postexchangecourse that students take at UDEM upon returning from their study abroadexperience and in which they share their experiences, reflect upon them, and relatethem to their studies at UDEM, their future professional life, and to life-long learning.Intercultural Competence 1 was first taught in the fall semester 2011 with veryencouraging results. While the groups who had participated in our study abroad programmesbetween 2006 and 2010 without any pedagogical intervention had advancedat the most five points on the IDI scale without progressing beyond the polarizationstage, the group that took Intercultural Competence 1 advanced 13 points movingfrom the polarization to the minimization stage. A few of the students of InterculturalCompetence 1 went on exchange in the spring semester 2012 and participated in InterculturalCompetence 2. They will take the IDI again upon their return to UDEM.Intercultural Competence 3 will be offered for the first time in the fall semester 2012to these study abroad returnees.Program in Intercultural CompetenceSynergy among academic and formative internationalization activitiesLevels of interventionAcademicFormativeInternship AbroadFinal Evaluation Project Abroad(PEF)Study Abroad Experience• Global Competencies• InternationalComparativeContexts• TOEFL 5502 %51%100%Program in Intercultural CompetenceCo‐curricular coursesbefore, during, andafter the studyabroad experiencePhase 1Program inInterculturalCompetencesPhase 2Experiential Learning and ReflectionUDEM Pedagogical Model• Internationalization at Home Activities

Part II : Internationalisation at home 233Currently the Program for the Development of Intercultural Competence is offeredas an optional co-curricular course to all students at UDEM whether they participatein study abroad or not. Study abroad participants are strongly encouraged to take allthree courses of the programme, but at this moment only students who receive a studyabroad scholarship from UDEM are obliged to participate in the programme. Encouragedby the positive results of the first edition of Intercultural Competence 1, we havedeveloped a proposal to turn this course into a mandatory core co-curricular course,just like the base course on leadership. This proposal would require of the university’scurricular policies and is currently being evaluated. We feel that, after having introducedmandatory core courses on internationalisation and globalisation in the generalstudies area of the regular curriculum, the addition of a mandatory core course in theco-curriculum would underscore UDEM’s commitment with internationalisation ingeneral and IaH in particular.Effects of IaH on studentsThe effects of internationalisation on the students at UDEM have been undoubtedlyvery positive. Although we still consider a study abroad experience desirable andthe best opportunity to internationalize our students, we are also aware of its limitationsin terms of depth and coverage and have therefore undertaken great efforts atcomplementing study abroad with IaH initiatives. IaH initiatives reach all studentsand can have a deeper impact than study abroad alone, as our experience has shown.At UDEM we do not want to have to decide between student mobility and IaH, butrather prefer to promote both as equally important aspects of internationalisation. Thisis also reflected in our Personal Development Plan which was designed as a tool tohelp students navigate their course through an ever more complex curricular structurewith many choices at different stages of their studies. Each student at UDEM has apersonal advisor with whom she or he meets at least once a semester. The PersonalDevelopment plan has fifteen steps that students have to consider at different stages.The seventh step is internationalisation, and advisors are expected to review eitherstudy abroad options or IaH opportunities with their students.

234Guide of Good Practices TEMPUS CORINTHIAMPersonal Development PlanDecisionDecide your future.Know your potential.Project your vision.Get an UDEMeducation.Build thefoundations of yourprofession.ConsolidationConfirm yourobjective.Internationalize.Design your careerpath.Widen your horizon.Discover the valueof trascendingthrough service.Specialize.SuccessGo beyond.. Prepare yourself fora new stage.Ent. Enter the workingworld.Take off forsuccess.Universidad de MonterreyThe role of the International OfficeThe role of the International Programs office at UDEM has been the one of a promoterand catalyst of internationalisation initiatives of different types. However, internationalisationis not something that can be controlled by one single academic or administrativeunit. It is a transversal activity that needs to be advanced by many actors.Teamwork and coordination are absolutely essential.Obstacles and how to overcome themThere are many obstacles to internationalisation in general and IaH in particular, beginningwith the lack of interest, foreign language proficiency, and international experienceof staff to lukewarm support from university authorities, insufficient resources,and lacking public policies. But we cannot resign ourselves and must confront theseadversities. How we go about this depends a lot on the type of institution where wework, on the infrastructure that is already in place, and the leaders of the institutionand their personal characteristics and preferences. Still, internationalisation and globalisationare worldwide phenomena that are here to stay, and it is our obligation toprepare our students to the best of our capabilities and imagination for this reality. Wemust work toward anchoring our institutions’ commitment to internationalisation and

Part II : Internationalisation at home 235international education in their mission and vision statements, toward securing thesupport of the institutional leadership, and toward providing meaningful internationaland intercultural experiences to all students. The best way to achieve the latter is byinternationalizing the faculty and the curriculum, since these measures will impact allstudents, regardless of age, financial situation, or other challenges.ReferencesGuía Universitaria (2012), 10 (10). Mexico City: Reader’s Digest Mexico.QS University Rankings: Latin America 2012/2013. QS Intelligence Unit. Retrievedfrom www.qs.comUniversidad de Monterrey. Nuestra Misión 2008-2018. Retrieved from www.udem.edu.mxUniversidad de Monterrey. Nuestra Visión al 2020. Retrieved from www.udem.edu.mxMundo Universitario (2005), 47 (7). Mexico City: Grupo Internacional Editorial.IIE Atlas of Student Mobility. Retrieved from www.iie.org

Part II : Internationalisation at home 237Chapter 9Implementing internationalisation at home atHan University, The NetherlandsIntroductionJos BeelenThis chapter explores the internationalisation policy and the actions undertaken tointernationalise curricula at HAN University of Applied Sciences in The Netherlands,between December 2010 and July 2012. The University included internationalisationof the curriculum in its strategic internationalisation policy in 2009 and in its institutionalplan in 2012 and stimulated a bottom up approach to the implementation inindividual programmes.Outlined are the efforts undertaken to implement an international dimension into awide range of disciplines. These efforts are placed in the context of the outcomes ofthe 3rd Global Surveys of the International Association of Universities (IAU), publishedin 2010 and that of the framework for internationalisation of the curriculum thatwas developed by Leask (2012) within the Australian context.After a brief introduction on the concept of Internationalisation at Home, the relevantsections of the Global Survey and the characteristics of the Leask framework aredescribed. This is followed by a summary sketch of HAN University and by a discussionof it internationalisation policy and relevant sections of its institutional plan. Thenext section contains an overview of the actions undertaken in a range of programmesthat have started to implement an international dimension. Finally, these actions areanalysed in relation to the Global Survey and the Leask framework.The concept of Internationalisation at HomeInternationalisation of the curriculum is now recognised as a full pendant to internationalisationabroad (Knight, 2008, p. 22-24). The development of the concept sinceits origin in 1999 was discussed by Beelen and Leask (2011) in relation to internationalisationof the curriculum in other parts of the world, among which Australia. Theygive the following characteristics of Internationalisation at Home:

238Guide of Good Practices TEMPUS CORINTHIAM• is aimed at all students and is therefore part of the compulsory programme• is a set of instruments and activities ‘at home’ that focus on developinginternational and intercultural competences in all students• is based on the assumption that, while students will travel for personalreasons, the majority will not travel for study related purposes, although thelatter option is not entirely excluded• may include short term outgoing mobility in the form of study visits orresearch assignments that are a component of the compulsory curriculum• only includes the individual experiences of students undertaken duringstudy and placement abroad if these are integrated into the home institution’sstandard assessment tools (such as the portfolio for all students)The context of internationalisation at Dutch Universities of Applies Sciences hasbeen discussed by De Wit (2011) and the case of the Amsterdam University ofApplied Sciences by De Wit and Beelen (2012). That university has, like HANUniversity, implemented a central policy for internationalisation of the curriculumfor all it students.The Global SurveyThe 2010 Global Survey shows that IaH receives much more attention as a policyitem than as an aspect of teaching and learning, which can be attributed to a number ofobstacles. Obstacles to the implementation of internationalisation are lack of financialresources, lack of involvement of academic staff and lack of skills for internationalisation/lackof foreign language skills (Egron-Polak & Hudson, 2010, p. 225). Althoughthese are obstacles to internationalisation in general, particularly the lack of involvementand the lack of skills seem to refer to internationalisation of the curriculum,where these skills would be particularly needed (Beelen, 2011).The conceptual framework of internationalisation of the curriculumLeask (2012) developed her framework within the ALTC Fellowship ‘Internationalisationof the Curriculum in Action’ (www.ioc.net.au). She places academics at thecentre of the internationalisation process while acknowledging that they need to besupported in their design, implementation and evaluation of the international and interculturaldimension of curricula.The framework places discipline knowledge in a concentric context with four differentlevels: the institutional, local, national/regional and global. The knowledge in the

Part II : Internationalisation at home 239disciplines is embedded in dominant and emerging paradigms. Leask stresses thatthinking beyond these paradigms is an important element of curriculum development.As far as curriculum design is concerned she distinguishes a number of parameters:• Requirements of professional practice and citizenship• Assessment of student learning• Systematic development across the program in all studentsLeask also presents a process model of implementation that consists of a continuouscycle of five stages: Imagine, Revise and Plan, Act, Evaluate and Review and Revise.The stages in the cycle are connected by negotiation (Leask, 2012, p. 5) and serve tomainstream internationalisation of the curriculum.About HAN UniversityHAN University (In Dutch: Hogeschool van Arnhem and Nijmegen) is a comprehensiveUniversity of Applied Sciences in the east of the Netherlands with campuses inthe two cities that it is named after, which are 16 km. apart. The university is close tothe border with Germany (25 km. from Arnhem and less than 10 km. from Nijmegen).HAN University has four faculties: Engineering, Health and Social Studies, Educationand the Arnhem Business School. A separate unit is the HAN Automotive Institute.The faculties are divided in institutes. In total, HAN offers 65 bachelor programmes(of which 7 are delivered in English) and 21 master programmes (of which 5 aredelivered in English). The university had 29.925 students in 2011, of which 9% wereinternational, predominantly from Germany.HAN’s internationalisation policy and institutional planThis section contains a discussion of the relevant sections of HAN University’s mainpolicy documents for internationalisation: the strategic policy for internationalisation(2009) and the institutional plan (2012). Sections from the documents are quoted belowand are commented on. The University’s strategic policy for internationalisationruns from 2010-2013 and includes Internationalisation at Home as on of the threeleading principles. These are described in the plan as follows:MainstreamingThe necessity to embed internationalisation more structurally in the core activitiesof the university to ensure that is considered an integral element of education andresearch, as is envisaged in this plan, rather than an addition (HAN, 2009, p. 9).

240Guide of Good Practices TEMPUS CORINTHIAMInternationalisation at HomeCreating a learning environment and quality of education and research that providesstudent and lecturers with international and intercultural professional and socialcompetences for their further development. This will be based on a minimum varietyfor all students at HAN University in which there will be attention for European andglobal developments in the professional field, the opportunity to gain internationalexperience abroad and, where possible, to participate in an international learningenvironment with international guest lecturers and students […] (HAN, 2009, p. 9).The number of credits of the minimal variety is not determined in HAN’s policy. Atthe Amsterdam University of Applied Sciences, the minimal variety has been quantifiedas 30 EC (see De Wit & Beelen, 2012).Programme specific implementation[…]Programmes implement their own international and intercultural dimension,taking into consideration the specific requirements of the professional field, thoseof home and international students and expertise available. Therefore, every programmedraws up it its own internationalisation plan, within the framework of theoverall strategic internationalisation plan. Every programme sees to it that the internationaldimension receives more attention within their advisory board. (HAN,2009, p.9)It is remarkable here that “expertise available” is mentioned as a factor that woulddetermine the international dimension of a programme. Considering that exactly thisfactor is one of the main obstacles that emerge from the Global Survey, acknowledgingrather than addressing the lack of expertise could effectively block the implementationof an international and intercultural dimension.HAN University presented its Institutional plan in early 2012. Internationalisation ofthe curriculum is highlighted in the following ways:Every programme will have a learning pathway for research that fits the character ofthat particular programme. The same applies to the international dimension, whichwill fit each individual programme and the professional practice that it prepares studentsfor (HAN, 2012, p. 6)HAN University aims to have an international profile: all programmes implementinternationalisation of the curriculum. The extent and the characteristics conform tothe profession that the programme prepares students for (HAN, 2012, p. 7).Preferably a cornerstone has an international and/or euregional dimension. A cornerstoneserves as a starting point for stimulation and facilitation of inter faculty andmulti disciplinary cooperation (HAN, 2012, p. 9).

Part II : Internationalisation at home 241HAN University has identified 8 cornerstones, divided over the four faculties. Theseaddress issues and developments in a cross border context within the Euregion Rijn-Waaland build on existing relations with educational institutions, care providers,companies and local authorities. Since the nineties of the 20 th century, the Dutch governmenthas been advocating cooperation between Dutch universities and universitiesacross the border in Germany and Belgium. This policy is usually referred to as ‘Internationalisationon a bike’ [Internationalisering op de fiets]. HAN University thereforestates: “For us, internationalisation starts close to home.” (HAN, 2012, p. 15) andaims to be “regionally integrated and globally connected”.The Euregion policy has contributed to the fact that in 2011, 46% of the 52.194 internationalstudents in The Netherlands were from Germany (Nuffic, 2012, p. 22),causing an imbalance between incoming and outgoing students and sparking debateon whether this should lead to compenstaion by the German government.The 2012 institutional plan also contains a performance agreement with the DutchMinistry of Education. This includes internationalisation of the curriculum, but is notconnected with quantitative performance indicators.HAN University aims to have an international profile: all programmes will have aninternationalised curriculum, matching the profession that it educates its students for(HAN 2012, p. 45).Education [..] requires specific competence from lecturers. The same is true for aninternationalisation orientation and competences. The relevance of internationalisationfor education and research is increasing and requires good language proficiencyof staff members. Language policy for academic staff is related to internationallyrecognised standards (HAN, 2012, p. 35).Professional development for internationalisation is focused here on development offoreign language proficiency. This creates the impression that internationalisation andeducation in a foreign language are synonymous. Education in a foreign languagedoes not guarantee it has an international dimension just as an international dimensiondoes not require a foreign language. The educational skills of academic staff tointernationalise the curriculum, also the Dutch medium curriculum, are not addressedby this policy, whereas this a key issue in the Global Survey and also in the implementationprocess at HAN University.Initiatives and preparation: the International OfficesHAN University has two international offices that have been instrumental in initiatingthe implementation of internationalisation of the curriculum. The staff membersperform tasks for the university as a whole, while also having specific tasks for one of

242Guide of Good Practices TEMPUS CORINTHIAMthe faculties or institutes. Three international officers took the initiative to further thedevelopment of an international dimension in the curricula, by organising a number ofkick off sessions about internationalisation of the curriculum, to which academic staffwere invited. Four of such sessions took place: one for the university as a whole, onefor the programmes in management and economics and two in smaller settings withrepresentatives of two to four programmes within the same institutes.A next step was the task description for the programme development teams, outliningactivities, a time frame and a description of expected results. The result was describedas a blueprint for internationalisation pathways in the curriculum, including adescription of student competences and their assessment. Since the managers foundit difficult to estimate the number of hours required to facilitate this phase of the process,the International Office wrote a text for a standard task description which wasthen adapted by the managers. The teams consisted of two to four academics, thathad previously been involved in internationalisation and had a thorough knowledgeof the programme. These would fall in the category of champions or advocates (seeChildress, 2010) and the composition of the team as discussed between the coach andthe manager.The International Office contributed to the process by supplying the services of acoach, funded by the Board of Directors. The coach also facilitated the kick off sessions.The role and required qualities of a coach have been described by De Wit andBeelen (2012) in their case study of the Amsterdam University of Applied Sciences.A next step was when the University Board allocated resources to the implementationprocess on a project basis and through a call for proposals across the university. Programmeswere encouraged to submit, with the help of the internationalisation officers,an application for funds to internationalise the curriculum. The applications shouldindicate how the views at programme level would be related to the institutional policyfor internationalisation.The HAN University process modelOver the months and in consultation with stakeholders, the following model hasemerged which outlines the roles of different stakeholders in the process.

Part II : Internationalisation at home 243Phase Developers Coach Managers Int. officersPhase 1PreparationComposing theblueprintDevelopmentteam of experiencedacademicstaffAttend kick offsessionFacilitate kickoff sessionsOrganisingkick off sessionsSelecting and facilitating the development team and arranging firstmeeting with coach0 assessment ofexisting activitiesAdapting competencesoridentifying internationalaspectsof existing competenceswith aview to presentand futureDefining the roleof foreign languagesBuilding internationallearningpathwaysDesigning assessmentPresenting preliminaryresultsand exchangingexperiences withother teamsPresenting blueprintincludingaction planAdvice on assessmentmodelAdvice on contextualisation,providing relevantexamplesAdviceMonitoringlinks with researchpathwaysand with universitypolicyAdvice on linkwith stakeholdersand sourcesof expertise inthe universityAssist in preparationMonitoringprogressLink with advisoryboardLink withother stakeholdersformainstreamingGuiding actionplanthrough commissionsProvidinginformationon existingnetworks andmobility planOrganisingprogressmeetings ofdevelopmentteams

244Guide of Good Practices TEMPUS CORINTHIAMPhase 2PreparationProvide feedbackwhenneededSelecting andfacilitatingdevelopersamong thewider body ofstaffImplementingthe blueprintAcademic staffWork out elementsof theblueprintMonitoringprogress andmainstreamingProvidesupport forinternationalactivities(e.g. guestlecturers)Table 1: two phased model at HAN UniversityAs shown in the model, the approach developed at HAN University consists of twophases. Central in this approach is the programme development team. Its compositionis decided on by the managers, in consultation with the coach and the internationalofficers, Rather than opening participation in the team up to wider participation fromamong the academic staff, the choice was made to work with a small team of experiencedacademics who have a good overview over the programme and existinginternational activities. These would fall in the category of champions and advocates(see Childress, 2010). The team has the task to develop the blueprint, which wouldcontain competence descriptions, learning pathways etc. This would be reported backto management who would then open the actual development courses up to the widerbody of lecturers in phase two, enabling the participation of latent advocates.The progress meetings are aimed to give development teams the opportunity to discussand share experiences and ideas with other teams within and without their disciplines.The essence of phase two is mainstreaming (see HAN, 2009, p. 9), in which the managerstake the lead by ensuring that the relationship with other processes and activitiesis maintained.Implementation by programmeWhen reviewing the progress made in implementing internationalisation of the curriculumit becomes apparent that the process runs quite differently in different programmes.That the tulips are different species and different colours seems logical,considering the nature of the programmes involved. However, the speed with whichthey grow is also different and in some case the growth comes to a halt. In the overviewbelow these examples have also been included since they throw a light on the

Part II : Internationalisation at home 245process and raise the relevant question what can and should be done to make thegrowing process resume. The names of the programmes used here are the officialnames as they are registered in the CROHO (Central Register of Higher EducationStudy Programmes).Faculty of Health and Social StudiesInstitute of Social Studies: Social Work and Social ServicesThe existing competence descriptions of the programme did not mention internationalor intercultural aspects. Rather than changing them, which would be a laborious processinvolving many actors, the programme team chose to leave them intact but toidentify international aspects of the existing competence descriptions. They choseto focus on making the international origin of the body of knowledge more explicit,professional ethics and identity in an international context and on international organisationsin the field (such as global refugee organisations). This was mapped out as amatrix containing competences, international aspects, suggestions for teaching andlearning and assessment.The zero assessment took the form of an analysis of module descriptions and interviewswith academic staff and coordinators for the phases of the programme. Theassessment found that a number of, the cases that students worked with were biased inthe sense that they would contain stereotypes of poor non western immigrants.The programme team decided to make an inventory of all the compulsory literatureand divide this in three categories:• Dutch medium work by Dutch authors• Work by international authors, translated into Dutch (providing aninternational perspective but not developing or maintaining students’ foreignlanguage skills)• Work by international authors in the original language (i.e. English,providing both an international perspective and an opportunity to developforeign language skills and subject terminology in English)The aim of mentioning exact numbers of pages for each category was to providestatistical information for the discussion on how much of the compulsory literatureshould be in English.In developing the blueprint, the programme team identified a number of modules intowhich the international dimension could be infused to form a learning pathway. Theycompeted their blueprint by drawing up an action list with suggestions for the numberof hours needed for each task. This was presented to the programme managementteam that facilitated the follow up actions.

246Guide of Good Practices TEMPUS CORINTHIAMInstitute of Social Studies: Cultural and Social DevelopmentThe programme Culturele en Maatschappelijke Vorming [Cultural and Social Development]educates students to develop and organise cultural activities within a socialwork context. There is no equivalent for the programme abroad and internationalbenchmarking is therefore a challenge. The programme already had a number of internationalactivities and a network of partners, providing opportunities for study orinternship abroad. The international coordinator had already conducted a zero assessmentof existing international and intercultural activities.The programme manager wanted to develop a blueprint within a relatively short periodof time, also since the programme was preparing for an upcoming accreditation.The international coordinator and an external coach followed the approach of theSocial Work and Social Services Programme (see above) by formulating the internationaland intercultural aspects of competences and articulating learning pathways,incorporating existing activities from the zero assessment.Since academic staff did not have hours available at short notice, a sounding boardgroup of three staff members was formed that gave feedback during the developmentof the blueprint. The final version of the blueprint was then presented to theprogramme manager, along with an action list for its implementation in the followingacademic year. The programme manager then invited academic staff to engage intasks from the action list, making both facilities and external expertise available forthe process.Institute of Sports and Movement StudiesThe three programmes in this institute (a teacher education programme, a managementprogramme and a programme for sports education in a social work and leisuresetting) decided to develop an intercultural and international dimension in all threeprogrammes at the same time. After an initial session with a coach, the programmesdid not involve further external expertise. Due to the considerably different focus ofthe programmes as well as to issues with facilities, priorities and the follow up bymanagement, the process came to a halt.Institute of NursingThe nursing programme team redefined the programme’s competences to include interculturalan international aspects, although the national regulations in the field arequite strict. Since health care in the Euregion crosses borders, it was considered necessaryto include German concepts of sickness and health. The team then decided that itwanted to approach international and intercultural as diversity, covering the rural areaaround the city as well as immigrants and Germany. The cases studied were found thebe biased in the sense that they focused on non western immigrants of low social status.After the development team stopped working with an external coach, the processof internationalising the curriculum slowed down.

Part II : Internationalisation at home 247Faculty of EducationThe development of the international dimension in teacher education was first of alldetermined by the strong focus on national qualifications of the programmes and thelack of an international labour market for teachers. In addition, HAN educates teachersfor primary education in two locations and delivers 13 different programmes insecondary education, conforming to school subjects. Since the intention was to operatejointly with all these programmes, the planning of meetings was complicated.Also discernable was the difference between hard and soft applied within the teachereducation programmes, with hard subjects like Science and Mathematics and softerlike Social Sciences.In the end, the primary education programmes decided to embark on the processthemselves by establishing a format for a zero assessment and forming a developmentteam of eight staff members, including the representative of the InternationalOffice responsible for primary education, the programme’s quality assurance officerand members of the curriculum committee.Faculty of Economics and ManagementInstitute of Business and Communication StudiesThe programme in Marketing (Commerciële Economie) conducted a zero assessmentand took the initial steps to develop a blueprint. After that the process sloweddown, due to an insufficient number of available hours for the development team anda change in priorities.Institute of Business Management StudiesThe programme in Business Management Studies (Bedrijfskunde MER) is deliveredat seventeen UAS in The Netherlands. The programme team conducted a zero assessmentand came to the conclusion that more feedback on required international interculturalcompetences was needed from the world of work. It was considered necessarythat this should have a broader scope than could be provided by the programme’sAdvisory Board. Therefore, a survey was developed for students on internships thatasked specific questions on competences that they felt they needed during their internships.Implementing the survey requires getting coaches and internship supervisorson board, which was a management task that was not picked up. Limited availabilityof staff members due to an insufficient allocation of hours made the process come toa halt. In order to overcome this deadlock, a meeting was arranged with representativesof identical programmes at the Utrecht and Amsterdam Universities of AppliedSciences and with the National Platform for Business Management Studies. Since theplatform was about to redefine the professional profile, it was decided to conduct anational survey on internationalisation of the curriculum and integrate the results intothe new professional profile. This is expected to create a wider basis for discussion onthe character of the programme’s intercultural and international dimension.

248Guide of Good Practices TEMPUS CORINTHIAMInstitute of Financial Services and LawThis institute within the Faculty of Economics and Management chose a different approachfrom all the others. To speed the process up and make sure that material wouldbe available for upcoming accreditation, the institute’s management hired an externalspecialist to scan the intercultural and international content of the programmes.The institute contains five bachelor’s programmes: Bedrijfseconomie [Finance andControl], Accountancy, Financial Services Management, Fiscaal Recht en Economie[no English CROHO name available; Tax Law and Economics] and Rechten [Law].All programmes are delivered in Dutch, although some of them have English names.The programme in Commercial Economics has a Dutch and an English medium variety.This programme will be repositioned within the Arnhem Business School as ofthe academic year 2012-2013.All programmes have national platforms to ensure uniformity at each of the DutchUAS that delivers the programme (e.g. the programme in Law is delivered at 12UAS). The Accountancy programme is the most tightly regulated in the sense thatstudents cannot choose a 30 EC minor, as students in all other programmes can. Ithas a special accreditation framework with an almost exclusive focus on the Dutchqualifications.The approach chosen at this institute took the form of an internal audit, consisting ofdocument analysis and interviews with the institute’s management, programme coordinatorsand the International Office. Document analysis included the strategic policyfor internationalisation and the institutional plan (see above), the websites of the nationalplatforms, the policy plan for internationalisation of the Faculty, the courseguides of the individual programmes (containing the descriptions of individual modules)and the information about modules available on the university’s intranet site. Atinstitute level there was no policy document for internationalisation. Only one of theprogrammes had formulated its internationalisation activities with a view to an upcomingaccreditation. The interviews were semi scripted and focused mainly on studentcompetences in relation to the present and future demands of the labour market.The national platforms formed the most important frame of reference for the progammes.The international aspects of the competences were virtually limited toknowledge of international rules and regulations. Students acquire this knowledgemainly though Dutch medium literature, since literature in English was virtually absenton the programmmes’ list of compulsory literature.Intercultural aspects of skills and attitude were not made explicit. In the Law programme,the only international element was knowledge of European law. Between 30to 40% of the Law students at HAN University have a non Dutch background, whichis very high compared to other programmes at HAN. The professional field is changingin the sense that graduates will increasingly work in SME, in legal offices and in

Part II : Internationalisation at home 249social organisations. In spite of this shift in professional practice, it was consideredthat the present communication techniques would be sufficient. As for the ‘imagining’in Leask’s framework, this was certainly not much developed. Interviewees quotedspecialists in saying that legally nothing would change in the next thirty years and thatprofessional practice would not change. This would also imply that any Euregionalactivity across borders would be slow to develop. The Euregional aspect thereforeranked fairly low on the agendas of the HAN programmes. Interviewees were quickto point out that they were in fact doing more than was required by the national framework,on whose agendas intercultural and international competences rank low.The influence of incoming student mobility, as a tool for IaH, on the home students in thefive programmes was non existent. This is logical for the Dutch medium programmes,but the Finance and Control programme, delivered in English could take internationalstudents. That this has not happened until now is because the exchange students at theFaculty are kept separate from the home students and taught in groups from which theDutch element is entirely missing. This practice will be addressed in the new policyplan. The influence of international students is therefore limited to that of degree seekingstudents, among which German and Chinese students are overrepresented.Lecturers in the Finance and Control programme have been selected because of theirexperience in the field and not because of their didactic skills. These lecturers alsoteach in the Dutch medium programme and it was expected that this alone wouldhave the effect of internationalising the Dutch medium programme. It is expected thatrepositioning both programme and lecturers in the Arnhem Business School, wouldhave a negative effect on the Dutch medium programme, but the interviewees couldnot demonstrate any positive effect that the internationally oriented lecturers wouldhave had on the programme until now.The internal audit resulted in a set of recommendations to the institute’s management.Assessing the process at HAN UniversityOut of the 65 bachelor programmes at HAN University, 13 have been involved in theprocess until now: 2 from Social Sciences (out of a total of 6), 7 from Business andEconomics (out of a total of 19), 3 from Sports and Sports Management and 1 fromHealth Studies (out of a total of 10). A further 15 programmes have made preparationsdo so, but it should be noted that 13 of these are programmes in secondary teachereducation, each representing a school subject.As becomes apparent from the overview above, not all programmes have made the samedegree of progress. A first question is if this can be explained on the basis of the natureof the disciplines. At a comprehensive UAS like HAN, a variety of reactions to internationalisationof the curriculum will exist, linked to the nature of disciplines. Becher and

250Guide of Good Practices TEMPUS CORINTHIAMTrowler (2001) distinguish four categories in the nature of disciplines: ‘pure hard’, ‘puresoft’, ‘hard applied’ and ‘soft applied’. At a UAS, only the latter two apply.The two programmes in Social Sciences (‘soft applied’) have made most progress andseem to have the largest support from academic staff. That the programmes in education(also ‘soft applied’) have not been at the forefront of the implementation processmay be explained by the nature of the programmes. They are not research focusedbut purely applied in the sense that they educate teachers for the Dutch labour marketand that there is as yet no international labour market for teachers. In fact teacherswould not be licensed to teach abroad. Another complication is the wish that all 13programmes in secondary education and the programme in primary education wouldembark on the process together. In addition, the latter is delivered on two locations. Inthe ensuing process that the distinction between ‘soft’ and ‘hard’ will also be relevantwithin the range of teacher education programmes.All the other programmes involved in the process would fall in the category ‘hard applied’.Although Becher classes Law as ‘soft applied’, the characteristics of teachingin this programme is linear, based on factual knowledge, with an emphasis on competencesand applying theoretical knowledge to professional situations. This wouldtherefore make it a programme in the ‘hard applied’ category (Lindblom-Ylännea etal., 2006, p. 287).Although it is too early to draw conclusions, it may be observed that the implementationprocess in all these programmes has encountered difficulties and has in somecases faltered. It is surely too simple to suggest that the nature of disciplines alonewould explain this and there may be other relevant factors at work here (see alsoGreen & Mertova, 2011).Three factors seem to be instrumental for the progress of the implementation processat HAN University. The first is the motivation and involvement of members of theprogramme team. This may be connected to personal experiences, such as havingstudied or worked abroad.The second is management and facilitation. This factor is connected to how managersdrive the process and facilitate it. It should be noted that in some cases the involvementof staff members led to results being achieved even when management did notdrive the process and facilities were minimal.The skills needed to internationalise education is another determining factor. TheGlobal Survey combines this with foreign language skills, but is seems useful here todistinguish the two. The two programmes in Social Sciences worked with an externalcoach all the way through to the completion of the blueprint, whereas the other programmesdid only involve a coach at the start of the process.

Part II : Internationalisation at home 251An element that is absent in the Leask framework but one that has had quite a significantrole at HAN University is the aspect of foreign languages, predominantlyEnglish, but also German in relation to the euregional policy. Foreign languageproficiency looms large in the conceptualisation or unpacking process and also ofthe imagination process. This becomes apparent in the question what the role ofEnglish medium literature would be. In the Dutch situation, this is twofold. Firstit serves to keep maintain the level of English that students (mostly B1 in CEFL)have when they enter the university and to extend it with professional terminology.This is not an aim in itself but a tool to enable students to access internationalsources of knowledge in the original language. The second aspect is that foreignlanguage proficiency enables students to gain knowledge of different perspectivesand paradigms. The question is also in which professional situations students wouldbe required to apply English, now and in the future, and how the curriculum shouldprepare them for those situations.Analysis of the development process on the basis of theframeworkThe question raised here is to what extent the HAN process model correspondsto the framework and process model developed by Leask.The Leask frameworkLeask’s first parameter for curriculum development refers to the requirements of professionalpractice and citizenship. HAN University is a UAS, where the programmesare based on professional profiles and on competence descriptions outlining knowledge,skills and attitude. The competence descriptions for the programmes in mostcases do not include intercultural and international aspects. When they are present,this is mostly as knowledge items, as the Body of Knowledge (or –in combinationwith skills- the Body of Knowledge and Skills (BOKS). Gregersen-Hermans (2012)mentions the sequence of steps that should be taken to include intercultural learninginto a programme of studies and the definition of competences is identified as a keystep in the process.Advisory boards with representatives from the professional field are compulsory byDutch law for all programmes at a UAS. These boards are expected to ensure a closeconnection between the professional field and the programmes that educate studentsfor the field. The advisory boards had only in a few cases been consulted as to whichcompetences would be required. In these cases where this had taken place, the terminologyhad been inadequately ‘unpacked’ so that it may be questioned what the valueof the feedback from the advisory board actually was. In some cases, questions havebeen raised as to the composition of the boards and their expertise in the internationaland intercultural field. An alternative or additional approach may be to systematically

252Guide of Good Practices TEMPUS CORINTHIAMcollect feedback from both students and internship organisations on the specific competencesneeded in professional situations and use the process as a reflection instrumentfor students as well.As for citizenship competences, it is hardly surprising that the programmes in SocialStudies have been more open to these than the other programmes, although citizenshipcompetences have been rather more implicitly than explicitly present in the programmes,as the 0 assessments showed.The second parameter, assessment of student learning, was included in the processfrom the start. In the matrices developed for the two programmes in Social Studies,they were included from the start, allowing for an overview from student’s competences,via international aspects to modules across to assessment.The third parameter, systematic development across the program in all students, wasacknowledged from the start by the design of learning pathways. In this sense, thepolicy at HAN to design a learning pathways for internationalisation (HAN, 2012, p.6) was in many ways practice already.When reviewing and analysing the implementation process at HAN University,it becomes clear that “some disciplines are less open to recognising the culturalconstruction of knowledge” and therefore deal differently with “existing andemerging paradigms” surrounding the core of discipline based knowledge (Leask,2012, p. 4-5). The five programmes in the Institute Financial Services and Law areexamples of less open disciplines. The international element in these programmesis limited to knowledge of international regulations to the extent that they impacton the national.ImaginingLooking at Leask’s cycle of five stages and applying that framework to the experiencesat HAN University, the ‘imagine’ phase seems to be crucial since it defines the internationaldimension. It is in the ‘imagine’-phase that crucial questions will be asked.The context of the programme is a point of discussion in this phase. In the case ofHAN University, this means that the regional dimension is European and that at thispoint it needs to be determined how the programme is contributing to students acquireskills for Life Long Learning (LLL), which is both European and institutional policy.The LLL principle is too weak to drive the imagination process. At HAN University,there is an extra dimension in the context, which is the Euregional, which can beplaced between the local and national dimensions. The Euregional dimension requiresconsiderable power of imagination. For some disciplines, such as Nursing and SocialWork, it was acknowledged that the regional cooperation across borders would intensifyin the next twenty years and that this process was already in progress. Whereas in

Part II : Internationalisation at home 253the ‘hard applied’ programmes the border was still seen as absolute and professionalpractice was accordingly considered nationally static for a considerable period tocome. The national platforms do not seem to drive the adaptation of the professionalprofile forward but seem more to have a ‘safety in numbers effect’ when it comes toevading the necessity of the international dimension.Leask (2012, p. 5) mentions that most of the programme teams that she worked withhave “enlisted the support of an external evaluator in the early stages”. This conformsto the practice at HAN University where an external coach has been instrumental instarting the process and steering the imagination process. Leask also mentions that therole of the facilitator is a critical success factor and this is certainly the experience atHAN University where those programmes that have stopped using external expertiseThe aspect of foreign language proficiency all through the process is an extra dimensionin a setting where English is not the first language. It is therefore an addition toLeask’s process model. The discussions involve English as a tool and not an aim, therole and extent of the use of English medium literature, professional tasks performedin English and determining levels of proficiency in relation to external standards (suchas the Common European Framework of Reference for Languages) are prominentelements of the imagination phase at HAN University, or indeed at any UAS in TheNetherlands (see also De Wit, 2011; De Wit & Beelen, 2012). An added point ofdiscussion at HAN University is the role of German as a second foreign language inrelation to the Euregion. A concrete aspect is how the presence of German studentscan benefit the home students at HAN University.ReferencesBecher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiryand the cultures of the disciplines. (2 nd ed.). Buckingham: Society for Researchinto Higher Education and the Open University Press.Beelen, J. (2011). Internationalisation at home in a global perspective: A critical surveyof the 3rd global survey report of IAU. In Globalisation and internationalisationof higher education [online monograph]. Revista de Universidad ySociedad del Conocimiento, 8(2). Retrieved from http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v8n2-beelen/v8n2-beelen-engBeelen, J., & Leask, B. (2011). Internationalisation at home on the move. In Handbookinternationalisation. Berlin: Dr. Josef Raabe Verlag.De Wit, H. (2011). Law of the stimulative arrears? Internationalisation of universitiesof applied sciences, misconceptions and challenges. In H. de Wit, Trends, issuesand challenges in internationalisation of higher education. Amsterdam:CAREM.

254Guide of Good Practices TEMPUS CORINTHIAMDe Wit, H. & Beelen, J. (2012). Socrates in the Low Countries: Designing, implementing,and facilitating internationalisation of the curriculum at the AmsterdamUniversity of Applied Sciences (HvA). In J. Ryan, Cross-cultural teachingand learning for home and international students. Internationalisation ofpedagogy and curriculum in higher education. London: Routledge.Egron- Polak, E., & Hudson, R. (2010). Internationalization of higher education:Global trends, regional perspectives (IAU 3rd Global Survey Report ed.).Paris: IAU.Green, W., & Mertova, P. (2011). Engaging the gatekeepers: Faculty perspectives ondeveloping curriculum for globally responsible citizenship. In V. Clifford & C.Montgomery (Eds.), Moving towards internationalization of the curriculumfor global citizenship in higher education, pp. 69-91. Oxford: The Oxford Centrefor Staff and Learning Development.Gregersen-Hermans, J. (2012). To ask or not to ask; that is the question; A frameworkto understand the processes change in higher education institutions to includeintercultural competence. In J. Beelen & H. de Wit (Eds.), Internationalisationrevisited; New dimensions in the internationalization of higher education, pp.23-35. Amsterdam: CAREM./HAN University (2009). Naar een Internationale en interculturele omgeving, Strategischbeleidsplan internationalisering 2010-2013 [Towards an internationaland intercultural environment, Strategic policy plan for internationalisation2010-2013].HAN University (2012). Kennis in interactie; HAN-Instituutsplan 2012-2016 [Interactiveknowledge; HAN- institutional plan 2012-2016].Knight, J. (2008). Higher education in turmoil; the changing world of internationalization.Rotterdam: Sense Publishers.Leask, B. (2012). Internationalisation of the curriculum (IoC) in action: A guide.Adelaide: University of South Australia.Lindblom-Ylännea, S., Trigwellb, K., Nevgia, A., & Ashwinc, P. (2006). How approachesto teaching are affected by discipline and teaching context. Studies inHigher Education, 31 (3), 285–298.Nuffic (2012). Mobiliteit in beeld [Mobility in the picture].

Part II : Internationalisation at home 255Chapter 10ConclusionsJos BeelenKey findingsThe seven case studies in this volume represent a wide spectrum with regard to Internationalisationat Home. This chapter aims to place the seven cases in the widercontext of concepts and trends that is presented in the first two chapters. An additionto the cases is the Corinthiam survey, which will first be presented below. After that,general conclusions will be drawn. The chapter concludes with a observations onways forward for Internationalisation at Home.The Corinthiam survey on IaHAs part of the Corinthiam project, a survey on IaH was conducted among the participatinguniversities in the project and among members of the Compostela Network.Aim of this survey was to gain insights into policy and practice with regard to IaH atthe responding institutions, to identify the main obstacles and to get more informationon the role of the International Offices in developing a policy and supporting theimplementation of internationalisation of the curriculum.There were 29 respondents in total, from a wide range of countries: Belgium (1), Bulgaria(1), Germany (1), Hungary (1), Israel (3), Italy (1), Mexico (2), Palestine (2),Poland (1), Spain (8) and United Kingdom (1). Seven respondents were not identified.The number of respondents was too small to draw conclusions with regard to thenational situation in any country.Internationalisation at Home in policy and practiceThe questions on policy and practice for IaH were copied from the 3 rd Global Survey(Egron-Polak & Hudson, 2010, 91-92; 97-98). Respondents were asked to identifythe five main policy items at their university and also to indicate which items receivedmost attention. Table 1 below shows the scores, with ´1´representing a high priorityand ´5´a low priority.

256Guide of Good Practices TEMPUS CORINTHIAMIaH in policyIaH in practice1 3 32 4 13 3 14 1 25 4 5none 14 17Table 1: Attention for IaH in policy and practiceThe table shows that Internationalisation at Home ranks as a top five policy item at15 universities. When it comes to the attention for IaH only 12 universities include itin the top five items. This demonstrates that IaH is stronger in policy than in practiceand that nearly half the respondents do not have a policy for IaH and more than halfactually direct resources at its implementation. When an inverse rating is applied with5 points for universities that consider IaH their first priority and 0 points for those thatdo not include it in their top five priorities, IaH scores 46 points for policy and 31 forpractice (in each case out of a potential maximum of 145 points).Obstacles to IaHThe question on the main obstacles to was also based on the 3rd Global Survey(Egron-Polak & Hudson, 2010, 81). Other than in the Global Survey, lack of expertiseof academic staff and lack of foreign language proficiency are included as separateitems. It should further be noted that in the Global Survey, the question is directedat obstacles to internationalisation in general, whereas in the Corinthiam survey it isaimed at obstacles to internationalisation of the curriculum in particular.lack of financial resources to implement Internationalisation at Home 17lack of expertise of academic staff to implement an international dimension intohome curricula19lack of foreign language proficiency of academic staff 13lack of involvement of academic staff in internationalising the curriculum 18Table 2: Obstacles to Internationalisation at HomeThe outcomes presented in table 2 show that lack of expertise and involvement of academicstaff are main obstacles at the majority of respondents´ universities with 65%identifying the former as such and 62% the latter. Lack of financial resources scoresonly marginally lower as an obstacle. This diverges from the outcomes of the GlobalSurvey, which identifies lack of financial resources as the main obstacle.

Part II : Internationalisation at home 257Lack of foreign language proficiency is identified as an obstacle by 35% of respondents.The Israeli universities remarked that in their cases, lack of foreign languageproficiency was not an obstacle.It is an element of further research to what extent the lack of involvement, expertiseand financial resources are related. It may be surmised that the perceived lack of resourcesis caused by lack of clarity about the concept of IaH and ways that the conceptcould be implemented. It may be that in the past, resources have been deployed butwithout effect. The case of HAN University (chapter 9) shows that limited resourcescan still lead to significant progress at programme level.IaH and the International OfficeFour questions in the Corinthiam survey addressed the role of the International Officein developing strategies for IaH. Question 10 was “Is the International Officeexpected to develop a strategy for Internationalisation at Home?” 17 respondents answered“yes”, 8 answered “no” and 4 mentioned that this was a joint responsibility ofthe International Office and policy makers.Question 11 was: “Is the International Office approached with requests to support theimplementation process, e.g. through contributing expertise on international competencesand teaching and learning?” 19 respondents confirmed that this was the case,while 6 replied that the International Office was not approached with such requests.2 respondents referred to the availability of staff training at their universities. One ofthese remarked that professional development was the responsibility of the languagedepartment. 2 respondents did not answer the question.Question 12 addressed the issue of the initiatives that the International Offices taketo organise professional development for staff members, particularly for proficiencyin foreign languages. 12 respondents replied that they do undertake such initiatives,while 9 replied that they do not. In 6 cases other departments were mentioned as responsiblefor language training. 2 respondents did not answer the question.The final question in this category was whether the International Office organisesjoint activities for international and home students. One respondent answered thatthey do not, while one respondent did not answer. The International Office at the otheruniversities do all organise such activities.Other findingsTwo others components of IaH were an element of the survey: visiting guest lecturersand virtual mobility (on line cooperation with staff and students abroad). Onlyone respondent, from a Palestinian university, answered that international or visitingacademic staff were a component in all programmes at the university. Virtual

258Guide of Good Practices TEMPUS CORINTHIAMmobility was identified as a component in only a few courses at the respondents´universities.ConclusionsThe extent to which a university focuses on internationalisation of the curriculum issometimes considered an indicator for the maturity of its views on internationalisation.The mainstreaming of internationalisation is a recent development, focusing onteaching and learning processes. Below are main conclusions, divided in five mainareas of attention.ConceptualisationThe concept of Internationalisation at Home is not always well understood and thereare numerous misconceptions. Prominent among these is that it is often interpretedas equivalent to education in English. In countries where English is not the first language,the debate on internationalisation of the curriculum is dominated by the debateon foreign language skills of both academic staff and students.Even if the concept is understood correctly, this does still not mean that implementationwill automatically take off. In order to ‘unpack’ and operationalise the concept,the implementation process needs to be contextualised within individual programmesto create a meaningful international dimension.The fundamental issue is whether a university considers an internationalised curriculuma requirement for all its students. If it does not, this means that the universitymay offer opportunities to all, but expects only a minority of students to makeuse of them. If understood in this way, Internationalisation at Home does not differfrom traditional internationalisation abroad, which is also an elective, chosen by aminority of students.The fact that some students will use the opportunities that the home university offersto become familliar with intercultural and international aspects does not mean that thestudent body as a whole acquires these competences.Most universities consider it one of their aims to equip their students with internationaland intercultural competences for future work and life. Competence descriptionscould form the basis for that, but they also need to be contextualised withinprogrammes to make them operational and to be able to assess student learning inrelation tot these competences.The mainstream character of Internationalisation at Home implies that the internationaldimension integrated into teaching and learning and is part of a structured process

Part II : Internationalisation at home 259which includes the assessment of intercultural and international learning aims alongwit all other learning aims and for all students.Policy for IaHA university that adopts a policy for an international dimension in the programmesof all students makes a far reaching choice. It means that offering internationalisationelectives is not sufficient and that a structured international dimension of the curriculumneeds to be developed. The case studies of San Jorge Univerity (chapter 5)Universidad de Monterrey (chapter 8) and HAN University (chapter 9) show that adeliberate and explicit policy at central level can lead to results at programme level,provided that appropriate measures are taken to facilitate the implementation process.International OfficeInternational Offices are often considered responsible for developing a policy for internationalisationof the curriculum and/or its implementation. This is indicative for asituation in which internationalisation is not mainstreamed into teaching and learningprocesses but considered an ‘extra’. As the results of the Corinthiam Survey show, themajority of International Offices are expected to develop a policy for Internationalisationat Home as well as assist in its implementation.As far as the informal curriculum is concerned, nearly all International Offices confirmthat they organise introduction weeks and other activities which allow home andinternational students to meet. This gives International Offices direct control over thiscategory of activity.Systems and stakeholdersMainstreaming Internationalisation at Home means that the intercultural and internationaldimension becomes an integral element of teaching, learning and research. Thismeans that the process of internationalising curricula can be mainstreamed into the keyprocesses of the university as far as educational development, assessment and qualityassurance are concerned. In reality, the stakeholders in these processes are often notinvolved as internationalisation is in many cases still considered a separate process.Staff development and supportBoth the 3 rd Global Survey and the Corinthiam survey demonstrate that the skills ofacademic staff for internationalisation are a major stumbling block. Still, this has notled universities to develop a consistent or structured approach to address these issues.Again this may be due to problems with conceptualisation, in the sense that unclarityabout the character and aim of an international dimension makes it difficult to distinguishthe skills needed to develop such a dimension.

260Guide of Good Practices TEMPUS CORINTHIAMInternationalisation of the curriculum requires a range of skills from academic staff,including the capacity to identify relevant international trends in the field of study,build learning environments in which these trends are compared and analysed andassess learning outcomes. The coaching model that has been developed by HAN University(chapter 8) seems a way to countermand the lack formalised staff developmentfor Internationalisation at Home, in the sense that it offers on the spot support for thedevelopment of the international dimension within the context of a single programme.Current support usually addresses only one of the skills that academic staff lack: foreignlanguage proficiency. This may be due to the misconception that internationaleducation equals education in a foreign language. When foreign language training isoffered, it is usually not connected to teaching in English but to language proficiencyin general with the didactic aspects being left out.Ways aheadImplementing an international intercultural dimension into the curricula for all studentsis an immense task that touches the core of teaching and learning of an educationalinstitution. This requires commitment of all stakeholders in the process. Whileacademic staff are the key players in the process, management, quality assurance staffand the International Office all have a specific role to play as well. Based on the casestudies in this volume, the survey and recent literature, the following five initiativesseem most likely to achieve results.ConceptualisationEntering into cooperation with international partners should be a process that is basedon content related choices. When a programme is able to define what distinguishes itfrom others and what specific expertise and approach it is able to bring into the field,it becomes possible to articulate what expertise is needed from international partnersand from which partners in which countries. Internationally oriented learning environmentsshould incorporate perspectives from a range of relevant countries.Building an IaH policyAn institutional policy for Internationalisation at Home should allow for, stimulateand support contextualised implementation in individual programmes. Only then willany international dimension become meaningful.Redefining the role of the International Office for IaHInternational Offices should redefine their role in the process of policy making, conceptualisingand supporting Internationalization at Home. Rather than taking all these

Part II : Internationalisation at home 261tasks aboard themselves, they should systematically involve specialists for thesetasks and find strategic allies within the university that will assist in the processof mainstreaming the international and intercultural dimension. This means thatthe International Office will not be tempted to perform tasks that it has never beenequipped to perform, simply because they contain the word ‘international’. Neitherdeveloping international education, writing international and intercultural competences,composing assessment criteria and designing quality assurance instrumentsare specialisms of the International Office. Still the reality is that many hold theInternational Office responsible for them. Rather than not responding to requests,the International officeThe International Office can then concentrate on its core task with regard to Internationalisationat Home: managing international relations to facilitate international andintercultural student learning. Key activities include developing a mobility plan thatassures that programmes can rely on the composition of international classrooms thatconforms to their wishes, organising incoming student and staff mobility and creatingopportunities in the informal curriculum that enable home and international studentsto engage in meaningful contacts. It is clear that, like in the formal curriculum, meaningcan only be achieved through a deliberate and purposeful activities and that bringinghome and international students together is not sufficient.The International Office also has a role to play when it comes to making expertiseavailable to educational developers. This can be done by directing them to specialistsinside or outside the university that can provide the expertise required.Involving the specialists: a systems approachIn order to overcome the obstacles to the implementation of IaH, it is necessary to analysefurther what these obstacles are. This is based on the conceptualisation process.As soon as aims have been clarified, it becomes possible to distinguish the obstaclesto reaching these aims. When internationalisation of the curriculum is understoodas an integral (i.e.mainstreamed and compulsory) element of teaching, learning andresearch processes, it becomes both possible and necessary to identify and involvespecialists in these fields.Staff training and supportAfter identifying the main obstacles, universities should take steps to address thesethrough targeted actions for staff development. When it comes to the skills needed tointernationalise curricula, universities need to look beyond foreign language skills.Many academic staff may be specialist in their fields but are not always educationaliststhat are versed the methodology to develop and facilitate effective learning environmentswith an international and intercultural dimension.

262Guide of Good Practices TEMPUS CORINTHIAMUniversities may choose to develop a programme for staff development that addressesthese issues at central university level. Yet, this may not serve to offer support whereand when this is needed: at programme level and during the entire process of embeddingan international and intercultural dimension into the programme. Experiences atHAN University show that coaching offers the opportunity for contextualised conceptualisationand the development of an international dimension that fits the characterof the programme.

Guide of Good PracticesTEMPUS CORINTHIAMPROJECT NO. 159186-2009-1-BE-SMGRPart IIIManagement of the InternationalRelation OfficesEdited by:Martin GlogarTempusThe publication of this guide represents one of theobjectives of the Tempus CORINTHIAM Project

CollaboratorsAL KHATIB, AmalMasaryk University (Czech Republic)AMIR, MosheBen-Gurion University of the Negev (Israel)DROBĚNOVÁ, RadmilaMasaryk University (Czech Republic)FANNOUN, SufianHebron University (Palestine)GLOGAR, MartinMasaryk University (Czech Republic)JANEBOVÁ, EvaCharles University (Czech Republic)NAVRÁTILOVÁ, JolanaMasaryk University (Czech Republic)QVIST MATHIESEN, UlrikaLund University (Sweden)RAGNARSDÓTTIR, SigurborgLund University (Sweden)SJÖ, FredrikLund University (Sweden)SVENSSON, PärLund University (Sweden)VAŠEK, MartinMasaryk University (Czech Republic)

Amal Al KhatibAmal Al Khatib has been working at the Office for International Studies (OIS) at MasarykUniversity since 2005, currently in the position of Project Manager, responsiblefor the management of Erasmus Mundus Action II projects. She has a background inthe field of information technology, which helps when improving the development ofonline tools connected to the agenda of the OIS. She is a member of the project teamat Masaryk University with experience with these EU projects: TEMPUS, ErasmusMUNDUS and cooperation through the European university network “Utrecht Network”and other non-EU university networks: MAUI group (Mid-America UniversitiesInternational) and AEN network (Australian Educational Network).Moshe AmirMoshe Amir is Director of the Bologna Training Centre at Ben-Gurion Universityof the Negev (BGU). He served in various senior positions at BGU and the HebrewUniversity of Jerusalem, and is a member of several professional organizations andMinisterial committees. In 2006 he was invited to organize the establishment of theOffice of International Academic Affairs at BGU, and later was appointed as its firsthead (2007-2011).Radmila DroběnováRadmila Droběnová joined Masaryk University two years ago, after spending sevenyears working in higher education in a variety of international roles in a number ofuniversities in her own country and in France. Radmila currently holds the positionof the International Relations Manager and her main responsibilities are marketing,student recruitment and agent management.Sufian FannounSufian Fannoun has ten years of experience in teaching, managing, planning, developing,consulting, and analysing. He has professional experience as Director, ProjectManager, Team Leader and Consultant. He has an MSc in Digital Enterprise Managementfrom the University of Westminster in London. In addition, he has solid leadershipand communicational skills and experience in managing, planning, designing andbuilding development programmes and projects. He is an expert on the Bologna processas well as internationalization of higher education institutions. He participatedin many seminars, conferences and training sessions in Palestine, Turkey, Cyprus,Sweden, the Czech Republic, Ireland, Italy and the UK.Martin GlogarMartin Glogar has been working at Masaryk University for the past six years at variousfunctions. His professional responsibilities have related to a wide range of mobilityprogrammes, organizing short study stays for international students and providingsupervision and support to the Masaryk University faculty members involved in vari-

ous EU or regional projects. In addition to his participation at the project Corithiam,he was also a member of the teams for the Joiman and JOI.CON projects, both dealingwith issues connected with joint programmes.Eva JanebováEva Janebová is a senior lecturer at Charles University in Prague at the Faculty ofArts, the Department of Education, where she focuses on multicultural and inclusiveeducation. She also functions as the College Liaison for the Council of InternationalEducation Exchange in Prague. In 2008, she spent a semester at the University ofMinnesota as an international scholar working with Dr. Josef A. Mestenhauser. Herdissertation on Internationalization of Higher Education won the Bolzano Award ofCharles University in human sciences. In her paper she combines both the Europeanand the American perspective on international education.Ulrika Qvist MathiesenUlrika Qvist Mathiesen has worked at Lund University in the field of internationalrelations since 1995. Thus she has extensive experience of international cooperationwith universities and networks around the world. As coordinator for the ErasmusMundus Action 2 team (Lund as partner), Ulrika was responsible for setting up thefirst internal structure and organization for Lund University’s participation in ErasmusMundus External Cooperation Window/Erasmus Mundus Action 2.Jolana NavrátilováJolana Navrátilová is an international officer at the Faculty of Social Studies of MasarykUniversity. She has worked in a faculty-level IRO for seven years, and has beenresponsible for various agendas, from incoming and outgoing mobility of studentsand staff, through cooperation agreements with partner universities to evaluation ofEnglish instruction and internationalization. At present, she is mainly in charge ofinternational student admissions and support for English-taught programmes in socialsciences, including several joint degree projects.Sigurborg RagnarsdóttirSigurborg Ragnarsdóttir has a master’s degree from George Washington Universityand a degree from the University of London. She moved from Washington DC in 1996and joined Lund University. She worked for 13 years at the International Office at theuniversity mainly with the foreign scientists coming to work or study at the university.She was also intensely involved with international student mobility. Since 2009 Sigurborghas been working as a Human Resources Consultant at the Human ResourcesOffice at the university mainly working with the foreign scientists at the university.This is leading to a new office IRSO (International Researchers and Scholars Office)which will soon be established at Lund University.

Fredrik SjöFredrik Sjö works as a International Liaison Officer at Lund University, effectivelybeing process manager for mobility and crisis management. Fredrik has worked withinternational mobility as team leader and previously in the student affairs office andthe admissions office. He holds a master’s degree in political science with a focus oninternational negotiation and diplomacy. He is experienced in university administrationat various levels with a special knowledge in the field of student mobility andservices.Pär SvenssonPär Svensson has a PhD from Lund University. For the last 12 years he has workedwith research funding at the Swedish International Development Cooperation Agency(Sida), as a research liaison officer and as an international coordinator at Lund University.He was previously the Head of International Relations offices at Lund Universitybut at present he is an advisor on international relations at Lund University.Martin VašekMartin Vašek has been involved in the area of international education administrationsince 2006 in the Office for International Studies of Masaryk University. His mainactivities include non-EU inbound student administration, supervising minor mobilityprogrammes such as CEEPUS and EEA/Norway mobility grants. He also serves asan ISEP programme coordinator at Masaryk University. He spent two months at theUniversity of Tennessee at Chattanooga as visiting Fulbright-Schuman administrator.

AcknowledgementsThere are a few people who have contributed to the creation of this manual:The foremost thanks should go to Carlos Machado, the person who not only wrote theproject Corinthiam in 2009, but who has coordinated most of its activities. The project– despite some setbacks – has been of great success and all the involved partnersbenefited from it. A lot has been achieved through this in the last three years, and thisbook would not exist were it not for Carlos.Looking at the content and format of this manual, most of the praise has to go toMoshe Amir. Moshe has been a key contributor to this publication with two importantarticles (Chapter 1 and 5), but in addition to that, along with Pär Svensson and DonSparling, helped to create the structure of the whole book. Moshe did not mind travelingto Europe and spending a few days exploring what the best format for the themewould be; he would always deliver on time. I learnt a lot just by merely watching himwork in such a manner!Pär Svensson’s help in the creation of this publication has been three-fold: He contributedto the discussion about the format through some on-line tools, wrote two interestingsub-chapters and coordinated the work of all his Lund colleagues. Thank you!I have to mention here also Don Sparling, my former boss and the head of the Officefor International Studies (central International Relations Office) at Masaryk Universityat the time of preparing the project. I am convinced that Masaryk Universitywas invited to join the project particularly due to Don’s erudition and experience.Although Don had retired by the time the project kicked off, he was kind enough toparticipate at a few events, share his knowledge at workshops, and has been a greatsource of inspiration for the staff he left behind. I am deeply grateful to Don for hishelp on the book structure, but also for bringing me on and showing me around thepaths of international education.Highly appreciated is the work of all the contributors (see their full list on the left),the proof-readers (David Konecny and Ailsa Randall), the colleagues from the CompostelaGroup of Universities responsible for the publishing, and all the others whohelped in some way to deliver this book.

Last, but not least, deep thanks to all the partners, from the Middle East and Europe,who have made the project Corinthiam successful.Martin Glogar: editor(Coordinator for Project Support – Masaryk University)Brno, August 2012

IndexIntroduction. International Relations Office as a promoter of internationalisation.................273Chapter 1: Modernization of higher education – Internationalisation and Bologna in IsraelPrelude.....................................................................................................................................2751.1. How Higher Education in Israel Operates: An Introduction.............................................2751.2. Internationalisation and Bologna in Israel: The Israeli Paradox.......................................2801.3. Barriers to Internationalisation/Bologna in Israel.............................................................2851.4. Student Empowerment......................................................................................................285Appendix 1: List of Academic and Regional Colleges............................................................287Appendix 2: List of Teacher Training Colleges.......................................................................288Chapter 2: Reflections on palestinian higher education: Its challenges, needs,and demands in the era of internationalisationDeveloping education in Palestine: a continuing Challenge....................................................293Palestinian Higher Education Institutions (HEIs)....................................................................293Other Palestinian Universities..................................................................................................294Problems faced by the HEIs.....................................................................................................295Internationalization of higher education in Palestine ..............................................................297Internationalization of higher education, challenges and possible future policy actions .......298Conclusion ..............................................................................................................................300Chapter 3: International Relations Office and its function within the UniversityCurrent trends and discussed issues.........................................................................................3011. Academic units.....................................................................................................................3022. Specialized international programming support units.........................................................3033. University services...............................................................................................................303Chapter 4: Objectives: roles and goals of the International Relations Office4.1. International Teaching – An Important Task for the IRO.................................................3154.2. Core IRO Activity: Outgoing and Incoming Mobilities...................................................3244.2.1. Outgoing Students...................................................................................................3244.2.2. Incoming Students..................................................................................................3274.3. University Radar – IRO’s role in the Inter-University Relations.....................................3324.4. IRO as an Agent of the Internationalisation at Home.......................................................342

Chapter 5: Performance toolkit: support activities of the International Relations Office5.1. Attracting the Best in a Competitive Environment: International Marketing Concept....3475.2. IRO and the Logistical Issues: Insurance, Contracts, Visas, etc.......................................3525.3. IRO as a Hospitality Unit: How and why.........................................................................3555.4. Services to Incoming Researchers – Lund University Case.............................................3585.5. On-line Tools for Better Management of the IRO............................................................3605.6. How to Make a Communication Plan for the IRO...........................................................3705.7. Strategic Intelligence for Internationalisation of Higher Education Institutions..............371Chapter 6: The establishment of the Office of International Academic Affairs at Ben-GurionUniversity of the NegevBackground..............................................................................................................................375Vision and planning.................................................................................................................377Organization.............................................................................................................................378Student mobility.......................................................................................................................382Quality assurance.....................................................................................................................383Appendix 1: List of areas of activity in which the Office of International Academic Affairswill engage:..............................................................................................................................385Appendix 2: Agreement on Academic Cooperation................................................................386Agreement on Academic Cooperation between The University of xxx, xxx and Ben-GurionUniversity of the Negev, Beer-Sheva, Israel.....................................................................386Preamble..................................................................................................................................386Article I – Modes of Cooperation............................................................................................386Article II – Conditions.............................................................................................................387Article III – Authorized Representatives and Project Coordinators........................................388Article IV – Duration, Termination, Modification...................................................................388Appendix 3: Learning Agreement............................................................................................390

Part III : Management of the International Relation Offices 273IntroductionInternational Relations Office as a promoter ofinternationalisationMartin GlogarProject CORINTHIAM, which brings together universities from Israel, Palestineand a range of European countries, generously funded by the European Commissionthrough the Tempus programme, is based on five pillars, the first of which covers issuesassociated with services provided by international relations offices. This text thusaims to discuss questions linked to this phenomenon.An international relations office (IRO) is – by definition – an office responsible forinternationalisation; at the beginning of the CORINTHIAM project, only one of thethird country (this term refers to the terminology of the European Commission labellingall countries outside European Union) institutions had a functioning unit in place.This book aims to provide – in a form of a best practices handbook – the reader withinformation about IROs, their positions at individual universities as well as their functions,roles, objectives and links to other university bodies.However, as this is the first book published by the entire project, the first two chaptersare devoted to mapping the higher education situation in general and internationalisationin particular in both involved “third countries” – i.e. in Israel and Palestine. Suchtexts, written from a local prospective by local authors, may be beneficial to outsiders,especially those of European origin, who are interested in launching future projects inthe region, or perhaps those who are simply interested in the local conditions.The second part – i.e. chapters 3, 4 and 5 – is written by European authors and formsthe core of the book. It focuses on IROs, their position within universities, on internationalisationstrategies and associated roles and goals, and on support activitiesperformed in order to achieve selected objectives. A number of books dealing withsimilar topics have been written, hence the attempt to apply a different approach:first of all, this book is quite practically orientated – all of the contributors save oneare professionals working in various functions at IROs. In addition, the book alsoaddresses issues not tackled by any preceding publications, including strategic intelligence,IT tools, and IRO management communication plans.

274Guide of Good Practices TEMPUS CORINTHIAMThe concluding chapter is a case study compiled at the Ben-Gurion University of theNegev (BGU), as it was the first institution in the region to establish an independentIRO. Since then, other universities have followed suit, but BGU representatives – andespecially Moshe Amir – have been instrumental in the internationalisation processesand may be considered true avant-couriers of the Bologna Processes in Israel. Theirexperience may thus serve as a great example to institutions who would like to set outon a similar journey. Indeed, all of the contributors likewise hope that the entire bookwill play a similar role.

Part III : Management of the International Relation Offices 275Chapter 1Modernization of higher education –Internationalisation and Bologna in IsraelMoshe AmirPreludeHigher education, as all education, is about learning. It is about the student-teacherrelationship; it is about the disciple-master relationship. Few have expressed this moreeloquently than George Steiner:A need to transmit knowledge and skills, a desire to acquire them, are constraintsof the human condition. Mastery and apprenticeship, instructionand its acquisition must continue so long as societies exist. Life as we knowit could not go on without them. But there are significant changes nowunder way…..… “Libido Scienti”, a lust for knowledge, an ache for understanding isincised in the best of men and women. As is the calling of the teacher.There is no craft more privileged. To awaken in another human being powers,dreams beyond one’s own; to induce in others a love for that whichone loves; to make of one’s inward present their future: this is a threefoldadventure like no other.(Steiner, 2003)1.1. How Higher Education in Israel Operates: An IntroductionIn order to embark on an informed discussion and consideration of the introductionand promotion of internationalisation and Bologna processes in Israel, a basic familiarityand insight into the organization and structure of higher education in Israel areessential. This chapter will endeavour to provide the necessary background.

276Guide of Good Practices TEMPUS CORINTHIAMThe Higher Education Map in IsraelOrganizational structureThe government of Israel is responsible for regulatory supervision and funding ofhigher education in Israel. All education formally comes under the Ministry of Education,but higher (tertiary) education is supervised by the Council for Higher Education(CHE) which is, by law, separate from the Ministry. The Council operates through anexecutive body - the Planning and Budgeting Committee (PBC).The path of the funding is from the Finance Ministry through the Council for HigherEducation (CHE) to the Planning and Budgeting Committee (PBC) from whence theinstitutions – universities and colleges - receive their funding. The universities receiveabout 65% to 70% of their operating budget from the PBC. Approximately 20% ofthe budget is derived from tuition and the remainder comes from other sources suchas contributions.The support received from the government is based on a funding formula which, inthe case of the universities, takes account of research performance as well as teachingand degree programmes. Well over 50% of governmental funding (for the universities)is in lieu of research outputs.While discussing funding, one might observe that, according to the UNDP HumanDevelopment Report, Fukuda-Parr (2004), the public expenditure on education in Israelis 7.3% of GDP as compared with Sweden – 7.6%; USA – 5.6%; United Kingdom– 4.6%; and Japan – 3.6%, for the same year.The flow-down of authority is from the Ministry of Education through the Council forHigher Education (CHE) to the Planning and Budgeting Committee (PBC).The Council for Higher Education is the State institution in Israel responsible forhigher education, including teaching and research. The Council operates under theCouncil for Higher Education Law 1958 and is a statutory body recognized for allobligations, rights and legal action. The Council’s term of appointment is five years.The Council’s chairman is, ex-officio, the Minister of Education, who is responsiblefor the implementation of the Council for Higher Education Law and appoints theCouncil’s director-general.Council for Higher EducationThe Council for Higher Education has the authority:• To grant permission to open and operate an institution of higher education.• To grant accreditation to an institution as an institution of higher education.

Part III : Management of the International Relation Offices 277The President of the State grants a Certificate of Accreditation to an institution ofhigher education following approval by the Government. A notice of the accreditationis published in the Official Gazette of the Israeli Government• To authorize an accredited institution to award an academic degree.• To approve studies under the academic authority of an accredited institution.• To authorize an Institution to use a name or designation, the use of whichrequires approval according to the Council of Higher Education Law.• To make proposals to accredited institutions in the matter of theirconsolidation, expansion and improvement, and in the matter of academiccooperation among them with regard to teaching and research.• To submit to the Government, through the Planning and BudgetingCommittee, proposals to develop higher education and for State participationin the budget of the higher education system according to the needs of thesociety and the country, and to make recommendations to the Governmentregarding the establishment of additional institutions of higher education.• To grant licenses to branches of foreign institutions of higher education.• To grant recognition of degrees awarded by accredited Institutions in Judea,Samaria and Gaza (the Palestine Authority).The Planning and Budgeting Committee (PBC)This committee is a standing sub-committee of the Council for Higher Educationwhich was established by the Government in its decision No. 666 on June 6, 1977.The PBC is composed of seven members including its chairman; five of them arepeople with senior academic status in higher education from different fields, and twoadditional members who represent the public are from the fields of business and economics.Members of the PBC are nominated by the Minister of Education on behalfof the Chairman and serve, with the approval of the Council in a secret ballot, for aperiod of three years, with the possibility of extending that period by an additionalthree years.The administrative, planning and budgeting duties of the PBC are carried out with theaid of the administrative body of the Council for Higher Education.The functions of the Planning and Budgeting Committee (PBC) as delegated to it bythe Council for Higher Education and by government mandate are:1. To be an independent body, which will serve as an intermediary between theGovernment and the national institutions on the one hand and the institutionsof higher education on the other in all matters relating to the budget forhigher education;

278Guide of Good Practices TEMPUS CORINTHIAM2. To prepare the regular budget and the development budget proposals forhigher education, taking into consideration the country’s social and nationalneeds, while safe-guarding academic freedom and with due diligence for theneed for advancing research and education;3. To have the exclusive right to apportion the approved higher education budgetamong the institutions of higher education.4. To make a recommendation to the Government and to the Council for HigherEducation for a programme for the development of higher education, includingits financing;5. To promote efficiency through cooperation among the institutions of highereducation;6. To follow-up the use of budgets in order to prevent deficits and over spending;7. To render an opinion to the Council for Higher Education regarding the establishmentof every new institution or new unit in an accredited institutionwhich requires substantial financing.Institutions of higher educationInstitutions of higher education in Israel are classified into three major groups by theCouncil for Higher Education:1. Universities and Institutes with graduate degree programmesThe Eight “IHE’s” – Institutions of Higher Education are research oriented institutionsof which five are comprehensive universities and one is an open university.• The Hebrew University of Jerusalem, 1925• Technion – Israel Institute of technology, Haifa, 1924Weizmann Institute of Science, Rehovot, 1934 (differs from other Israeli universitiesin that it offers only graduate and post-graduate studies in the sciences)• Bar-Ilan University, Ramat Gan, 1955• Tel Aviv University, Tel-Aviv, 1963• University of Haifa, 1963• Ben-Gurion University of the Negev, Beer-Sheva, 1969• The Open University of Israel, Ra’anana, 1976All the universities in Israel (except for the Open University and the Weizmann Institute)grant bachelors, masters and doctoral degrees. Thirty-two per cent of all stu-

Part III : Management of the International Relation Offices 279dents in the universities are graduate students, a very high percentage relative to otherdeveloped countries. As the level of the degree advances, the proportion of degreerecipients in the experimental sciences and mathematics increases, from 28% of bachelorsstudents to 30% of masters students and 65% of doctoral students.2. Academic and Regional colleges with undergraduate degree programmes31 institutions – See Appendix 1Among the colleges are some that are authorized to award Masters degrees. Also,some of the colleges are privately funded institutions that do not receive financialsupport from the government.3. Teacher Training CollegesColleges of Education that grant B. Ed. degree – 27 institutions – See Appendix 2Joint representation by the institutions of higher education1. Committee of University Presidents – VERA (acronym from Hebrew)VERA is a body which includes the presidents and ceo’s of seven research universities inIsrael: Technion, Hebrew University of Jerusalem, the Weizmann Institute, Tel-Aviv University,Bar-Ilan University, Haifa University and Ben-Gurion University of the Negev.The committee was established by the universities during the 1960’s to deal with commonissues and problems and to represent them jointly in negotiations and deliberationswith the CHE, governmental bodies and other institutions.The committee deals with policy issues common to all the universities in Israel: facultywages, tuition rates, allocations to fund international scientific relations, studentadmission policy, etc.Representatives of VERA oversee the activities of the National Institute for Testingand Evaluation which was established by decision of the Committee in 1981.The committee publishes a journal entitled “The Academy”, with articles on the committee’sactivities, articles on teaching and research methods, and information onevents at the universities. The committee is chaired by one of the university’s presidentsand the position is normally rotated annually.2. Council of College Presidents – VARAM (acronym from Hebrew)With functions similar to VERA, the Council of College Presidents is the umbrellaorganization of twenty-one publicly funded colleges and was established to promotecooperation amongst them and to represent their common interests. The organizationwas founded in 2006.

280Guide of Good Practices TEMPUS CORINTHIAM1.2. Internationalisation and Bologna in Israel: The IsraeliParadoxTypically, when Internationalisation is first raised in a discussion one’s first associationis with the activities that have come to symbolize Internationalisation during thelast decade: studies abroad, student exchange, active university bilateral agreementsand joint degree programmes. While there is general agreement that Internationalisationhas an extremely broad spectrum and incorporates much more than the aboveactivities, these areas have occupied the centre of the stage for quite some time. Internationalisationhas been branded in the public mind as well as among students anduniversity staff and is associated, above all, with the abovementioned activities.Internationalisation, as described above, is virtually non-existent in Israel. Wheresuch activities exist, the numbers are so small as to be statistically insignificant. WhileEurope has set itself a goal to achieve a 20% annual level of student mobility by 2020(the current level is between 4 and 5 per cent), the number of Israeli students whostudy abroad annually just slightly exceeds one-tenth of one per cent. The fact is that,of the seven universities in Israel, there is not one that, by formal policy or design,actively encourages its students to experience study abroad as part of their education.The single Israeli higher education institution with a tradition of systematically encouragingits students to study abroad during the course of their studies is the BezalelAcademy of Arts and Design in Jerusalem. Ben-Gurion University of the Negev wasthe first institution to officially establish an international office (in 2007) and, untiltoday (2012) it remains the only formally established IRO in the country.While many of the Institutions of Higher Education (IHE) in Israel (all of the universities)have traditionally engaged in various “international” activities (such as overseasstudent programmes aimed at generating revenue or small, English taught MA programmes),these initiatives are ragged and can be characterized as an anarchic state ofspasmodic, uncoordinated efforts of internationalization co-existing in an institutionwithout awareness of each other rather than systematic and carefully planned andcoordinated activities. It is generally agreed that it makes a great difference whetherthe initiative proceeds from a component of the institution, such as a department orresearch group, or whether the institution’s internationalization is also being initiated,coordinated, planned and systematically integrated by the institution’s central leadership.Herein lies a paradox: while internationalization, as defined above, and as it is commonlyconceived in the world today is virtually non-existent in Israel, the Israeli Institutionsof Higher Education are, in many other aspects, highly international, often toa far greater degree than in most other countries; the existing international activities,however, did not carry a title of internationalization.

Part III : Management of the International Relation Offices 281International character of the IHE• Israel’s universities are highly research oriented with an extremely highproportion of their research programmes being international. Whethermeasured by the sources of funding for research projects or by identityof co-Principal Investigators directing the research, one will find thatbetween 45% & 55% of research activity in the universities is internationalin character.• Israel has established, with a number of countries, sizeable bi-nationalresearch foundations to fund joint research projects. One example is theGIF - German-Israeli Foundation for Scientific Research and Development,established in 1986 by the Federal Ministry for Research and Technologyof the Federal Republic of Germany and the Ministry of Science andTechnology of the State of Israel. The GIF operates on an annual budgetderived from interest on a Euro 211 million endowment fund contributed inequal parts by the two countries. The revenue from this endowment enablesthe foundation to annually award about 50 cooperative research grants of(up to) Euro 200,000 as well as 30 additional grants in its Young ScientistsProgram. Other similar programmes are: the U.S. – Israel Binational ScienceFoundation (BSF) established in 1972 by the governments of the UnitedStates and Israel to support basic research; the United States-Israel BinationalAgricultural Research and Development Fund (BARD) established in 1979to foster collaborative research programmes in agriculture; the Israel-U.S.Binational Industrial Research and Development Foundation (BIRD). TheBIRD Foundation’s mission is to stimulate, promote and support industrialR&D of mutual benefit to the U.S. and Israel. Smaller binational researchprogrammes, usually more narrowly focused, exist with Canada, Australia,France, Italy, the UK, Japan, China and others.• Since 1996 Israel is an associate member of the European Union’sFramework Programme for Research and Technological Development (FP).Among the Associated Countries to the Seventh FP 2007-2013, Israel isthe EU’s third biggest partner, after Switzerland and Norway, in terms ofprogramme participation. The EU is now Israel’s second largest source ofresearch funding, and Israeli researchers participate in nearly all activitiescovered by the FPs.• The IHE host a respectable number of post-docs from countries around theworld. With a total of about 4300 faculty positions in the 7 IHE, there are1000 to 1200 post docs to be found in Israel at any given time, the majorityof them from abroad (55 countries). This is considered a high post-doc/faculty ratio and the recruitment of post-docs and increasing their numbers isconsidered a high priority in all the universities.• Most Israeli trained PhD’s with academic ambitions go abroad for postdoctoralexperience of 2 to 4 years. This is considered virtually essential inorder to pursue academic careers and obtain positions in the IHE.

282Guide of Good Practices TEMPUS CORINTHIAM• The universities in Israel have a highly developed sabbatical system in placeso that, at any given time, 12-15% of the faculty members are working inuniversities abroad (research and teaching).The above observations, taken together, indicate that faculty members in the IHE haverich and extensive international exposure and experience. This Israeli perspective towardsscience and research was best summed up a number of years ago by Prof. AlexKeynan and it is no less true today:Science is, by its nature, an international affair. Each field of science progressesby continuous interaction among creative individuals, in manycases geographically remote from one another. The language of science isinternational, and its results are published in international journals. Thevalidity of the contribution of an individual is a function of its acceptanceby his or her peers, wherever they may be.Through the international dimension of its scientific activities, Israel hasbeen able to mitigate some of the inherent constraints on science in a smallcountry isolated from the great centers of science. Since the establishmentof statehood, a variety of policies and activities has ensured the internationalcharacter of Israel’s science. As a prerequisite to any academic appointment,Israel’s universities have insisted on a few years of postgraduatetraining abroad in one or more international science centers. Scientificinstitutions provide scientists with funds for advanced training and participationin international conferences and support paid sabbatical leaves,enabling faculty to spend every seventh year abroad…These policies and programmes, as well as the good reputation of Israeli science,create a scientific community that is highly mobile and in continuoustouch with the major science centers in the world. Indeed, recent data revealthat Israeli researchers are engaged in more cooperative research with foreignresearchers than are scientists from any other developed country.(Keynan, 1988)The culture of non-internationalizationDuring the last few years the terms, or buzzwords, Internationalisation and Bolognahave begun to be part of the discourse in Israel’s universities and colleges. Certainly,they have not been welcomed with a great measure of enthusiasm. In order to understandthe lack of enthusiasm or even hostility to internationalisation/Bologna in Israelamong university leaders and staff as well as faculty members, two issues must beaddressed:1. Prior Assumptions

Part III : Management of the International Relation Offices 283When the issues of Bologna or Internationalisation typically come up for discussionin an institution in an EU country and even in many non-EU neighbour countries, thediscussion occurs against a background of perceptions and/or misperceptions. Themost fundamental prior assumption is that there exists a commitment to Bologna andInternationalisation on the part of the institution or the national authorities.Whether one is welcoming or critical, supportive or opposed, this knowledge that acommitment exists, that the academic community is moving towards Bologna andInternationalisation colours the subsequent discussion and influences its direction.Furthermore, this interest or commitment exists today in most countries.This assumption does not exist in Israel; there is no prior commitment to Bolognaor internationalisation on the part of the universities or the government. There area variety of reasons for Israel’s distance from Internationalisation/ Bologna, amongthem the fact that Israel is not a member of the EU or of the Council of Europe. Israelisociety and the academic community in particular have not been educated concerningthe values, benefits, obligations and methodologies of Internationalization/Bologna.From the Israeli perspective the pivotal question is not how best to implement internationalisationand Bologna but whether to implement them at all and why should itbe done, what are the benefits for Israel and/or its institutions!2. Motivation for InternationalisationThe second issue concerns the motivation for what is perceived as internationalisationonce the subject does get attention. It seems that there are four driving factors thatimpact upon the perception of internationalisation in Israel (This may be true in othersocieties as well):a. The profit motive – generating incomeThe idea of developing English-taught international degree programmes as a methodof generating revenue for the institutions has lately been generating a great deal ofinterest in Israel. Although there has been a scattering of such programmes in theuniversities for many years, these programmes were generally not the result of institutionalinitiatives and planning; rather, they generally resulted from ‘local’ initiativesby faculty members or departments. While most of these programmes have managed,after some years, to cover their costs, few of them have generated amounts of incomeof any significance. Lately, there has been a growth of interest in the universities aswell as in a number of colleges to develop English-taught international degree programmesthat would be directed primarily towards Asia and the Far East. Israeli institutionshave been observing the success achieved by a number of countries, primarilyAustralia and the United Kingdom, and the financial benefits they have derived fromthese educational markets. China, in particular, is currently perceived as the pot ofgold at the end of the rainbow.

284Guide of Good Practices TEMPUS CORINTHIAMb. The Rankings GameDuring the last decade there has been explosive growth in the business of rankingeducational institutions. Despite their faults and the numerous problems associatedwith the various ranking systems, their influence and popularity has grown and eveninstitutions that were inclined to ignore the rankings are finding difficulty in maintainingthis attitude. Many institutions are actively seeking ways to improve their standingin the rankings.The methodologies used by the more serious ranking systems are focused, primarily,on long-term, sustainable criteria of higher education such as research, citations,teaching and employers, with research having overwhelming dominance. Between5% and 10% of the scores are based on internationalisation.Research, in its various permutations, earns the most emphasis since it is relativelyeasily measured but also because it tends to have the highest prestige — universitiesworldwide want to be research intensive and the most respected and top-rankinguniversities are research focused. These two factors have been a powerful force forreinforcing the supremacy of research in both the rankings and in the global hierarchy.Altbach (2011)For a university to significantly alter its research or teaching character is an extremelylong term undertaking. Internationalisation, however, is the single criteria used inranking where a university could achieve fairly significant changes in the short-tomediumterm. There are numerous elements of internationalisation that can be implementedin a foreseeable time frame. Consequently, a growing number of institutionsin many parts of the world are making frantic efforts to internationalise in order tomove up the ladder in the rankings. This, too, has been drawing attention in Israel’shigher education community.c. Everyone else is doing itThe widespread growth of internationalization and the increasing number of universitiesengaged in internationalisation activities have generated, in some circles, the impressionthat “Everyone is doing it!” This, of course, leads to a feeling of “being leftout”. Fears of marginalization, of insignificance, are causing some university figuresto take an interest in internationalisation and consider ways of getting involved in it.d. The Institution’s Educational Value SystemThere are some who believe that the significant benefits and rewards inherent in internationalisationare such that internationalisation should be a core part of the institution’sEducational Value System. Of particular value is considered the enhancementof multicultural understanding and exchange of ideas derived from all forms of internationalisation.A genuine belief in these ideas can have considerable impact on aninstitution’s perception of internationalisation and Bologna.

Part III : Management of the International Relation Offices 2851.3. Barriers to Internationalisation/Bologna in IsraelIt would appear that there are four major barriers to internationalization in Israel:• Concerning internationalization, Israel is devoid of a national policyframework or advocate. There is an absence of direction & leadershipfrom a national, central focal point that could move the process forwardin a dynamic and meaningful way. The high degree of independence ofthe Council for Higher Education, as outlined earlier, mitigates againstthe Ministry of Education filling such a role. Against the background ofjealously protected academic freedom and a high level of autonomy for theuniversities, the Council for Higher Education itself seems rather irresoluteand highly unlikely to vigorously push the universities in the direction of indepth reforms.• There is an almost complete lack of strategic planning, policy & perspectiveat the institutional level concerning internationalisation and Bologna reforms.As explained earlier, the activities that do exist in this arena are usually notgenerated by the university leadership and generally are not the result ofinstitutional strategy or planning.• There is a clear lack of sufficient knowledge, awareness & understandingat the level of institutional leaders, academic staff and other stakeholdersconcerning Bologna and internationalisation and, consequently, a seriouslack of commitment.• There is an acute need to educate faculty concerning the values of Bolognaand internationalisation. This is proving to be a difficult and painfully slowprocess.1.4. Student EmpowermentThis chapter would not be complete without a reference to the social contract betweenstudents and higher education institutions, albeit brief. The issues of student empowerment,the role of students in the governance of institutions of higher education, thedegrees of responsibility and authority students should or might have in determiningthe character of the education they receive; all these are matters that, for several decades,have preoccupied most developed societies and particularly the Bologna andOECD countries. The Bologna Process, in particular, has stressed the importance ofprogress in the area of student empowerment and, indeed, in many European countriesmuch progress has been made in this area.Concerning student empowerment, the Israeli higher education establishment seemsto be oddly un-synchronized with the winds of change that have been blowing throughprecisely those European countries with which there is most affinity. Although theNational Student Union is represented on the Council for Higher Education, the universityattitudes seem to have remained extremely conservative.

286Guide of Good Practices TEMPUS CORINTHIAMIn 2004 the Council for Higher Education issued a series of mandatory guidelines andregulations concerning institutional governance; these were obligatory demands fromthe universities. One of these was a requirement that there must be student representation,in some form, on the management board of the university. Eight years later, inMarch 2012, an Israeli NGO entitled “The Movement for Quality in Government”released a report which examined institutional compliance with the requirements ofthe Council for Higher Education. This report found that only three universities –Tel-Aviv University, the University of Haifa and Ben-Gurion University of the Negev– were in compliance with the requirement for student representation on theirboards. When challenged on these issues, the universities generally respond that anyinterference in their management affairs violates the principles of academic freedomconferred upon them by law.In the view of this author, the established attitude in Israel, of both academic facultyand management, towards student empowerment, seems to have been best summedup by Professor Henry Rosovsky, a former dean of the Faculty of Arts and Sciencesat Harvard University, in his book “The University: An Owner’s Manual” (1990).In his chapter on University Governance, Rosovsky sets down ‘Seven Principles toEnsure Reliable Performance’. Under the First Principle, Rosovsky writes, inter alia,the following:Not everything is improved by making it more democratic.....A strong belief in the value of political democracy is not inconsistent withthe practice of less democratic ways in other areas of life. Families arenot usually run on democratic principles; neither are armies, hospitals, ormost workplaces. Formal or informal hierarchies are in place:….Most social institutions have both democratic and hierarchical characteristics,and that applies to American universities. As a generalization, Iwould suggest that the relations between major university constituencies– faculty, students, staff – are hierarchical; within constituencies, relationstend to be more democratic…..The most basic force creating hierarchy in all education is the interactionbetween students and teachers – the constituencies for whom the universityprimarily exists. Universities are schools attended by students seekingknowledge from teachers; graduate students might be described as apprenticesbeing trained by masters in their subject; all students are judgedand certified by those more competent than themselves. I am obviously describingan unequal or undemocratic teacher-student relationship, but itshould not imply student oppression or the arbitrary exercise of authorityby teachers….The prevalent opinion among most university faculty in Israel seems to reflect Rosovsky;students are at the university to be educated by those who know best how toeducate them.

Part III : Management of the International Relation Offices 287References:Altbach, P. (2011). Rankings Season Is Here, International Higher Education, No. 62(Winter 2011), 2-5.Asher, I., Keynan, A. & Zadok, M. (1995). Strategies for the National Support ofBasic Research, Proceedings of an International Workshop Sponsored by TheIsrael Academy of Sciences and Humanities and the Charles Revson Foundation,Jerusalem.Asher, I., Keynan, A. & Zadok, M. (2000). The Future of the Research University,Proceedings of an International Workshop Sponsored by The Israel Academyof Sciences and Humanities and the Planning and Budgeting Committee of theIsrael Council for Higher Education, Jerusalem.Fukuda-Parr, S. (2004). Human Development Report, Cultural Liberty in Today’s DiverseWorld, New York: United Nations Development Program.Keynan, A. (1988). Science and Israel’s Future, Jerusalem: The Israel Academy ofSciences and Humanities and the Jerusalem Institute for Israel Studies.Rosovsky, H. (1990). The University: An Owner’s Manual, New York & London: W.W. Norton.Steiner, G. (2003). Lessons of the Masters, Cambridge, MA: Harvard UniversityPress.Internet sources:The Israel Council for Higher Education website. Retrieved online 12/06/17 at: (http://www.che.org.il/english.aspx).Appendix 1: List of Academic and Regional CollegesAfeka The Academic College of Engineering in Tel-AvivAriel University Center of SamariaAshkelon Academic CollegeBezalel – Academy of Arts and DesignJerusalem College of TechnologyKinneret CollegeMachon LanderMax Stern Academic College of Emek YezreelNazareth Academic Institute

288Guide of Good Practices TEMPUS CORINTHIAMNetanya Academic CollegeOno Academic CollegeORT Braude College of EngineeringPeres Academic CenterRuppin – The Academic CenterSchechter Institute of Jewish StudiesSha’arei Mishpat – The College of Legal StudiesShenkar - College of Engineering and DesignTel-Hai Academic CollegeThe Academic Center of Law and BusinessThe Academic College of Tel-Aviv – YaffoThe Carmel Academic CenterThe College for Academic Studies in Or YehudaThe College of Management – Academic StudiesThe Hadassah Academic CollegeThe Holon Academic Institute of TechnologyThe Interdisciplinary Center HerzliyaThe Jerusalem Academy of Music and DanceThe Jerusalem College of EngineeringThe Sami Shamoon College of Engineering (formerly the Negev Academic Collegeof Engineering)The Sapir Academic CollegeZefat Academic CollegeAppendix 2: List of Teacher Training Colleges“Al-Qasemi” – Academic College of EducationAchva CollegeBeit-Berl Academic College (including the Institute for the Training of Arab Teachers)Efrata Teachers CollegeEmunah College for Arts and Technology

Part III : Management of the International Relation Offices 289Gordon Teachers CollegeHemdat Hadarom – College for EducationHerzog College at Yeshivat Har EtzionKibbutzim College of Education (formerly: “State Teachers College Seminar Hakibbutzim”)Levinsky College of EducationMichlala, Jerusalem CollegeOranim – The School of Education of the Kibbutz MovementOrot Israel CollegeORT Syngalovski Academic College for Teachers in TechnologyReligious Teachers Training College Givat WashingtonShaanan Teachers CollegeTalpiot College of Education – The State Religious College for the Training of TeachersThe Arabic College for Education in IsraelThe College for Education, Tourism, Physical Education and Sport in “Oholo”The College of Sakhnin for Teacher EducationThe David Yellin College of EducationThe E.M. Liphshitz Religious Teachers CollegeThe Kaye College of EducationThe Neri Bloomfield College of Design and Teacher TrainingThe Religious College of Education for Judaical Disciplines “Moreshet Yaakov”The Teachers College of TechnologyThe Zinman College of Physical Education and Sport Sciences at the Wingate Institute

Part III : Management of the International Relation Offices 291Chapter 2Reflections on Palestinian higher education:Its challenges, needs, and demands in the eraof internationalisationSufian FanNouNIn order to address the issue of higher education in Palestine, one must first addressthe role of education as such; it is thus worth starting with a quote by the Brazilianeducator Pablo Freire (1970): “Education is a constant process for the liberation ofhuman beings”. This quote captures the very essence of education: “Education is liberatingin that it enables people to overcome injustice, poverty and fear”.Education has always been and continues to be one of the most important needs of,and for, mankind. Its necessity has been expressed Alan Bloom’s in new translationof Rousseau’sin Emile: Or, On Education (1979): “Plants are shaped by cultivationand men by education. We are born weak, we need strength; we are born totally unprovided,we need aid; we are born stupid, we need judgment. Everything we do nothave at our birth and which we need when we are grown is given us by education.”Education, in this sense, strengthens and empowers one’s mind to approach real worldproblems in an analytical and logical way. In addition to broadening the power ofthought, it is, according to John Dewey’s Democracy and Education (1916), “thatreconstruction or reorganization of experience which adds to the meaning of experience”.Accordingly, education is essential because it helps men and women not onlyin the indoctrination of values by ‘(re)constructing experience’ in time and space, butalso in the application of technical and non-technical knowledge in real life situations.In a word, education strengthens and enhances ‘our’ and ‘your’ communities alike.It still stands for the double-edged sword that can be seen and experienced both asa humanizing and de-humanizing apparatus. In fact, this idea has been realisticallyexamined by Pablo Freire (1970): “Education either functions as an instrument whichis used to facilitate integration of the younger generation into the logic of the presentsystem and bring about conformity or it becomes the practice of freedom, the meansby which men and women deal critically and creatively with reality and discover howto participate in the transformation of their world.”

292Guide of Good Practices TEMPUS CORINTHIAMIn other words, Freire warns his readers to beware a kind of ‘education’ that (re)creates,whether consciously or not, the ‘silencing themes’, i.e. systematized ideas whichproduce socially and politically silent and submissive citizens, resulting in what heterms a ‘culture of silence’. This, by itself, guarantees support for existing powerstructures. These silencing themes are often replayed by dogmatic politicians, writers,or philosophers, who employ such two-faced tactics for their own benefit. Freireprovides the following critique: “To say one thing and do another – to take one’s ownword lightly – cannot inspire trust. To glorify democracy and to silence the peopleis a farce; to discourse on humanism and to negate people is a lie.” In contrast tosuch ‘double standards’, seen by Freire as internationally recognized even today, hesuggests that the learner and teacher have not only to describe a word, but must alsoresponsibly question how to read and write it. To overcome the (re)projected and(re)protected ‘culture of silence’, Freire proposes a problem-posing education whichenables people to socialize their learning experiences and thus contribute to the creationof a new society: “Human beings are not built in silence, but in word, in work,in […] praxis: reflection and action upon the world in order to transform it.” In linewith this ‘praxis’, i.e. a combination of reflection and action, Chris Talbot in “Educationin Emergencies: The Challenge of Reconstruction” (2002) urges his readers toadhere to practical education: “Education is not only a fundamental human right; it isan essential tool in the protection of refugee and displaced children from exploitation,military recruitment, prostitution and other harmful activities. Education helps meetthe developmental and psychosocial needs of conflict-affected and displaced children,and prepares them for a productive life.”In addition to ‘praxis’, perceived as seeing and acting otherwise with the intentionto transform the world or word for the benefits of both ‘self’ and ‘other’, ‘education‘must be projected and protected in terms of ‘seeing the unseen in the seen’. This maybe seen in the everyday world of travelling objects, subjects or scenes as a result ofexchange and/or contact between self and other. These, whether by force or by choice,bring about the ‘(re)(de)constitution’ of an ‘identity’ of one and all, whether it be aperson, community, society, nation, or culture, or other knowledge. Regarding this,listen to Gilles Deleuze in his Dialogues (1987) with Claire Parnet talking about hisworking experience with Félix Guattari: “My encounter with Félix Guattari changed alot of things […]. We were only two, but what was important for us was less workingtogether than this strange fact of working between the two of us. And these “betweenthe-twos”referred back to other people” (17). By extension, this becomes clear inDewey‘s words: “Society […] continues to exist […] in transmission, in communication”(8). In view of this ‘exchange’, if education is considered as a continuous processthat brings about the ‘(re)(de)construction’ or ‘(de)(re)formation’ of one‘s ‘identity’,or knowledge, or else experience, in time and space, cultural and intellectual lifewill not only be usually nourished and often sustained by the seen and unseen relation,interrelation, and interaction of ‘self’ and ‘other’, but also it will be then seen both asa fact of life and a usefully enabling condition of, and for, the continued existence ofa society and intellectual activity. Thus, if one does not question the prevailing social,

Part III : Management of the International Relation Offices 293political, and economic realities of education in relation to ‘relation,‘ ‘interrelation’,and ‘relativity’, of ‘self’ and ‘other’, or ‘other’ in ‘self’, or else ‘self’ in ‘other’, withthe intention to transform the world or word, s/he helps, whether consciously or not,the often (re)(trans)projected and (re)(trans)protected system.Actually, the ‘interactions’ and ‘interweaving’ of the seen and (un)seen bring aboutthe transformation of an ‘identity’ of both ‘self’ and ‘other‘ as much as the world orword in time and space. „Cooperation on higher education strengthens and deepensthe whole fabric of relations existing between people, brings out common culturalvalues, allows fruitful exchanges of views to take place and facilitates multinationalactivities in the scientific, cultural, artistic, economic and social spheres.“ Educationstrengthens and expands the resources of the universities to respond to lifelong learningneeds.Developing education in Palestine: a continuing ChallengeEducation and higher education in Palestine are rich and challenging experiences.Rich, because of the motivation and eagerness of the Palestinians to share their experienceswith others and learn from them. Challenging, because Palestine is not yet anindependent state. Indeed, Palestinians consider higher education as the main wealthof Palestine in the absence of other natural resources and it plays a vital role in developingthe economic, political and social situation of the Palestinian people. Becauseof the high interest and involvement of international donors, the room for broadpartnership, policy dialogue and co-operation in educational development work inPalestine is vast. The amalgamation of diversified international working methods andexperiences is exciting and possible.The fact that Palestine is not yet an independent country and is presently witnessingconflict provides opportunities for a rich learning experience for development workersand donors, and the international education community as a whole, of maintainingthe provision of quality education in situations of emergency and crisis. However,there is a risk that the conflict will also lead to the complete destruction of educationaldevelopment work in Palestine so far, as well as the loss of prospects of peace in thecountry and in the regionPalestinian Higher Education Institutions (HEIs)Before June 5, 1967, no universities existed in the West Bank and the Gaza Strip.Palestinian high school graduates, however, enjoyed easy and free access to universityeducation in the Arab world. West Bank students had direct access to the Universityof Jordan and almost unrestricted admission to all universities in the Arab world –mainly Egypt, Iraq, Lebanon and Syria. Students in the Gaza Strip had complete ac-

294Guide of Good Practices TEMPUS CORINTHIAMcess to Egyptian Universities. The Israeli Occupation of the West Bank and GazaStrip changed this situation. For one thing, access to Arab universities for Palestinianstudents became increasingly difficult, due to the stiff Israeli measures imposed onborder crossing (permits, a mandatory nine-month stay abroad, harassment on re-entry).Secondly, admission to Arab universities became gradually limited for Palestiniansfrom the Occupied Palestinian Territories (OPT). Thirdly, the economic situation,both in the OPT and in the Arab countries, was not favourable. Such circumstances,coupled with a heightened Palestinian national awareness, thrust Palestinian universityeducation on top of the agenda. Private initiative, in most cases with the tacitcoordination or approval of the Palestinian Liberation Organization (PLO), started theball running. It was only natural to build on already existing structures, i.e., schoolsand colleges (Baramki, 1996). Hebron University (HU) is the first university establishedin Palestine. HU is an independent, public and non-profit Palestinian institutionof higher education. It is a member of the Association of Arab Universities and theLeague of Islamic Universities. It is also an active member of the Palestinian Councilof Higher Education.Hebron University is the oldest institution of higher education serving the entiresouthern area of the West Bank. The University provides equal opportunities for all,regardless of gender, religion or race. It is the University’s motto that no Palestinianstudent should be prevented from continuing his/her higher education for financialreasons.The history of the Hebron University dates to 1967, when Sheikh Mohammed Ali Al-Ja’bari realized that the Israeli Occupation of the West Bank and Gaza would eventuallylead to isolating the cities and towns.This helped the Hebron University overcome Israeli measures, and create a good opportunityfor the needy and conservative families who would not otherwise send theirdaughters out of town to pursue higher education, either due to financial considerationsor due to traditions. In 1971, the Hebron University started as a small college ofShari’a (Islamic law) serving a total of 43 students.Other Palestinian UniversitiesThe number of HEIs in Palestine in the academic year 2011/2012 is 46, distributedas follows:• 12 universities which award Bachelors, Masters, and PhD degrees.• 13 university colleges, offering a Bachelor’s degree and 2 year Diploma.• 21 community colleges, offering a Diploma level.

Part III : Management of the International Relation Offices 2951. Universities in Palestine:• Al-Quds University in Jerusalem• Al-Quds Open University in Jerusalem• Bethlehem University in Bethlehem• Birzeit University in Ramallah• Al-Azhar University in Gaza• Al-Aqsa University Governmental in Gaza• The Islamic University of Gaza in Gaza• Universal Studies Academy in Gaza• Palestine Polytechnic University in Hebron• Arab American University in Jeneen• An-Najah National University in Nablus2. University Colleges:There are 13 Palestinian colleges which offer Bachelors and 2 years diploma degrees;they are divided into three categories:• Governmental colleges supervised by the Ministry of Higher Education.• Colleges supervised by the. United Nations Relief and Works Agency forPalestine (UNRWA)• Private colleges.3. Community Colleges:There are 21 Palestinian community colleges which offer diploma degrees; they aredivided into three categories also:• Governmental colleges supervised by the Ministry of Higher Education.• Colleges supervised by the UNRWA.• Private colleges.Problems faced by the HEIsThroughout the period of development of the universities, the Israeli military authoritieswere not innocent bystanders. From the outset, they did not welcome the establishmentof these institutions and placed hurdles at every point of their development.

296Guide of Good Practices TEMPUS CORINTHIAMFirst, it was the licensing. All colleges were issued with a temporary license whichneeded annual renewal. In addition, the creation of a new faculty also needed approval,which was sometimes denied. Moreover the military authorities took certain illegalmeasures as withholding tax exemption on construction, building material, laboratoryequipment and books. Universities were forced to pay custom duties, VAT and evena luxury tax on such material as kitchen equipment, as was West Bank, exemptededucational institutions from taxes on building material, both local or imported. Theconservative figure of six million dollars extorted from them in taxes on these items,constitutes a major breach of international law and UNESCO directives exemptingbooks for educational purposes from any kind of taxation.More sinister measures were imposed under the general heading of “Security Reasons”.These included the censorship of books and periodicals, and the withholdingof work permits for international faculties – including Palestinians with other citizenship.Undoubtedly the cruellest measure taken against the university community was theclosure of universities by military order for long periods of time. This action deprivedthe students from engaging in their productive life by delaying their graduation. Bythe same token, it deprived faculty members from using libraries and laboratoriesfor research, and placed an added financial burden on the already strained universitybudgets. Indirectly, the closure affected thousands of families whose livelihood dependedon the provision of services to students – food, lodging, transport, etc.Closures varied in length and nature. Those of one week or less were common, butnot considered “serious” as the work could be made up. However, from 1979, theclosures usually lasted for a minimum of two months. With time, three- to four-monthclosures became the norm. One of the worst cases was the extended closure of HebronUniversity for five years from December, 1987 to March, 1992. Closures of a differentnature were the checkpoints set up on the way to the universities. The purpose wasessentially to delay, prevent or even scare off students from reaching their classes,resulting in the disruption of studies for that day. This occurred frequently enoughduring a semester and would amount to a total loss of two or three teaching weeks(Baramki, 1996).In response to these military closures affecting education, Palestinians initiated alternativeforms of education in the hope of minimizing the educational loss to theirstudents and communities. Neighbourhood communities organized ‘popular (offcampus)education’ that may be better termed ‘underground education’ in homes,churches and mosques where instruction was provided by teachers, parents, and universitystudents: This community based education presented a grave threat to the Israeliauthorities since they were no longer in control of the process and contents ofPalestinian education.

Part III : Management of the International Relation Offices 297Palestinian universities played a leading role in resistance and nation-building. Realizingthis role, the Israeli authorities implemented several obstacles against universities,one of them was the restriction of academic freedom through the imposition ofmilitary orders. For instance, Military Order No. 854 requested universities to applyfor annual permits in order to operate. Faced with the rejection of the order by the Palestiniansand some Israeli professors, the order was not implemented, although it wasretained as a potential threat. Another attempt to obstruct the operation of universitiesin 1982 demanded that all ‘foreign’ staff apply for a work permit and sign a pledgeconstraining their academic and political freedom. The statement of the pledge read asfollows: “A commitment for granting a work permit for the academic year 1982-83.Following my application for a work permit for scholastic year 1982-83, which wassubmitted on ----, and without affecting my comprehensive commitment indicated inthe above mentioned application, I hereby declare that I am committed not to do anykind of work and not to give any service directly which will help support the so-calledPLO organization or any other hostile organization which is considered hostile asindicated in the order concerning the banning of protest actions and hostile publicity”(International bureau of education, 1997).At that time and according to the UNESCO International Bureau of Education, thesize of foreign staff (i.e. those not holders of West Bank or Gaza IDs) was critical (approximatelyhalf the teaching staff at Bethlehem University and more than 25% in BirZeit University). As a result of protests against this measure, several staff memberswere deported, including presidents, deans, heads of departments and teachers.The disruption of the learning process continued, by student arrests and interrogations,and shootings, not only by the army, but also by settlers. In July 1983, for instance,settlers from the settlement of Kiryat Arba in Hebron killed three students andinjured more than thirty in a gun attack on the Hebron University campus.Internationalization of higher education in PalestineThere is a growing need in Palestine for universities to internationalise their curriculumand campus and to establish joint programmes with overseas universities. TheHigher Education Council has not placed any restrictions or regulations on such arrangements.Nevertheless, international universities are hesitant to open campuses forthem to operate in the country due to the unstable political and economic situation.Whereas global education in the sense of independent international universities locatedin Palestine does not exist, global education in term of joint programmes does.Palestine has strongly integrated e-learning tools into its universities and has passedremarkable stages in it, thus, the physical barriers Palestinians face such as checkpointsand the wall in the West Bank or the continuing blockade of Gaza are nonexistentin the online realm. The Ministry and Higher education strongly believe that

298Guide of Good Practices TEMPUS CORINTHIAMPalestine should be part of global education, not isolated from it. However, otherissues requiring immediate attention must be tackled before locating independent European,American, or international universities in the country. Meanwhile, however,Palestine has responded to the increasing social demands at all levels and in all formsof higher education in terms of quality assurance, accreditation of joint programmesand new fields of study. Palestine has recently become an attractive centre of highereducation for many students from many different countries who wish to know moreabout the region and the culture. Moreover, Palestinian universities became partnersin many higher education programmes with foreign universities. However, internationalstudents coming to study in Palestine are still facing visa problems with theIsraeli authorities. It is well known that the Israel authorities control all borders toPalestine and therefore, control who will and will not enter, as well as their period ofresidence and type of visa; regarding the latter, in most of the cases only a tourist visavalid for periods not exceeding three months is given. Definitely not sufficient for adegree or even exchange student seeker.Internationalization of higher education, challenges and possiblefuture policy actionsThe lack of material and human resources represents the main challenge to the developmentof the Palestinian higher education system.The lack of human resources is two-fold. Firstly, as in many other neighbouring countries,the OPT suffers from a lack of teaching staff in higher education. This lackof qualified teachers will certainly impede HEIs from internationalising their programmesand campuses. In addition, due to the absence of international programmesin the country, professors have limited experience in the field of internationalisationand the Bologna system. So in addition to filling the teaching staff deficit, universitieswill need to ensure professors are trained in order to efficiently teach in a globalcontext.Palestinian universities also suffer from a strong lack of access to the necessaryequipment and resources to carry out research. In addition, opening international programmesin applied sciences would require importing the instruments. This couldprove to be too expensive and extremely complicated under the current economic conditionsand the Israeli occupation restrictions for purchasing much necessary equipment.Finally, opening new international programmes will also require designing the curriculaof the programmes and defining the content in the frame of Bologna and ECTS.Due to the limited experience Palestinian Universities have in doing so, this will alsobe a significant challenge.

Part III : Management of the International Relation Offices 299Despite the lack of existing international programmes, co-operation mechanismsaimed at developing international programmes in the OPT would have a considerableimpact.This is due to the increased likelihood that new international programmes will becreated in existing Palestinian universities in the short term. Europe could indeedstrongly contribute to the birth of a system of international programmes in the regionby encouraging joint degrees between Palestinian universities and European ones.Palestinian universities and Government authorities have expressed the need for furtherco-operation with European counterparts for several reasons:• First and foremost, to cover the deficit of qualified professors that couldcontribute to the organising of joint international programmes. Filling thegap could be done by promoting exchanges and mobility of teaching staffbetween universities, and offering support for Palestinian students andfaculty members to seek higher education degrees abroad. Many programmeswith Europe have been established. These, such as Erasmus Mundus, or theones under DAAD and the HESPAL umbrella, have provided remarkableoutcomes in decreasing the deficit of qualified faculty members.• Europe could also contribute to reinforcing a quality assurance culture andmechanisms in Palestinian higher education. Despite the leading role of theAccreditation and Quality Assurance Commission in the field, there is still aneed to “train the trainers”.• European HEIs could also help their Palestinian counterparts in buildingthe curricula for international programmes, making sure they are well builtas well as providing leadership and support for the Palestinian universities’efforts to internationalize the curriculum and the campuses.• European research programmes could also offer assistance in order toovercome the barriers to carry out research. This could be done through theimplementation of joint programmes which would allow researchers andstudents to carry out part of their research work and lectures abroad. Cooperationcould also be established in order for Palestinian HEIs to haveaccess to European university libraries and documentary sources.• Europe could also offer assistance in order for the Palestinian Ministry ofEducation to explore the possibility of adopting the Bologna model of highereducation at a national level.• The lack of international students joining Palestinian universities can berelated to visa barriers and the lack of freedom of movement due to Israelioccupation. The Bologna system in European countries was a result of apolitical decision, which is an urgent need in the Palestinian case.

300Guide of Good Practices TEMPUS CORINTHIAMConclusionPalestinian HEIs developed under abnormal circumstances. It is remarkable that theygrew quantitatively and qualitatively, even under such adverse conditions. Indeed,they compare favourably with international standards.According to the Palestinian central bureau for statistics, the universities’ student populationgrew from a few hundreds, in 1971, to over 185,000 in 2010. Faculty membersincreased from 20 to 5,557 during the same period. The number of universities grewand distributed over all the geographic areas of Palestine. Now they cover almost allfields of specialisation. The greatest achievement of the Palestinian HEIs, however,lies in their effort to reverse the brain drain. They have succeeded in keeping a wellqualifiedfaculty in Palestine, and in graduating a young generation who serve thecountry, thus minimizing youth emigration. However, Palestinian HEIs are virtuallyinfluenced by internationalisation whether knowingly or unknowingly. In Palestine,we are after change, networking among educational institutions of higher education,increasing the employability of our graduates in the world job market, and upgradingthe quality of higher education that we offer to our students in a global context. Thereis enough reason for Palestinian institutions of higher education to study the Bolognaprinciples as well as internationalization strategies with an eye on the possibleadvantages that we may reap without losing sight of the possible difficulties that mayarise and without compromising our national ideals and the cultural signatures of oureducational needs. Eventually, Hebron University experience through the Corinthiamproject in implementing the Bologna system and internationalization strategies can bea national model to learn from.References:Baramki, Gabi (1996). Palestinian education under Israeli occupation, in Education,Vol.3 No.1, 2-3.Deleuze, G. (1987). Dialogues. New York: Columbia University Press. 1916. Dewey,John. Democracy and Education. The Macmillan Company. Copyright renewed1944 John Dewey. HTML markup copyright 1994 ILT Digital Classics.Freire. P. (1970). Pedagogy of the Oppressed. Harvard Education Publishing Group.Mahshi, K. & Bush, K. (1989). The Palestinian uprising and education for the future,in Harvard Educational Review (Cambridge, MA), Vol. 59, No. 4, 5-6.Palestinian National Authority. Ministry of Education; Palestinian Central Bureau ofStatistics (2010). Educational statistical. Ramallah: PCBS Publications.Talbot. C. (2002). Education in Emergencies: The Challenge of Reconstruction, inIIEP Newsletter, Vol.XX, No.3, July-September. Paris: UNESCO; 2002.Education during Intifada. Education network (Ramallah), no. 1.

Part III : Management of the International Relation Offices 301Chapter 3International Relations Office and its functionwithin the UniversityEva JanebováCurrent trends and discussed issuesFirst of all, it is important to note that international offices are merely part of a verycomplex process of internationalisation of higher education. Internationalisation is amajor educational reform unparalleled in scope in the history of higher education. Itcan hardly be accomplished instantaneously by the passing of a policy or by a declarationof intent. As such, it is not a process which happens at one particular universitybut rather a process of change taking place across academic discourse, research,curricula, means of knowledge production, etc. In the first place, internationalisationrequires a certain mindshift: it cannot be accomplished by setting up a new administrativeunit (e.g. a new IRO) or by establishing a new pro-internationalisation policyon the part of a sympathetic rector. As a systemic process, internationalisation requiressystemic change.Any strategy or implementation plan requires human resources and processes tosupport and sustain it; naturally, internationalisation is no exception. Key questionswhich must be addressed include: Who is responsible for contributions to internationalisation?How will academic units, institutional services and institutional leadership(presidents, provosts, deans, directors of major academic and service units) and academicstaff in general be held accountable for contributions to internationalisation?According to the latest NAFSA report (2011) it seems that the wider the scope ofresponsibility, the more involved and comprehensive institutional discussions focusingon the nature of commitments to comprehensive or systemic internationalisationwill become.The following three types of units tend to be directly involved in sharing internationalisationresponsibilities (Hudzik, 2011, p. 21):

302Guide of Good Practices TEMPUS CORINTHIAM1. Academic unitsThe role of these units in the internationalisation of the curriculum is rather obvious.Without a connection to academic units and their staff, it is extremely difficult to planand implement any kind of student or staff mobility. In some cases, generally dueto a lack of interest and commitment on the part of the academic units themselves,international offices take on the responsibility of internationalising the curriculumand developing entirely new study programmes specifically for international students,even employing staff members committed to internationalisation but often recruitedfrom outside of the institution.Such separate study programmes are designed solely for international students, whichin fact may mean that international students will meet neither the home universitystudents (nor the academic staff) in regular courses. This goes against the rationale ofinternational education, i.e. mutual enrichment through diversity. Higher educationexperts frequently speak of the need to ‘educate global citizens’, but the isolation andoften exclusion of international students and scholars shows how untrue the notionof ‘global citizenship’ really is. We often tend to focus only on what internationalstudents (and scholars) are learning from us but simultaneously miss the opportunityto include them in the learning process on a number of levels. The experience andknowledge of international students is thus often ignored, even though it is extensive,inexpensive and readily available to enrich our curriculum.Language departments are critical for the immersion of international students andscholars and may also serve as academic and support units for IROs. Along withthe area studies and units focusing on the first language of a given locality, they cancontribute to bridging the gap between the home university and universities abroad.However, the role of such departments is often underestimated and underused in theprocess of internationalisation.Although language units do have considerable resources at their disposal, their talentsare rarely being utilized for the advancement of an integrated system of global educationor for the development of internationalised institutional curricula. They focus onproviding instruction for a limited number of students majoring in a given field insteadof supplying home university students with additional skills and staff memberswith intercultural competences and global education or perhaps instead of improvingthe quality of orientation workshops and other mobility services at the local IRO.However, even the above mentioned departments need to be internationalised. As J.A. Mestenhauser (2011) points out, language teachers may think that they teach theirstudents about the culture of the people whose language they teach, but that may infact not be accurate or true at all.Once a university decides to support the internationalisation of their curriculum andresearch instead of student tourism, it must place sufficient emphasis on the engage-

Part III : Management of the International Relation Offices 303ment of academic units. This will generally only be possible with sufficient commitmenton the part of the heads of the academic units in question.2. Specialized international programming support unitsThese specialized units play critical roles in interconnecting the local and the international.Examples include e.g. offices for international studies, international andstudent offices, international relations offices (in the broadest sense), thematic studycentres and internationally focused research centres which help identify research andlearning opportunities abroad.The heads of these specialized units must have full access to the policy-making organsof the institution in question and a sufficient budget in order to be able to developnetworking and public relations, both domestically and internationally. Simultaneously,the post of international director, vice president or IRO head should be held bya person who is aware of the needs of academic units and who has the capability to organizeand participate in faculty training. Therefore, IRO leadership and staff shouldalso include people with an understanding of pedagogical matters (ideally in the areaof international education). However, as a majority of staff members have most likelynot received any training in the field of intercultural competences and multiculturaleducation, they may have difficulty understanding how students learn. Learning is aculturally influenced activity and must be taken into account as such by the IRO andits supporting units (e.g. offices for international studies) which frequently tend tofunction as purely administrative units.3. University servicesThough they are sometimes ignored, these offices are in a unique strategic position toeither help or hinder internationalisation. With the widening range of support services,the responsibilities and roles of these service units have also gradually expanded.In addition to being of great importance to home students, access to their servicesis equally important for the success of international students. Counselling, housing,student clubs and other facilities must also be made available to international studentswho come from disparate learning environments and who are far away from home andfrom similar support structures. Academic advisers are thus required to attend to theneeds of students from culturally diverse backgrounds, often familiar neither with theeducational system of the host university and its academic requirements, nor with theissues associated with their subsequent return to their home universities.However, due to the diversity of university organizational structures, the above describedthree-layered framework may not be applicable to every institution. Whenplanning internationalisation, one must take into account a particular university’s his-

304Guide of Good Practices TEMPUS CORINTHIAMtory, institutional culture and background. Failing to respect institutional contexts putsthe initiative of internationalisation at risk (Biddle, 2002: 10). Some institutions preferloosely coupled and shifting matrices of units and people, others rely on one centraloffice to provide leadership and coordination.What will work for internationalisation depends largely on a university’s culture.Therefore, the key opening question is whether a given university offers a climate ofawareness and openness to internationalisation. Although it is difficult to imagine thatsomeone would actually deny the importance of the impact of globalization on highereducation institutions, the entire enterprise of internationalisation does in fact dependon dedication and engagement in actions which may be difficult to impose on people.It is extremely important to first investigate the culture of a particular institution whenpreparing for the process of internationalisation. Furthermore, the approach of eachuniversity to internationalisation will vary according to existing organizational infrastructures;consequently, the division of competences and degree of accountability forthe implementation of internationalisation will differ.Centralized and decentralized modelsAt the core of most real-life discussions regarding the organization and structuring ofuniversity campuses in connection with internationalisation lies the issue of whetherthere should be a centralized office specifically designated for the coordination of internationalisationor whether decentralized models are perhaps more suitable. Whilecentralization may provide for more efficient coordination and for a more focusedendeavour toward the envisioned strategic objectives, some see it as a source of barriersobstructing creativity and grass-roots initiatives. Centralization may force toomany rules and regulations onto heterogeneous departments, thereby destroying theirmotivation and driving force in the area of internationalisation. On the other hand,distributing responsibility for internationalisation processes among many people mayalso be questionable. However, the forced dichotomy of centralization versus decentralizationmay be somewhat misleading, while middle-of-the-road positions mightvery well offer aspects of both: a matrix of organizational structures with elements ofhierarchy, decentralization and significant collaborative transitions between servicesand academic units and management all at work at the same time.One side of the spectrum might include universities with a highly centralized systemof internationalisation, i.e. with most processes planned and implemented via onecentral unit high in the university administration structure. In the middle, one mayfind models – such as the system implemented at Yale University – which make useof vertical and horizontal approaches, employing both a central office and a system ofcorresponding structures running vertically in a cooperative spirit.The other side of the spectrum includes universities that use a completely decentralizedmodel – e.g. the University of Helsinki – where all formal structures such as

Part III : Management of the International Relation Offices 305international offices have been dissolved and the process of internationalisation hasbeen ‘mainstreamed’ or ‘embedded’ or perhaps ‘dispersed’ among the entire organizationalstructure of the university. This abolition of the international relations officewas in fact part of a revamping of the university administration, with former internationaladministrators dispersed among other administrative units; in addition, allexisting university managers were also assigned internationalisation responsibilities.However, although some issues have surfaced, particularly in the form of breaks incommunication and unconventional communication structures, the former IRO headMarkus Laitinen considers the venture a success (Laitinen, 2012). Nevertheless, itis essential to add that the University of Helsinki has had a great deal of experiencewith internationalisation. Complete decentralization may not work best for institutionswhich are only beginning to consider a systemic shift in their approach to internationalisation.Decentralized models may not be applicable to all universities with a long history ofinternationalisation. Even though the university’s president may well be a staunchsupporter of internationalisation and its institutional culture geared favourably, theoutcome of such a process might be complete chaos: too many separate grass-rootsinitiatives may result in a situation where everybody ‘is doing everything and nothing’(i.e. no progress is being made). Too much decentralization may also result in scholarslosing interest in engaging in international initiatives due to the lack of a clearlydesignated administrative unit. However, prior to going further in the discussion ofresponsibilities involved in internationalisation, let me address one practical aspect:the issue of cost.When deciding between centralized or decentralized approaches, one may often ignoreor neglect to consider the cost of administration. According to J. A. Mestenhauser(2012), experience indicates that a centralized approach, which is often associatedwith taking resources from others, is actually less expensive than a model where theseresources are distributed among various units which are to be internationalised andwhich are being asked to support internationalisation at the same time. These unitsmay spend the allocated resources on irrelevant programmes or projects that maynot comply with institutional internationalisation policies. The issue of cost reductionmay play an important part in planning the process of internationalisation at someuniversities.Issues of cost will likely bring into question issues of competency and responsibility.The question of ‘who should be responsible for what in internationalisation’ is notan easily answered one. There are many different options. It is difficult to imaginea school wishing to support international students lacking specialized internationalstudies support with specifically allocated competencies and responsibilities. Likewise,a school wishing to internationalise its curriculum can hardly progress without ajoint discussion of innovations to such a curriculum with the participation of all academicunits. Organizational structure decisions largely depend on specific objectives

306Guide of Good Practices TEMPUS CORINTHIAMwithin the strategic internationalisation plan of a particular university. An assessmentof existing resources may best determine the distribution of future responsibilities aswell as the potential establishment of new units and the allocation of budgetary fundingfor specific internationalisation efforts.As internationalisation is a developing process, considerations regarding the role andform of an IRO (or a similar unit) should be seen as flexible. At some point (generallyat the outset) a specific unit may constitute the best option for providing the necessaryexpertise and motivating the remaining university units to engage in internationalisation:setting up a separate study programme for international students (frequentlythanks to the initiative of an IRO) may serve as an example of know-how for other departmentsto follow when developing international curricula for international studentsand scholars. However, later on, such a system may become redundant or even hinderthe internationalisation of curricula at individual departments: some may become idleand thus fail to develop internationalised courses, relying purely on the fact that someoneelse (i.e. the IRO) will provide a general study programme (usually compiledfrom various disciplines). At this point, such a programme – the initiative of the IRO– may even contradict the rationale of internationalisation and mutual enrichment.It is unlikely that the existence of a separate unit tasked with centralizing internationalisationcompetences and coordination – either at a university-wide or college/schoollevel – could sufficiently guarantee the implementation of comprehensive internationalisationchanges throughout the institution in the long run. Such a unit, albeitequipped with a range of competences and great expertise, would likely remain on thefringe of both the institution and any organizational changes. A number of scholarshave pointed out (e.g. Menstenhauser, 1998) that internationalisation should not bean add-on policy, but rather a systemic organizational change; therefore, the notion ofinternationalisation requires the support of the management (mission, ethos, strategicplanning), HR policy makers (new hires, internationalisation incentives) and of allexisting units taking part in that change.The primary function of an IRO should be a strategic one (i.e. spreading the ideaamong the remainder of the university) rather than purely administrative. The degreeof influence an IRO may exercise in terms of internationalisation coordination mayvary greatly from one institution to the next. Should the IRO be perceived as thesole or primary body responsible for internationalisation, the concepts of collectiveengagement and collective responsibility for internationalisation will be weakened.Comprehensive internationalisation requires the IRO to fully engage with academic,supporting and service units in the process, and while its role may sometimes be aleading one, the IRO must be permanently engaged in providing support and facilitatingthe engagement of the remainder of the university.International relations offices coordinate, serve, help, and manage other stakeholdersto be internationalised. Their primary function involves evaluation and planning. In

Part III : Management of the International Relation Offices 307respect to the former, the University of Malmö for instance supports students conductinginternationalisation research which produces feedback for the InternationalAffairs Office (Bergknut, 2006). Aitches and Hoemeker (1998) add that such activitiesshould ideally be carried out in partnership with academic units responsible forestablishing objectives, programme types, academic credit allocations and agreementand budgeting content (p. 82). In order to be able to coordinate and collaborate withthe remainder of the university, international office staff must be professionals in thefield of international education.Professionalization and management trendsIROs exhibit a palpable trend towards greater professionalization and improved managementof responsibilities while moving away from traditional functions of IROssuch as student mobility administration. International offices tend to fill administrativepositions with people from non-university environments (e.g. former ambassadors),persons from international business backgrounds, area studies graduates oremployees of other university administrative units. Graduates of international educationprogrammes are highly recommended. As a field of study, international educationprovides future employees with knowledge of intercultural communication andcomparative education as well as an understanding of existing scholarship on HEIinternationalisation and a range of other areas essential for successful internationalisation.Universities should try to actively locate such international educators and requireprofessional knowledge when hiring new IRO staff.In addition to the need to professionalize IRO staff, there has been a noticeable tendencyto recruit academic staff with leadership potential for the position of so-calledsenior international officers. Such persons are expected to bridge the gap betweenadministration and academia, i.e. link the internationalisation of services and the internationalisationof the curriculum and research.Senior international officers (SIO)According to a recent paper entitled Internationalisation of U.S. Higher Education ina Time of Declining Resources (Green, Ferguson 2011), a notable change in the role,credentials and positioning of the so-called SIOs has taken place. Institutions suchas Ohio State University, Bryn Mawr College and University of South Florida havecreated senior-level positions within the last two years, with SIOs generally reportingto the provost but with advisory capacity and access to the president. New SIOs arecommonly faculty members or persons who have acquired senior-level experienceelsewhere. They may be members of the office of the president, reporting both to thepresident and the provost. They are involved in integrating internationalisation intothe overall mission and strategic plan at the highest institutional levels, as well as indeveloping partnerships and other links beyond the scope of international studies and

308Guide of Good Practices TEMPUS CORINTHIAMmobility. As institutions become more and more engaged in strategic internationalisation,the role of the SIO likewise grows, achieving an increasingly senior and centralposition. As the role of the SIO becomes more strategic in nature, individual internationaloffices are being renamed accordingly: e.g. the Office of International Programsat the University of Minnesota recently became the Office of Global Programs andStrategy Alliance.Professionalization of servicesWhether an institution opts for one centralized IRO or several smaller offices or evendelegates internationalisation responsibilities to several units, the demand for improvingservices should always be part of the ongoing internationalisation process. One ofthe traditional services affiliated with IROs and a function most universities aroundthe world are likely to offer includes services associated with mobility, i.e. with incomingand outgoing students and scholars. In connection with the professionalizationof IROs, it may be useful to examine a specific instance of mobility services. Itis unthinkable for an IRO to limit its activities to mere ‘administration’ of bilateralagreements and contracts and settle for mobility numbers as evidence of its successfulperformance. The following list of items associated with mobility was thus compiledby reviewing services provided at a number of American and European Universities.It is by no means an exhaustive list, but it provides evidence of the fact that developmenttowards more comprehensive and higher quality services calls for employeeswho are both knowledgeable in the area of international education and engaged incollaboration with other units including academic departments.

Part III : Management of the International Relation Offices 309A) Services associated with students, scholars, and other staff – outgoing mobility:• Information regarding cultural differences (e.g. handbooks, seminars on orientationin particular cultures/states, etc)• Pre-departure seminars on intercultural sensitivity development, interculturalcommunication, intercultural team work, anti-bias education, cultureshock prevention, foreign language proficiency• Further education of employees, special focus on language proficiency, ICTtechnologies for networking and teaching• Cooperation with academic units, preparing students for the intellectual traditionsand cultures of their destinations in order to provide a pre-departureintercultural comparison and maximize study outcomes• Pre-departure counselling: choice of destination and institution, financial issues,duration, application process, choice of accommodation, considerationof health and other risk factors• Information on travel preparation, means of travel, visas, insurance, money,banking, accompanying family members, international law, heath aspects,etc (especially relevant for more distant and culturally diverse destinations)• Emergency counselling (crisis management, sexual harassment issues, etc)• Information for parents• Re-entry counselling, seminars, reverse culture shock• Post-departure counselling (integration of acquired knowledge, career counselling,new international study offers)• Post-departure staff counselling (networking, cooperation with libraries,transfer of books and materials, assistance with post-departure agendas andadministration)• Reintegration in the department, motivation for instant publications, sharingand utilizing international experience in teaching, research and strategicplanning, departmental and institutional administration)

310Guide of Good Practices TEMPUS CORINTHIAMB) Incoming international students, scholars and staff:• Orientation seminars and counselling• Information on insurance, accommodation, free time, family members(schools for children), banking, health, activities organized by institutions(choir practice, sports, etc)• Personal counselling (family, partners, colleagues, etc)• Intercultural counselling and advisory services (culture shock, cultural adjustment)• Intercultural communication seminars, cultural differences and specific information• Local language courses and advisory services (free of charge for internationalstudents)• Managing visa agendas, information on immigration and refugee issues,NGO contacts, information on relevant government bodies• Work and employment information• Cooperation with home institution IROsAlthough student and scholar mobility (also referred to as study abroad) is generallyat the core of the more traditionally oriented IROs, there are many other roles that anIRO can play within the university. Likewise, there are many factors which influencehow an IRO functions, one of them being an institution’s organizational structure.The IRO within the institutionThere is a variety of options as to where an IRO may fit in within an institution. Itsplace may be determined by the primary focus of the international activities and thestage of the of internationalisation process. For example, the institution may focus oninternational student mobility; if this is the case, the IRO may be found e.g. under theEducation and Student Office like at the University of Twente. At other institutions theInternational Office might focus more on marketing and may thus be closely affiliatedwith areas such as research or marketing.

Part III : Management of the International Relation Offices 311The placement of an IRO and/or units associated with internationalisation is mostdefinitely tied to competencies and responsibilities essential for the internationalisationprocess. Major universities frequently appoint former directors, deans, provostsor vice presidents of various academic units to key IRO posts, equipping then with authorityand overall administrative responsibility for international programmes. Theirefficiency depends on how closely they are located to decision-making centres, whatkind of budget they are equipped with, how long they remain in their positions beforereturning to academic units, and perhaps also on what the prevailing institutionalethos is like.The status and position of the IRO is also determined by the person in charge of internationalisationand whether or not the senior management is fully responsible forinternational strategies, committed to the ideas and practice of networking abroadand motivated and skilled enough to launch such activities. The management mightthus include a pro vice-chancellor (for strategic development), vice-principal, deanof external relations, senior vice-principal (for academic development), vice-provost(for academic and international development) and others. There are usually severalprovosts, albeit with different responsibilities. The tendency is to have the IRO headreport to the provost for administrative matters. However, international education alsocalls for a presence in other areas, e.g. research, academia, etc. The handling of suchcross-referencing is an administrative issue created on the basis of precedent. In otherwords, people organize according to the way they think, i.e. they simply add somethingto something else that looks suitable. In the case of internationalisation, ‘adding’new competencies and/or responsibilities to existing structures usually does not work.Key internationalisation elements include curriculum change and degree requirementschanges, which are difficult to implement by making one provost responsiblefor the entire university-wide process.Real life situations have shown that it is also important to have the vice-chancellorand/or rector involved in the promotion of internationalisation – such is the case e.g.at the University of Nottingham and University of Manchester. Even if this is takingplace, continuity may still present yet another significant problem. Universities areeasily influenced by changes such as the election of a new rector, dean or academicsenate. These changes may result in the introduction of new people into policymakingand administration, i.e. persons who may not have the background to understand theongoing changes necessitated by global conditions. Well-designed internationalisationprocesses may thus be suddenly disrupted or even discontinued.Universities are usually large institutions and thus even if the central management is insupport of internationalisation, translating centrally promoted strategies into action atfaculty level may present additional difficulties. There are various approaches to thisissue: some faculties follow university internationalisation strategies and report back,generally limiting their reports to ‘hard’ data including student and teacher mobilityfigures (which might be one of the reasons why so many IROs remain overwhelmed

312Guide of Good Practices TEMPUS CORINTHIAMwith the administration of huge quantities of mobility exchanges). On the other hand,some colleges develop their own strategies, bypassing the central internationalisationstrategy and setting up their own monitoring systems which influence future internationalisationgoals. The persons responsible for internationalisation at faculty/collegelevel tend to include deans or vice-deans who may also be members of internationalcommittees or working groups reviewing and developing central strategies.International office administrators usually work under the supervision of a dean, director,provosts or vice-president. They too need to be part of the institutional processof formulating the university’s and faculty’s visions (and policy statements) in orderto establish educational goals both for individual students and for the institution as awhole. Ideally, international office directors should prepare and distribute materialsproviding specific information about the dynamics and processes involved in the institution’sinternationalisation process.IRO models:Since there is no universal IRO structure model applicable to all universities, there isalso no need to standardize its functions. The overall trend is to broaden (and professionalize)the scope of functions performed by the office, including upgrading of theoffice head. One of the many possible classifications of international offices might includecategories such as ‘core’, ‘core plus’ and ‘comprehensive’ according to the rolesan IRO performs at the institution. A majority of offices fulfil the core functions, associatedwith the ‘traditional’ international office. The latter three models show varyingdegrees of enhanced responsibility.CORE:• International marketing, liaison with recruitment agents• Processing of international inquiries• International admissions management• Student support before and after arrival• Compliance with legislation and codes of conductCORE PLUS:• Study abroad, student mobility• Support for incoming international staff and their families• Staff travel and research abroad• Diligence for agreements

Part III : Management of the International Relation Offices 313• Academic exchange and teaching partnership support• Home language support• Financial and welfare advice for students• Assistance with access to scholarship• Overseas offices managementCOMPREHENSIVE:• Overall responsibility for internationalisation strategies• International visitors and scholars support• International market intelligence and new partners• International alumni relations• Fostering global employability• Integrating the experience of international and domestic students• Delivering staff and students development in cross-cultural matters• Management of international volunteering activities• International network relations(Fielden, 2008).Although it has been indicated that the trend is to broaden and professionalize IROs(e.g. York University in Toronto, University of Leiden), most well-functioning universitieshave not opted for the ‘comprehensive’ model with the full scale of internationalactivities centralized in one office, and have been assigning competences to varioussupporting departments with interest in internationalisation activities instead. However,unless the internationalisation activities are being overseen and coordinated by astrong senior management, such fragmentation may result in a number of challenges.Therefore, the form of the management responsible for implementing internationalisationseems to be more important that the placement of the component IRO sectionsunder one roof.Institutions could develop a broad policy as well as specific measures for the implementationof internationalisation strategies, preferably taking into account the temporalaspect, ideally with benchmarks indicating who is expected to deliver what resultsand how to evaluate them. When considering the form and organizational placementof the IRO, one should keep in mind that the IRO should only be one component of theuniversity’s overall systemic efforts towards a greater degree of internationalisation,i.e. it should neither take over nor be delegated full responsibility for internationalisationand leave others unengaged. It should be the driving force, developing in such away as to best support and enhance the internationalisation process at the institution.

314Guide of Good Practices TEMPUS CORINTHIAMReferences:Aitches, M. & Hoemeker, T. (1992). Education Abroad and International Exchange,in Klasek, C. B. (ed.) Bridges to the Future: Strategies for InternationalizingHigher Education, (80–92), Carbondale: Association of International EducationAdministrators Secretariat.Bergknut, K. (2006). Internationalisation at Home at Malmö University. Retrievedonline 12/05/31 at: (http://www.mah.se/upload/GF/internationellt/Kommunikationsmaterial/IaH%20structures%20and%20work%20areas%202006.pdf).Biddle, S. (2002). Internationalization: Rhetoric or Reality? New York: AmericanCouncil of Learned Societies (ACLS Occasional Paper, No. 56).Fielden. J. (2008). The Practice of Internationalisation. Managing International Activitiesat UK Universities, London: CHEMS.Green, M. & Ferguson, A. (2011). Internationalisation of U.S. Higher Educationin a Time of Declining Resources, Australian Education International. Retrievedonline 12/05/31 at: (https://www.aei.gov.au/International-network/northamerica/PolicyUpdates-USA/Documents/Internationalisation%20of%20US%20Higher%20Education%20in%20a%20Time%20of%20Declining%20Resources.pdf).Hudzik, J. K. (2011). Comprehensive Internationalization. From Concept to Action,Washington, D. C.: NAFSA.Laitinen, M. (2012). The End of the International Office?. Retrieved online 12/05/31at: (http://chronicle.com/blogs/worldwise/the-end-of-the-internationaloffice/29312?sid=at&utm_source=at&utm_medium=enf).Mestenhauser, A. J. (1998). Portraits of International Curriculum, In Mestenhauser, A.J.; Ellingboe, B. (1998) Reforming the Higher Education Curriculum: Internationalizingour Campuses, (3–39), Phoenix, AZ: ORYX Press.Mestenhauser, A. J. (2011). Reflections on the Past, Present and Future of InternationalizingHigher Education: Discovering Opportunities to Meet the Challenges,Minneapolis: UMN.

Part III : Management of the International Relation Offices 315Chapter 4Objectives: roles and goals of the InternationalRelations Office4.1 International Teaching – An Important Task for the IROJolana NAVRÁTIlováThis chapter is written from the point of view of a faculty-based IRO located at a universityin the Czech Republic and attempts to reflect on the topic of internationalisation athome and suggest courses of action for various types of international relations offices. Afew introductory words might help the reader understand the context of our university.Like European universities in other post-socialist countries, Czech universities in the1990s were first and foremost concerned with catching up with the rest of Europe andsystematic internationalisation was thus hardly a priority. Disciplines which couldnot develop under the communist regime were established and a number of entirelynew faculties emerged. For example, Masaryk University in the 1990s established theFaculty of Economics and Administration (1990), Faculty of Informatics (1994) andFaculty of Social Studies (1998), and witnessed enormous growth in terms of studentnumbers. Although international cooperation has always been supported, internationalisationwith its present connotations came to the fore only after the introduction ofstandard exchange programmes such as Erasmus (1998), i.e. approximately ten yearslater than in Western Europe. The higher education reform and the implementation ofthe Bologna objectives after 2000 emphasized both competitiveness on a global scaleand incentives to create joint international degree programmes.Since 2000, Masaryk University has gradually moved from a central IRO model –focusing predominantly on exchange students – to a hybrid system, with decentralizedIROs at individual faculties becoming increasingly involved in various aspectsof internationalisation, e.g. curriculum formation, international student admissionsand support, and promotion and marketing. The central IRO still supervises largeexchange schemes (Erasmus, Erasmus Mundus Action II, ISEP) and university-widepartnerships and projects, and also acts as a coordinator for common meetings andstrategies. Both types of IROs interact and cooperate, thus ensuring a multi-level approachto the agenda.

316Guide of Good Practices TEMPUS CORINTHIAMFive years ago (around 2005), Masaryk University’s internationalisation strategies focusedprimarily on exchange students instead of on foreign degree students; this seemsto have been the case at many European universities (Muche, Kelo & Wächter, 2004:25). However, the development of programmes taught in English and the emphasisplaced on joint (and double) degrees has brought about the need for new practicesand new tasks for both teachers and administrators. IROs must be involved in internationalstudent recruitment as well as dealing with student admissions and support.All types of IROs will be able to employ the practices described below; if a specializeduniversity unit is missing, allies are to be found among student associations andinformal bodies.International education for local studentsAt the turn of the millennium, once European universities realized that mobility couldnot internationalise their students, ‘internationalisation at home’ became a key topic,with the focus shifting to the transformation of curricula (cf. Crowther et al., 2000).Curriculum changes must be discussed and planned at the level of individual courses,degree programmes and entire disciplines, but also at the level of overall institutionaldesign – and this is what IROs can stimulate. There are many approaches and aspects,and – in addition to the international dimension – multicultural education is also promotedto overcome the ethnocentric legacies espoused by many national educationsystems as well as in an effort to surpass the Euro(American)-centric bias of certainfields (e.g. the social sciences).The internationalisation of university curricula may be planned and measured in manyways – the OECD’s Centre for Educational Research and Innovation identified 9 examplesof internationalised curricula in its 1996 survey, many of them focusing onlocal students:• Curricula with international subject matter (e.g. international relations,European law)• Curricula in which the traditional/original subject area is broadened byan internationally comparative approach (e.g. international comparativeeducation)• Curricula which prepare students for international professions (e.g.international business administration)• Curricula in foreign languages or linguistics which explicitly address crossculturalcommunication issues and provide training in intercultural skills• Interdisciplinary programmes such as area and regional studies (e.g.European, Scandinavian, Asian studies)

Part III : Management of the International Relation Offices 317• Curricula leading to internationally recognised professional qualifications• Curricula leading to joint or double degrees• Curricula of which compulsory parts are offered at institutions abroad, taughtby local academics• Curricula in which the content is especially designed for foreign students(Nilsson, 2000: 22).Critics of this approach, like Nilsson himself, stress that in addition to cognitive objectives,changes in attitude must be included, and often also add intercultural learningand competencies including the “understanding and respect for other people and theircultures” (ibid.: 23). With this important addition, most of the list seems acceptable.It is clear that many of the above mentioned objectives are in the hands of academics– mostly teachers of individual departments – and university management. Forexample, since the 1990s, the curricula of all social science fields taught at MasarykUniversity have systematically incorporated global scientific results, foreign languagematerials have been introduced and student language competencies encouraged, practicalstudent skills implemented into the teaching and learning process, whole newdisciplines with international dimensions such as area studies (European Studies) andinternational relations were established and degree programmes were restructured.However, IROs of all types play an important role in the process, especially withrespect to ensuring the systematic and multi-faceted character of curriculum change:while the central IRO is indispensable in formulating university development strategiesincluding internationalisation objectives within the wider context of internationalcooperation and mobility, faculty-based IROs – which are closer to individual departmentsand home students – oversee their implementation and map the situation forsetting new goals. As a rule, international offices should be equipped with argumentscapable of persuading both management and teachers and prepared to fight for the internationalcontent and mediation of the curriculum. According to Nilsson curriculuminternationalisation may influence “larger number of students and be more effectivethan mere student mobility” (ibid.: 26).Experience with incoming students and mobilities acquired by IROs substantially influencesthe practices applied in the instruction of local students. For example, theestablishment of specialized semester-long programmes for incoming students initiatedby Masaryk University’s central IRO provided teachers with access to foreignstudents and their responses; this, in turn, enabled them to subsequently apply a moreglobalized and multicultural approach in their remaining courses, primarily for thebenefit of local students. Learning how to teach in an international classroom is one ofthe things IROs can help less experienced teachers with.

318Guide of Good Practices TEMPUS CORINTHIAMIn countries where languages of limited diffusion are spoken, instruction in Englishwill always be central both to incoming mobility and overall home internationalisation.Best practices of faculty-based IROs at Masaryk University include keepingtrack of the number and structure of courses taught in English at individual departmentsand monitoring the composition of the student body. Local students are thusable to mix with foreign students. Shared experience of many universities confirmsthat training programmes for teachers who want to improve their teaching in Englishshould remain available, and not be limited to some initial phases. In addition, specialtraining and support focused on junior teachers and Ph.D. students shows good resultsin the process of enhancement of the range of English courses.Student associations and clubs – including international clubs – greatly contribute tointernationalisation at home: local students involved in activities for and with foreignstudents will expand their horizons and perhaps even prepare for international mobility.Cooperation with student associations and activities thus brings mutual gains.While Masaryk University’s International Student Club administers databases andexperiences from a range of major exchange programmes, central and faculty-basedIROs focus on organizing high-quality activities for internationals and local studentsalike; numerous volunteers from among local students – some of them internationaldegree students – likewise help make ‘internationalisation at home’ actually happen.Courses for incoming studentsIntercultural competencies, however, do not consist solely of a simple mixing of students– specific multicultural learning and special methods should be applied. Thecentral Masaryk University IRO has inspired an Intercultural Communication coursethat explicitly works with intercultural awareness and strives to improve students’communication skills. At the moment, the course is offered to incoming students only.However, courses employing similar methods and focusing on the same kind of contentare being developed throughout the university, especially for the benefit of localstudents and their enhanced intercultural understanding.Masaryk University also developed a series of thematic courses designed specificallyfor short-term international students. Curriculum formation started with major exchangeprogrammes and with the central IRO playing a key role in filling the gap instudy opportunities. As in other countries, courses taught in English dealt with theCentral European region and its history, politics, culture and society. Stronger emphasismust still be laid on the disciplines and degree programmes which internationalstudents study at home, i.e. on their major subjects. With internationalisation in mind,IROs can help map the expectations and needs of international students and subsequentlyhelp enhance the range of courses taught in English while also mediatingfeedback to individual departments.

Part III : Management of the International Relation Offices 319For example, the Masaryk University Faculty of Social Studies IRO has been followingthe range of social sciences courses taught in English for several years, and – incollaboration with the vice-dean for international affairs and the individual departments– has been helping to develop a balanced selection in terms of semesters andlevels of studies; this may well be of interest to both incoming and home studentsalike.Important information may be obtained from data regarding the composition of thestudent body: it is unnecessary to point out that international students (both incomingand degree students) should not be educated in isolation; a varied mix of studentsfrom different countries and continents, to some extent interdisciplinary, not only bestfulfils internationalisation objectives, but also positively influences the topics and scientificdisciplines involved.Last but not least, courses teaching the local language should be encouraged. Even ifinternational students enrol mostly in courses taught in English, a (basic) knowledgeof the local language is indispensable for everyday survival and helps with integrationinto the local culture. Utilizing supportive data, IROs will be able to persuadeuniversity management structures to arrange such courses for all incoming students atmutually acceptable conditions. Students enroled in degree programmes taught fullyin English are often bypassed (as is the case with courses of Czech at Masaryk University)and this is where IROs could make use of their expertise and intervene.In a region as fragmented as Central Europe, with neighbouring countries only astone’s throw away, it is extremely important to include regional aspects in the curriculum.As mentioned above, such issues – including supra-national aspects – formthe focus of a specialized programme designed specifically for international students.Logically, the programme also includes field trips to neighbouring countries, providingstudents with first-hand experience and linking theoretical knowledge receivedin the classroom with field work. In the case of some courses – and not just in thehumanities – regional context and experience are vital even for home students. Therole of the IRO could thus be perceived as two-fold: in addition to promoting suchactivities among teachers, it might also offer logistical assistance.Degree and non-degree programmes for international studentsAt many universities, international offices play a key role in communication withdegree-seeking international students. In countries with open admission (i.e. wherefulfilling certain generally set prerequisites is considered sufficient), it is the centralIRO or central admissions office which is usually tasked with inspecting the equivalenceof prior education and other criteria in the case of international students (cf.Muche, Kelo & Wächter, 2004: 75). Sometimes, this might also be the case at smalleruniversities. Where a selective admission system is applied, with admission decisions

320Guide of Good Practices TEMPUS CORINTHIAMat the discretion of individual departments, faculty-based IROs may still play a supportingrole in the process. In real life the systems are often hybridized, but IROs areusually involved in the process in some capacity: if admissions are processed by otheruniversity units, then an IRO’s contribution might lie in the recruitment (includingmarketing, promotion and communication with prospective students) and support offull-degree international students.While twenty years ago European plans for full-degree international students generallypromoted studies in local languages, programmes taught in English soon provedto be more attractive. During the 2002 to 2007 period the number of European degreeprogrammes taught in English (in countries with local languages other than English)nearly tripled (Kelo & Rogers, with Rumbley, 2010: 42); this increase – boosted bythe Bologna process – continues to date.As a result, admission and pre-arrival guidance as well as support during their studieshave increased in scope and importance, especially for international students whoknow nothing or very little of the local language. However, it is essential to note thatinternational students studying in the local language also require a great deal of specialattention and assistance. IROs or admissions offices specializing in international studentissues usually become involved, even though a university may have outsourcedthe initial inquiries to an external agency (cf. Muche, Kelo & Wächter, 2004: 65–71).For example, most faculty-based IROs at Masaryk University are in charge of admissionsand student support (administration) for students of programmes taught inEnglish. Naturally, international students enrolled in degree programmes taught inCzech also make use of the services and assistance provided by the IROs, especiallyat the beginning of their studies. At most universities, IROs also tend to contribute towebsites, social network profiles and other online tools (e.g. Facebook, Twitter andSkype) with international students in mind.Other university units including admissions offices, student counsellors and academicadvisory bodies also take part in the task, but the role of the IRO is essential; moreover,in case no other specialized units are designated for advising international degreestudents, IROs should offer their support prior to arrival as well as during the courseof studies – ‘student perspective’ has confirmed it as vital (Kelo & Rogers, with Rumbley,2010: 51–72).In addition to their role in communication, IROs can also offer expertise in institutionalor departmental (English-taught) degree programme planning. They can helpuniversities evaluate their potential as well as local country-specific attractions andconsequently focus on certain types of programmes or disciplines. In Europe, a 2007survey showed that 79% of all degree programmes taught in English were offered atMaster’s level (one or two-year-long programmes) with the Netherlands leading thechart (Wächter, 2008: 31–33). With the overall figures in mind, universities may thus

Part III : Management of the International Relation Offices 321focus on establishing Bachelor’s programmes or introducing Master’s programmesin areas outside of the ‘traditional’ domain of instruction in English (English-taughtcourses and programmes have frequently been limited to fields such as business studies,international relations, etc.) or vice versa, in accordance with the particular strategiesthey wish to adopt in order to attract international applicants.Faculties and departments wishing to introduce new English-taught degree programmes(or programmes intended for international students) should consult IROs toascertain the situation at their university, utilizing experience obtained by colleaguesat other faculties and departments and building on their feedback.A recent – and controversial – phenomenon in international education is the crossborderor off-shore delivery of programmes. This may be characterized as the transferof the form and content of a programme or part of a programme from one university(usually European, North American or Australian) to a third country, targeting studentsin that country; e.g. the University of Nottingham, a pioneer among Britishinstitutions, has campuses in Semenyih, Malaysia and in Ningbo, China. While suchprogrammes can make Western curricula and academic standards more accessible tolocal students and bridge the gap between cultures, they may also reinforce ethnocentricnotions. In view of the latter, such programmes seem driven by revenue rather thanby philanthropic sentiment. In many cases the responsibility for such programmes lieswith the IRO and while this may be helpful in that such links can produce ties with aregion with exchange programme potential, it may also result in a burden which willdrain the IRO of both energy and time reserved for other essential tasks.In the case of the design and planning of non-degree programmes developed for internationalstudents, the role of the IRO becomes even more important. For instance,individual courses introduced by the central Masaryk University IRO for the very firstincoming students gradually developed into the Central European Studies Programmeand were subsequently offered as a semester-long programme concluded with a certificate,thereby enhancing the university’s attractiveness among e.g. US students.Double and joint degreesMore than any other type of project, degrees developed in cooperation with internationaluniversities (and other institutions) clearly indicate just how important an IRO’sexperience is. One should be aware that all types of jointly developed curricula count,since, as Bernd Wächter puts it: “Even though the joint degrees now enjoy a muchhigher prestige than [double degrees and fully integrated and recognised study-abroadperiods], the difference is in certification rather than substance” (2008: 16).While one part of an IRO’s efforts may focus on the recognition of studies abroad (DiplomaSupplement), its other activities may include the development of double and

322Guide of Good Practices TEMPUS CORINTHIAMjoint degrees – the latter being an example of more integrated and jointly developed curricula.A substantial growth in the numbers of joint and double degree programmes tookplace in the wake of the Prague ministerial meeting in 2001, even if they are in no aspectan “invention of Bologna the Process” (Wächter, 2008: 35-36), and they have flourishedsince then. Their expansion in the last decade, nevertheless, is a direct outcome of theabove mentioned emphasis ascribed to them in European higher education. Projects likeJOIMAN and JOI.CON, funded by European Commission sources and including bothuniversity and non-university members from several European countries, have helpedcreate guidelines and test the development of such programmes.The role of IROs includes much more than gathering suggestions for potential partnersand inspecting project formalities: the legal norms of participating countries anduniversities must be synchronized, academic calendars and admissions systems compared,common promotion and marketing mechanisms established and target audiencesidentified. Prospective sources of funding form another important aspect. Naturally,individual departments and teachers tend to focus primarily on the programmecurricula and evaluation of applicants, and this is why IROs must be ready to offertheir expertise to joint and double degree projects. All parties involved stand to benefitfrom sharing various sources, guides and seminars.Joint programmes should not be introduced merely for their own sake; the partiesinvolved must take care to identify the strengths of the joint curricula and closelymonitor their sustainability. While individual departments may limit their scope to theacademic aspect, IROs must focus on promotion and funding, e.g. by keeping track ofsimilar international programmes.One of the outcomes and recommendations of the JOIMAN project is the need toensure institutional commitment. It states that “It is important for obtaining the necessaryinstitutional support in terms of human resources, direct funding, scholarshipsand international student services. It is essential for each partner to be committed andready to invest (money, infrastructure and/or personnel); moreover, the involvementof individuals is not sufficient, the entire project must take place at an institutionallevel” (Girotti, 2011: 100).The role of the IRO is crucial in that it represents – at least when in operation – the entireinstitution. In addition to that, involved IROs can from the central create synergywith other relevant programmes and initiatives.As in other areas, internationalisation per se should not be the ultimate goal. Naturally,higher education institutions were already substantially international even before theterm itself was coined in the late 1980s, at least in comparison with many other institutions(cf. Teichler, 1999: 6). Therefore, in the field of teaching and curriculum development,it is possible to build on university traditions and best practices, developingboth within the scope of wider strategies with suitable partners.

Part III : Management of the International Relation Offices 323References:Crowther, P. et al. (2000). Internationalisation at Home. A Position Paper, Amsterdam:EAIE.Girotti, F. et al. (2011). How to Manage Joint Study Programmes? Guidelines andGood Practices from the JOIMAN Network, Bologna: Bononia UniversityPress.Muche, F., Kelo, M. & Wächter, B. (2004). The Admission of International Studentsinto Higher Education. Policies and Instruments (ACA Papers on InternationalCooperation in Education), Bonn: Lemmens.Kelo, M. & Rogers, T. with Rumbley, L. E. (2010). International Student Support inEuropean Higher Education. Needs, Solutions and Challenges (ACA Paperson International Cooperation in Education), Bonn: Lemmens.Nilsson, B. (2000). Internationalising the Curriculum. In P. Crowther et al. Internationalisationat Home. A Position Paper. Amsterdam: EAIE. pp. 21–28.Teichler, U. (1999). Internationalisation as a Challenge for Higher Education in Europe.Tertiary Education and Management 5, pp. 5–23.Wächter, B. (2008). Mobility and Internationalisation in the European Higher EducationArea. In M. Kelo (ed.) Beyond 2010. Priorities and Challenges for HigherEducation in the Next Decade (ACA Papers on International Cooperation inEducation), Bonn: Lemmens. pp. 13–42.

324Guide of Good Practices TEMPUS CORINTHIAM4.2. Core IRO Activity: Outgoing and Incoming MobilitiesFredrik SjöResponsibility for student exchanges – both outgoing and incoming – is the mostvisible and arguably the most important task of any IRO. This sub-chapter deals withmobility administration, primarily from the point of view of Lund University.4.2.1. Outgoing StudentsSelecting partner institutions:Numerous factors affect the selection of partner institutions. However, with respectto student mobility, certain areas are more important than others. In order to ensureefficient mobility both to and from a university, specific factors must be consideredprior to concluding an exchange agreement.• Prior to selecting an exchange agreement partner, it is important to investigatewhether the studies conducted at the partner institution can be transferredto a relevant degree programme at the home institution on return. Unlessthis is possible, students will most likely not be interested in applying forthe exchange. Examining the potential partner’s programme and coursecurriculums could thus offer insights which should prove helpful whendeciding whether or not the studies in question are easily transferable or not.• Conduct an inventory of courses potentially attractive for incoming studentsand, if possible, of courses your students would like to study while onexchange. The course profile of an optimal partner will be a good fit to theselists. In case of a language barrier, investigate whether relevant courses areoffered in a language your students understand.• In the case that specific regulatory or administrative requirements arenecessary for the successful completion of an exchange, make sure thatthe prospective partner institution is able to accommodate such needs, e.g.should you require a transcript of grades in percentage form in order tofacilitate the transfer of results, make sure that your prospective partner iscapable of supplying grades in such a form.Information campaign among local students:Spreading the word about exchange opportunities is vital to reaching students suitablefor participation in the programme. Depending on how agreements are set up, avariety of strategies may be utilized in order to reach the students.• Good student ambassadors can easily do more to recruit students to theprogramme than any standard information campaign. By equipping former

Part III : Management of the International Relation Offices 325exchange students or students from a partner institution with materials andproviding them with opportunities to inform others about their experiences, itis possible to spread information very cost-effectively. Try to include currentor former exchange students in information meetings or study abroad fairs.• Providing information at an early stage is an important factor for planting theidea of going abroad: the decision to go on exchange is generally not a lastminuteone, so involving IRO staff in information campaigns for freshers canbe helpful in the long run.• Involving academic staff in the spreading of information is important, asthey can easily make or break a student’s passion for spending a semesterabroad by establishing a favourable or unfavourable atmosphere. This isespecially true with respect to agreements which focus on a specific studyarea. Try to get academic staff to act as ambassadors for internationalisationand encourage teachers to become involved in a positive way.• If scholarships are associated with the exchange, be sure to include details inthe information provided to the students. It may affect their decision to applyand influence what destinations they are interested in.Selecting and nominating students:The number of applicants interested in your exchange programme will determine theparameters for how the nomination process is to be handled. In the case of an IROwith a low number of applications per agreement, the selection process may often beresolved by merely establishing a certain set of application criteria which all studentsare required to meet. Such criteria may include a target GPA or a requirement that thestudent complete a specific portion or percentage of a degree.For IROs with high numbers of applicants per agreement, a selection policy should beestablished in addition to a set of eligibility criteria.• The fact that students act as institutional ambassadors should be taken intoconsideration. A good student on exchange will attract interest, developingrelationships with the partner institution. Asking for statements of purposemay serve as a useful tool for judging this criterion; such statements may addsubstantial merit to a student’s application.• When setting internal application dates for an exchange programme, it maybe a good idea to set the dates by counting backwards from the applicationdate established by the partner institution(s). It is essential to consider theamount of time necessary for the completion of all required administrativeprocedures at your university when calculating an approximate applicationdeadline.• Prior to nominating a student, make sure that the partner university offerscourses in the study area desired by that student. Part of this work may be

326Guide of Good Practices TEMPUS CORINTHIAMdelegated to the student by including a study plan requirement as part of theinternal exchange programme application process.Administrative and academic supervision and advisory services duringand after mobility periods:It is quite common for students participating in exchange programmes to adjust theirstudy plans shortly before or immediately after arrival at a partner university; thismust be taken into account when establishing policies and routines. You must ensurethat your system facilitates changes in the study plan. Should the course transfersystem be too rigid, study plan changes will significantly add to the administrativeworkload and put undue strain on students who are already abroad.• Advising students prior to their participation in exchanges and tellingthem what to expect can prevent problems associated with poorly plannedexchanges. It is advisable to host a pre-departure meeting with students tomake sure that everything is in order. In case such a meeting is conductedin a group setting, current exchange students or previous exchange studentswho have attended the partner university can help bridge gaps by sharingtheir experiences.• Administrators should be able to anticipate potential complications arisingdue to the transfer of courses by reviewing specimens of partner institutions’transcripts prior to sending out their exchange students. In the case of thegrading and credit systems being similar, then the transfer will most likelyproceed smoothly. However, in case of significant differences, it is essentialfor students and administrative staff to be aware of how the courses are to beassessed in order to ensure fair and equal treatment.Evaluation:The importance of thoroughly evaluating the exchange experience following the returnof students to the home institution cannot be underestimated Students are amongthe main beneficiaries of the exchange agreement; thus, If their experiences have beennegative, it may be necessary to re-evaluate the basis of the agreement.• Evaluations should be conducted soon after the students return home, withthe exchange experience still fresh in their minds.• Evaluations may be conducted either in the form of personal meetings withthe students or by having them fill out a survey or by combining the twomethods.• Do not focus purely on critical remarks; pay equal attention to studentsproviding positive feedback on their exchange experiences. Use thisinformation to improve your IRO and to develop your exchange agreements.

Part III : Management of the International Relation Offices 327• An individual student may sometimes go through an unpleasant exchangeexperience due to factors beyond the control of the partner university. Bemindful of this and refrain from perceiving an individual’s negative feedbackas a definite sign that the agreement as such is not working. Be supportive,help the student overcome their misfortune, address the situation and try todetermine the underlying reason leading to a negative assessment. In thecase that several evaluations point to the same problem, it may then becomenecessary to determine what course of action, if any, needs to be taken.4.2.2. Incoming StudentsStudent admittance and enrolment:The process of admitting exchange students to your university most likely differs fromregular admission procedures. It is therefore advisable to provide your partners withan updated info leaflet regarding your university’s exchange application deadlines andother useful information to help both students and partners follow the exchange applicationprocess you require. Make sure that the document is easy to understand. Keepin mind that you are communicating with people from all over the world. At the verybeginning of the process it is essential to provide the partner institution with informationregarding the exchange student application process and whether or not there areany restrictions. It is also important that the partner institution is well aware of yourdeadlines. Once the partner institution has nominated students and these students haveactually applied to your university, you may launch the course registration process.• When setting deadlines, take into consideration that the students have otherarrangements to make in addition to being accepted to your institution. Inorder to establish a suitable application deadline, it is advisable to proceed ina similar fashion as in the case of outgoing students, i.e. counting backwardsfrom the date of arrival, allowing for all necessary administrative procedures.Remember to provide sufficient time for administrative procedureswhich must be completed outside of your institution, e.g. visa applicationprocedures. Unless a sufficient period of time is provided between a student’sacceptance and the recommended arrival date, their participation in theexchange programme might be put at risk.• Ask your partners to provide a list of students nominated for exchange to youruniversity, so that you can follow their application processes and proceedwith admittance to courses according to the students’ study plan includedin their applications. In recent years software designed to handle incomingmobility has become available; provided your institution has access to sucha tool, you must determine who is responsible for filling in the data. Shouldyou decide to delegate this task to the students themselves, you will alsoneed to include their home coordinators, as they may need to verify data and/or upload additional documents. If your IRO has the resources, this type of

328Guide of Good Practices TEMPUS CORINTHIAMsoftware could constitute a good investment; however, one should be awareof the initial costs associated with such systems.• Include a condition which requires all nominated exchange students toprovide a transcript of records and a study plan with their application. Thesedocuments will help you evaluate their eligibility with respect to the coursesthey have chosen. This will give you time to discuss changes in the courseselection prior to issuing a letter of acceptance.• Consider requesting proof of the candidates’ language skills. This decisionshould ideally be left to the home institution, as it makes your university moreattractive (language tests are not free of charge) as well as promoting trustand cooperation. You could carefully inspect the first cohorts of students tosee if their home institution chooses their candidates carefully. Only if theseresults are unsatisfactory, should you consider requesting a standardizedlanguage certificate from each student.• Letters of acceptance should be sent out to students as soon as possible. Forall practical purposes it is preferable to dispatch them sooner rather thanlater.• Note that although the partner institution has nominated their students,you have no obligation to accept them if they are not deemed eligible. Itis advisable to notify the partner institution as soon as you find that youwill not be able to accept a student, informing them of the grounds for yourdecision. Most partner institutions will have no problem accepting this. Notethat sending your partners a detailed information sheet before they beginnominating students decreases the likelihood of their nominating ineligiblestudents.• When you send out letters of acceptance, it may be a good idea to attachadditional information you want to provide the students with at that point.It is important to consider the timing and amount of information sent to thestudents in order to ensure that they pay attention to the most important datesand procedures.Orientation:The orientation programme for incoming exchange students is important, as it providesincoming students with an introduction to your institution and sets the tone asstudents begin to absorb the culture of your institution and of your society. A wellconstructedorientation programme introduces students to both academic matters andthe local social environment. Orientation programmes may include activities suchas language classes, security information, excursions, seminars, social events, sportactivities, information meetings, photography, etc.• The orientation programme may include informational components designedto start before the students have arrived at your institution, providing them

Part III : Management of the International Relation Offices 329with knowledge and contacts well in advance of their departure. Not onlywill this approach help deal with culture shock, it will also lower the numberof questions submitted to the IRO.• Buddy or mentorship programmes are employed by many universities as apart of the orientation programme. By using international mentors from thehost institution, the IRO can divert many rudimentary questions away fromthe liaison offices as well as providing a platform for the students to createa social network during their exchange. In order to engage your studentsas international mentors you must first assess their overall willingness toparticipate in such a programme. If you have a substantial number ofvolunteers, few incentives will be required. However, if your students lack themotivation to play the part of international mentors, more enticing incentivesmay be needed, e.g. monetary compensation, credit points, or perhaps asystem providing ranking advantages during the selection processes foroutgoing exchanges. Find ways to motivate your students to volunteer asmentors: it is a rewarding experience which adds value to their future merit.In addition, it is a great help for the IRO.• The peak activity period of the orientation programme should be carefullyorchestrated. It might be a good idea to set exchange student arrival datesprior to the official beginning of the semester. This will give your institutionthe opportunity to focus on exchange students without the added pressureof dealing with regularly enrolled students. It will also allow incomingexchange students to familiarize themselves with your institution before theyare asked to deal with coursework.• It may be beneficial to keep the orientation programme running even after theinitial arrival period. Some universities keep their orientation programmesrunning long after the students have arrived, continuing to host eventstargeting exchange students. In addition to helping the students themselves,this system may also give staff the chance to meet students and providethem with useful information. The duration of the orientation programmewill depend largely on the ambition and the policy of the university, ormore specifically, to what degree and to what level the university wishes tobecome internationalised.Academic and administrative supervision and advisory services duringand after mobility periods:Once students have arrived and are enrolled in courses, they should require less administrativeassistance from the IRO than they did prior to their arrival. Internal administrativeprocedures will largely dictate the administrative workload. For institutionsthat allow a drop and add period, the administrative workload may be moreextensive and the IRO may thus have to supervise exchange students more carefullyduring this period.

330Guide of Good Practices TEMPUS CORINTHIAMMany universities employ learning agreements in their exchange programmes. Inthis case, students will have decided what courses they should be taking prior totheir arrival at the host university. This makes changes in the study plan an issuethat concerns not only the student and the host IRO, but the partner university aswell.Following the end of the exchange programme, a student transcript must be submittedto the home university. Many universities have a policy which calls for such transcriptsto be sent directly to the home institution’s IRO.• With respect to study counselling, the role of the liaison officer must bedefined. If such officers are to act as study counsellors, this should be takeninto consideration during the structuring and staffing of the IRO. In thecase of study counselling not being among the duties assigned to the IRO,staff must know where to forward study-related questions. Staff must alsobe advised that exchange students often ask questions which might not beadequately answered by traditional study advisors.• When dealing with students who exhibit signs of potentially failing theircoursework, the IRO should follow a previously established policy.• In order to prevent ‘academic tourism’, the IRO should establish and enforcea policy requiring that students enrol in courses worth a specified minimumnumber of credits.Evaluation:As in the case of outgoing students, evaluations completed by incoming students canprovide a good deal of insight into the efficiency of the exchange process.However, there are some factors to keep in mind when designing an evaluation procedure.Exchange students have a tendency to leave the host university on differentdates, and it may be hard to keep track of their individual departures. Though an IROmay institute a regulation requiring that an exit meeting be held before departure,such a regulation may be hard to enforce in practice. In view of the above, the mostpractical way of gathering feedback is probably via the internet. The downside of thisapproach is that the subtle or tacit information that might be acquired in an interviewsituation may not be collected.For many exchange students, their time abroad is quite overwhelming and impressionsgained at the beginning of their exchange period may fade or become vaguetowards the end, especially if the exchange period is a longer one. If many incomingexchange students stay at your institution for an extended period of time, you maywant to consider an initial evaluation – held shortly after their arrival – which specificallytargets their impressions of the orientation programme.

Part III : Management of the International Relation Offices 331As in the case of outgoing students, it is always possible that some students will, forreasons beyond the control of the IRO, have a less than pleasant stay. Isolated problemsmay always occur in complex situations. Keep in mind that although criticismfrom individual students should always be taken seriously, a single negative feedbackform does not necessarily suggest that the incoming exchange process needs to berestructured.

332Guide of Good Practices TEMPUS CORINTHIAM4.3. University Radar – IRO’s role in the Inter-University RelationsMartin GlogarUniversities, one to another, are competitors, but they do and have to cooperate. Thetimes of open cooperation have disappeared and we have seen in the last 15 years ashift leading to marketization and entrepreneurialism in higher education. Regardlessof this trend, the necessity to cooperate with each other, even if in some aspects theuniversities remain competitors, does not diminish. The task to develop and sustainrelations, primarily with the international partners on behalf of the university lies withthe IRO –in fulfilling this task the IRO becomes a “university radar”. These relationsmaterialize in various forms of cooperation. For the sake of simplicity we can presentfour main types of formal cooperation:• Agreements – “traditional” bilateral partnerships with various depths– providing either for general “strategic”, or specific (such as mobilityexchange) cooperation – and widths – university-wide or narrow departmentbasedcooperation.• University Networks – larger groups (can vary between 5-80) of universitiesbrought together with the aim of creating a long-lasting platform to meet,share ideas, and work (exchange of students, summer schools) and eventuallyto apply for external funding. A very important key to success is exclusivityand the prestige of the given network.• Consortia – smaller groups (usually no more than 10) of institutions broughttogether to achieve short- or mid-term goals with a relatively small impacton the institutions, such as to run European projects (e.g. in the frameworkof Erasmus Mundus or Tempus).• Other joint initiatives (national, regional or international).As important as the four forms above, or perhaps the most valuable, are informal linksamong the universities and their personnel. These are connected with personal ties ofthe IRO staff and faculty members with their counter-partners and constitute a vitalnetwork of professional bonds.These are not included in this chapter, as they are difficultto formalize, but they are still an important part of the work of the IRO staff. Verypractical guidelines on how to network and systematically build one’s own personalcontacts are available in other titles (e.g. Ortiz & Pampin, 2007: 119).The purpose of this chapter is to look at inter-university relations from the point ofview of the IRO. There are many ways in which teachers and researchers communicateand work with their international partners (through joint research, taking part inscientific conferences, etc.), but this is out of the reach of this study. I will thereforefocus primarily on the formal ways of cooperation and other links which are important

Part III : Management of the International Relation Offices 333either for the whole institution or for the work and efficiency of the IRO. With regardto formal inter-university relations, their benefits to the universities are numerous,such as good and reliable partnerships for planned or undertaken projects, a sourceof inspiration, or a yardstick to increase visibility and move up through the variousuniversity rankings. Last, but not least, the saying “you are who you hang out with”applies in these cases as well.Bilateral agreementsAs stated above, these are one of the oldest formal ways of cooperation. They date tothe international “euphoria” after WWII, when European universities on both sidesof the Iron Curtain followed the lead of governments and other international organizationsin setting up initiatives, such as the Fulbright Commission and scholarshipsprogramme, or the first meeting of the Conference of Rectors in Europe which tookplace in Cambridge in 1955 (Gürüz, 2008: 134). The main function of the agreementsis to formalize the cooperation between the parties through written contracts. Theypreceded all current European and global mobility and partner programmes, and inmany countries, where these are still underrepresented, bilateral agreements offer themost viable way of cooperation.For the purpose of this study, by the term bilateral agreement I understand internationalcontracts setting up a framework for larger cooperation. There are many otherdocuments with similar formal aspects – two parties, signatures of representatives,such as a Letter of Mandate to jointly run a specific project – but these do not fallunder the umbrella of this study. Nor should we talk about other documents signedon behalf of the university as legal contracts. Our agreements have a different nature;they are to be viewed as more like “gentlemen’s agreements” expressing willingnessto cooperate – something similar to the term Memorandum of Understanding whichis often used for these purposes – and hence liability and arbitration clauses should beminimized or excluded. Practically this means that such documents are assessed byIROs and not the legal office (at Masaryk University the legal office is in most casesexcluded from the assessing stage and the Rector signs it only if IRO asks him to).In order to have a functioning bilateral agreement two crucial things need to be done– there must be a good match, and an appropriate format has to be chosen – let’s havea look at both in detail:Selecting a good partnerThe world of academia has been obsessed with rankings in recent years. The rankingsmight fulfil a good role in many ways, but their functionality for assessing potential partnersfor cooperation is somewhat limited. It is much more important to identify whetherthere are similarities in profile, values, size and academic programmes, than how high

334Guide of Good Practices TEMPUS CORINTHIAMthe partner scored in a ranking. In fact it might be more relevant to look for institutionsplaced similarly in the rankings, not for the ones which are high up on the ladder.In addition one has to take into consideration what subjects have an interest in signingthe agreement at both ends and what purpose the agreement should serve. The issueis twofold: Who is presenting the agreement at home, whether the administration,IRO, faculty/ies, or individual professor/s. And at the same time it is very importantto know how committed the institution at the other end is, and who is talking on theirbehalf. This all relates to the question of what projects and initiatives are to be carriedout in the framework of the agreement, who will coordinate the activities and how theactivities will be monitored.The most common purpose of the bilateral agreements is student and teacher mobility.Below I present how the assessment of the potential exchange partner is done atMasaryk University:• Indicators:• Available courses• Programme restriction (if any)• Administrative services• Housing• Financial feasibility• Bilateral interest in exchanging students• Safety• Sources:• Websites for international students• Websites with students’ feedbacks• Partners’ feedback• Exchange of info sheets (special forms where information on all ofthe above questions are provided).Selecting a good formatThe agreements take various forms and it showed as good practice at many universitiesto differentiate among them. Jeroen Torenbeek (2005: 33) differentiates four typesof agreements:• A bilateral agreement between two higher education institutions covering theexchange of students in all disciplines;

Part III : Management of the International Relation Offices 335• A bilateral exchange agreement between particular faculties/departments;• Participation in a programme such as ISEP (see http://www.isep.org/);• An agreement between higher education institutions where students pay afee for taking courses.Masaryk University has evolved a different system, as the third Torenbeekcategory would be covered by university networks (see the subchapter bellow), butmore importantly there are two different criteria used to structure the university agreementsat MU. The first one has to do with the jurisdiction of the given agreement, i.e.whether this is going to be a university-wide agreement signed by the rector, or by thedean of the relevant faculty. The second aspect measures the level of the universitycommitment.In respect to the former, the trend is to make the agreement as flexible and practicalas possible, which means that unless the agreement serves more faculties, it shouldbe signed by the dean of the faculty in question, or even by a department head – thisis a principle of subsidiarity. Although the Czech Higher Education Act authorizesdeans and departments’ heads to sign an agreement on behalf of their unit, for the sakeof prestige and/or policies on the partner’s side, there is sometimes a request to haverectors’ signatures even for the agreements with a limited jurisdiction. A possible solutionin such cases is to have the rector co-sign the agreement which is, however, stillworded only for the given Faculty or department. In either case faculties themselvesare responsible for their policy and do not need approval from the central bodies.This policy of subsidiarity was implemented on the basis of a survey of all faculties ofMU which was conducted by the Office for International Studies – Masaryk Universitycentral IRO – in 2002. The survey tried to determine which agreements were infact active and which not; according to the reports, somewhere between a quarter anda third of all agreements seemed to be dormant. Many of these bilateral agreementsseem to have been signed, and were sustained, on the basis of contacts between onlyone or two professors on each side. Though this might be fruitful at the departmentallevel, for agreements at the faculty and university levels this almost always runs therisk of the agreement becoming an empty shell once the individuals involved moveon to another university or retire. For that reason, the policy of MU (and the Office forInternational Studies) is to develop more extensive ties with fewer universities ratherthan limited and vaguely defined ties with large numbers of universities, and also ifthere is a demand to sign an agreement with a new partner, unless more units at theUniversity are represented, the document is signed at a lower level.The second criterion used at MU – university commitment towards the new agreement– is exercised with the central university policy and is mandatory only for theagreements signed by the rector. In practice only agreements with an impact on the

336Guide of Good Practices TEMPUS CORINTHIAMuniversity at large should be signed by the rector, which means that the agreementmust serve at least two faculties or university units, or students from more faculties (ifthe agreement is to facilitate the exchange). Over the years Masaryk University hascome up with the following formats of university-wide agreements:• General agreements – documents setting the cooperation at large. Frommobility of students and teachers, through to joint research and initiatives(such as summer programmes) to collaboration. They form so called strategicpartnerships.• Specific agreements – documents with limited force, defining cooperation inonly some areas. These can vary accordingly:• Research agreements – these agreements are usually presented by thefaculties and their main purpose is to secure the use of research facilities,create an official platform to seek support for larger research projects,and/or determine the character of joint research.• Mobility/exchange agreements – these agreements are usually presentedby the IRO and they should create a platform for the exchange ofstudents/teachers/non-academics.• Erasmus bilateral agreements – a special case of mobility agreement,which is by far the most common among EU institutions. Theseare very simple in format and are signed at the department level.Institutional commitments are represented by the signature of a socalledinstitutional coordinator of the Erasmus programme.• Joint programme agreements – agreements to facilitate the successfulimplementation of the joint programme (Very instrumental for draftingsuch an agreement is the JOIMAN cooperation agreement templatewhich serves as a checklist of the important topics and headings whichneed to be addressed and agreed among the partners. The template isavailable in Girotti, 2011: 209). .• Letter of intent to cooperate – the least strong document, only vaguelyexpressing a will to seek some sort of cooperation. Ideally, this is the firststep which eventually leads to the establishment of more concrete initiatives,but sometimes this document substitutes stronger documents, especially insituations where it is politically or diplomatically required to have some sortof document in place, but where no concrete form of cooperation has beenidentified.Drafting the agreementsWith the establishment of the Erasmus programme which provides a muchbetter framework for student and teacher mobility (easier marketing, recognition,funding, etc.), many European universities ceased to use the standard bilateral agreementsfor exchange purposes with a few exceptions. Nevertheless for exchanges

Part III : Management of the International Relation Offices 337where at least one partner is from outside of Europe, the agreements are still vital andit has been the experience of many European universities trying to keep their globalwindow open that the most common standard agreement is the one to facilitate theexchange of students. It would be quite interesting to see the future of the student exchangeagreement after launching the Erasmus for All programme, as it will replaceseven existing EU programmes for education with one, including also the mobilityscheme with non-European countries. But for the time being, student exchange agreementsstill fulfil their role, and hence below we present the elements of such an agreementused by Masaryk University:• Number of exchangees and their level of studies (BA, MA)• Duration of stay• Exchange programme – academic aspects (available courses, credit systemsand their transfer)• Recruitment, selection and admission• Tuition fees• Services offered to exchangees (housing and visa, orientation)• Students’ rights and obligations• Possible financial support• Reference Offices• Termination of the Protocol• Signatures and datesUniversity NetworksA very useful tool for achieving university goals in internationalisation is participationin the university networks. The university networks are a younger phenomenonthan the bilateral agreement; they appeared in the 1980s and in many ways enhancedcooperation among the universities. As an example – in 1981 the European Commissionset up a pilot scheme called the Joint-Study Programmes which provided forstudent mobilities for periods of up to one year and included also some funds, thoughon a moderate scale. The pilot being successful led to the inauguration of the ErasmusExchange programme in the form we know today; and one of the groups who tookpart in the pilot decided to formally create a network to continue the cooperation andpursue some other goals under the name the Utrecht Network – not coincidentallyboth foundations took place in the same year (1987).There is no set definition of a university network, as they all take various forms andhence create quite a heterogonous group. Gyöngyi Pozsgai and Tímea Németh, how-

338Guide of Good Practices TEMPUS CORINTHIAMever, find the common feature of a network in “relations between the actors play akey role in the effectiveness of a university network whereas the main task of a goodnetwork is to ensure the continuous flow of information between the network and itsmembers as well as among the network members” (2009: 3). But what makes universitynetworks so unique, what is their goal in the current setting? Pozsgai and Némethexamined the founding documents (Mission or Statute) of some major European universitynetworks (EAIE, EUA, UNICA, Coimbra, Compostela Group of Universities,Danube Rectors’ Conference, Alps Adriatic Rectors Conference) and came up withthe conclusion that they define quite similar objectives. These are as follows:• To internationalise higher education• To promote international education• To meet the professional needs of individuals active in internationaleducation.• To promote policies, inform members of policy debates• To develop partnerships, to provide networking opportunities• To promote academic excellence• To provide information on European initiatives and programmes• To strengthen the position of European universities in a global context(Pozsgai & Németh, 2009: 4).Similarly Eric Beerkens & Marijk Derwende (2007) sees networks (although they useterm Higher Education Consortia) as a horizontal arrangement between higher educationinstitutions which are based on equity and where collaboration takes place throughcoordination. The important aspects of the sustainability of the networks are the presenceof the central office, and professional staff responsible for the organizational matters,and administration which can include a chair (President), board (Executive Committee,Steering Committee), and other usually bodies. These bodies are usually electedat the general meeting or another assembly of all the member institutions.At the present time, Masaryk University is a member of seven international universitynetworks or associations. The central IRO is responsible for facilitating contacts withand representing MU at two of them: the Utrecht Network and the Compostela Groupof Universities. In the past, the main activities of these two networks have centred onstudent and teacher mobility in Europe, the USA and Australia, summer schools andadministrative staff mobility. Increasingly they are moving to more interaction at anacademic level, in the form of special interest groups bringing together teachers interestedin research in specific areas, as well as in the preparation of proposals for jointdegrees. The contacts and information exchange from both networks were crucial forprompt and successful participation in the Erasmus Mundus External Cooperation

Part III : Management of the International Relation Offices 339Window programme and other European projects. It has been a good practice that onestaff from IRO is assigned as the contact person for one network and secures communicationbetween the institutions and the network, and communicates results andplans of the network within IRO and more importantly with other university units.The contact person along with the office Manager attends the annual meetings of thenetwork and acts there on behalf of the university. Despite the fact that there is an annualfee which has to be paid annually to cover the activities of the network, the addedvalue of the membership is high and is worth the fee.As with so many other trends in internationalisation of the higher education, Europeis by far the most active with setting up and joining the networks. The survey carriedout in 2009 by Chripa Schneller and her team shows that amount of solely Europeannetworks (40+) was nearly even with the number of all the other existing networks –there were about 8 of them in Africa and America, about 15 in Asia, and more than 20with the global profile (see the table in the appendix). In either case, I believe that theexperience is transmittable to the Middle East and can be of a same or similar benefitas in Europe. Bellow is a list of some university networks:• Coimbra Group – 40 European universities, founded in 1985 and formallyconstituted by charter in 1987; network of long established, most reputeduniversities of Europe.• Compostela Group of Universities – more than 70 universities all overthe world (particularly Spain and Latin America), established in 1993;cooperation in the higher education sector all over – and out of- Europe.• International Research Universities Network – 9 universities, initiated in2006; focus on advanced research cooperation.• League of European Research Universities – 21 HEIs, established in 2002.• Matariki Network of Universities – 7 universities, network created in 2010.• UNICA – Network of Universities from the Capitals of Europe – 43universities.• The University Network of the European Capitals of Culture – 44 universities,established in 2006.• Utrecht Network – 31 universities from 28 countries. Established in 1987;promotes cooperation in the higher education sector all over – and out of-Europe.ConsortiaThe most recent form of cooperation among the institutions are consortia. There is noclear definition of the term “consortia”, nor a clear and distinctive understanding ofit. Eric Beerkens and Marijk Derwende (2007) for instance use a term “consortium”

340Guide of Good Practices TEMPUS CORINTHIAMfor an entity which corresponds with the subject of the chapter above – networks.The author’s definition of the term is however different – it corresponds with the contemporaryphenomena such as joint programme, Erasmus Mundus, and other project– based ways of cooperation, as presented by Girotti (2011: Introduction). The maindifference in comparison to the network is that the consortia are usually smaller andloosely connected together. They are formed with usually short term and concreteplan, or objective to carry out specific project. In most of the cases they involve onlysingle or few units from the university, directly participating at a given project. In addition,the structure of the consortia is usually quite informal – there is no board, chairand other specific task groups.Consortia tend to be based on existing relationships such as bilateral agreements.Alternatively they recur on ties and communication channels hitherto established inthe context of other programmes (regional – such as Central European CEEPUS, ormore international ones such as Tempus). In addition, mobility programmes (students/teachers) and/or research relationships were often in place prior to the establishmentof the consortium. In frame of the EU programmes in order to secure success whenapplying for funding, it is important to keep in mind geographical balance, representationof various HEI, etc. Individual performance can be important indicator forestablishing bilateral cooperation, enhancing already existing links, or inviting to newconsortium, networks or carry out new projectsIRO takes part at various consortia through their participation in projects. But it isvery likely, especially for the contacts within EU or with EU, that the concept of consortiumwill become more important. This is quite likely through the new Erasmus forAll programme which foresees cooperation among the universities in the frameworksof larger groups, and especially with its focus at the join programmes.Other joint initiativesApart from the above mentioned forms there are other ways of linking universitiesformally. Very important aspect which is very often left aside as this does not seem tobe internationally attractive is cooperation at the national or regional level.An interesting example of such cooperation is a project called The Brno Universities.This cooperation at the municipal level with six higher educational institutions (5 publicand 1 state), the city of Brno and, the South Moravian Region have produced manyinteresting products, such as joint representation at the various fairs (EAIE conferencebooth annually), possibility of doing part of studies at another institution (primarilyfor the international exchange students), creation of the South Moravian Centrefor International Mobility (http://jcmm.cz/en/), and projects, such as South MoravianCentre for Innovation (http://www.jic.cz), and Central European Institute of Technology– a project aiming to set up a Central European centre of scientific excellence inBrno (http://www.ceitec.eu/).

Part III : Management of the International Relation Offices 341IROs should contribute toward these initiatives through cooperation with their counter-partnersand by encouragement of other units at their universities to do the same.References:Beerkens, E. & Derwende, M. (2007). The Paradox in International Cooperation: InstitutionallyEmbedded Universities in a Global Environment, Higher Education:The International Journal of Higher Education and Educational Planning,Vol. 53, No. 1, 61-79.Girotti, F. at al. (2011). How to Manage Joint Study Programmes? Guidelines andGood Practices from the JOIMAN Network, Bologna: Bononia UniversityPress.Gürüz, Kemal (2008). Higher Education and International Student Mobility in theGlobal Knowledge Economy. Albany: SUNY Press.Ortiz, A. & Pampin, A.S. (2007). Guide of Good Practices: Management of an InternationalRelations Office, Santiago de Compostela: Unidixital.Pozsgai, G. & Németh, T. (2009). The Marketing Function of the International UniversityNetworks - The Case of the University Network of the European Capitalsof Culture (UNEECC). Retrieved online 12/03/08 at: (http://www.emuni.si/Files/Denis/Conferences/EMUNI_HE-R/Proceedings/Papers/38.pdf).Schneller, C. et al. (2009). Handbook of International Associations in Higher Education,Brussels: ACA Secretariat.Torenbeek, J. (ed.) (2005): Managing an international office, Amsterdam: EAIE.

342Guide of Good Practices TEMPUS CORINTHIAM4.4. IRO as an Agent of the Internationalisation at HomeMartin VašekInternationalisation at home (IaH) is “Any internationally related activity with the exceptionof outbound student and staff mobility” (cf. Crowther et al., 2000). The idea isthat integration of internationalisation in all activities of the university is a large chunkof IaH. And importantly, this is better done by each part of the university responsiblefor a particular activity. The IRO can have a promoting and facilitating role but notthe actual implementing role. If the IRO takes all responsibility, internationalisationwill not be spread at the university and it will remain something that is not prioritisedin each budget. This section aims to provide an experience of Masaryk Universitycentral IRO in respect to IaH.The key documents for development of internationalisation at Masaryk University(Strategy for the internationalisation of Masaryk University from 2003 and StrategyTheses of Internationalisation for the period of 2010-2015 from 2010) place the internationalisationat home processes among their main goals.The older strategy (from 2003) emphasizes the most important areas for internationalisationas those of study opportunities, foreign languages, research, services forinternational students, and Masaryk University publicity. Most of the above statedcategories also touch the area of internationalisation at home and resulted in in-homepractical steps towards the fulfilling of the given goals. The recent strategy (2010Thesis) stresses quantitative criteria regarding internationalisation, but nonethelesslaid several important prospects regarding internationalisation at home which shouldbe achieved. The increase in the number of accredited programmes taught in Englishwill bring further demand for proper language requirements throughout the university(at an academic as well as administrative level) because of foreign students and staff.Additionally, the strategy also aims at an increase in the number of foreign teachersand general conditions for making the university environment friendly for incomersfrom other countries.In general, the concept of internationalisation at home works with the assumption thatthe world meets at the given institution. The statement ought to result in openness ofthe institution to the outer world which brings foreigners to the local environment.The local university actors play a crucial role in welcoming foreigners to the localarea and in providing them with the environment in which they feel safe and comfortable(language and intercultural preparedness of the academic and administrative staffand students, information systems in English, course/programmes taught in English,building directions, course/programmes taught in other languages). On the other handthe local community takes advantage of having foreigners there which also produceslocal-international interactions (foreigners impacting the local community and viceversa).

Part III : Management of the International Relation Offices 343Below we present several activities and events Masaryk University undertook in orderto manage the goals mentioned above (an example for some categories – students,academic and non-academic staff, facilities).Identifying language skills for particular jobsThe Personnel Department, working in cooperation with the Office for InternationalStudies, has identified for each job category in the newly established complete list ofjob categories at Masaryk University the degree of foreign language knowledge thatwill be required. Four categories have been established. The discussions were held onthe precise qualifications these will correspond to in terms of already existing examinationssuch as the Cambridge Certificate, and on whether to institute a set of internalexaminations (to be carried out by the Department of Foreign Languages and/or thelanguage school at the Faculty of Arts).The official use of English• Standardization of terminology: This affects not only the institutions of theuniversity, but also, for example, terminology in study regulations and ondiplomas. In order to avoid confusion, as well as to avoid the use of unusualor misleading terminology, it would be highly desirable to standardizeterminology throughout the university.• English translations: Translations into English at the university varyimmensely. It is, admittedly, difficult for non-native speakers of English tojudge the quality of translations. Nevertheless, inadequate translations dothrow a bad light on the departments, faculties and even the university, sosome effort should be made to improve the quality of translations.• Signs: At various places throughout the university, various signs shouldappear in bilingual versions, Czech and English.International Student Club (activities for students)The International Student Club MU Brno (ISC MU Brno) is a non-profitable and nonpoliticalstudent organization established in 2003 in order to help exchange studentscoming to study at Masaryk University in the new setting. In 2004, ISC MU Brnobecame a part of the Erasmus Student Network (ESN) and in 2010 was awarded theESN STARlight prize for the most active section, ranking as the best club out of 343sections in 33 countries. Throughout the semester, ISC MU Brno organizes severalactivities. Their main aim is not only to promote better involvement of the exchangestudents in Czech student society and local cultural life but also to give Czech studentsthe opportunity of meeting exchange students and getting to know their culture. ISCMU Brno, led by Czech students, also allows them to try to run a non-profitable organizationby themselves. The main pillars of the activities are among others:

344Guide of Good Practices TEMPUS CORINTHIAM• Tutor programme – each incoming student is paired with one Czech tutorwho is supposed to help him/her after arrival and also during the whole stay.• Country presentations- once a week international students have the chance topresent their country to others (by a short theatre performance, dance, videoetc.).• Language courses – students can get involved either in language courses(one student teaching a group of students) or so-called tandem (two studentsteaching each other his/her mother tongue).• Social Erasmus – the goal is to enable foreign students not only to get to knowa new culture and educational system, but also to involve them in events forthe local community, including volunteering, educational, ecological andsocial activities such as teaching at schools, helping at a biofarm or visitinga foster home.Compact programme (soft/skill programme for academic, non-academicstaff and students of all levels)The Language Centre is a Masaryk University pedagogical and research institutionthat provides resources and services for members of all faculties who need foreignlanguages for their study, research or personal interest. The Language Centre has investedgreat effort and time over the past two and a half years (2011) on the Compactproject, which has engaged not just educators but also trainers, specialists and expertsfrom the corporate sphere. Courses in soft (management) skills in foreign languageshave been the leading part of the Compact project. It did not concern language trainingfor the sake of the language, but rather communication within a team environmentusing a foreign language. So in the courses, the instructors simulated work in an internationalenvironment. The courses were offered to MU employees, academic andnon-academic staff, and post-graduate and other students of MU.The programme offered 26 various courses taught in English (E), Spanish (S), French(F) and German (G). They included the following: Intercultural Communications (E,S, F, G), Presentation skills (E, S, F, G), Time and Stress Management (E), Negotiating,Argumentation and Assertiveness (E), Resolving Conflicts (E), Self-presentationand Job Interview Preparation (E, S), Emotional Intelligence (E), Project Management(E, G), Academic Writing (E), Videoconferencing Skills (E), CommunicationsSkills for Law and the EU (E), Communications Skills in Human Resources (E),Creativity (E, S, F), and Critical and Analytical Thinking and Self-reflection (E, S,F). Over nearly three years, 153 MU employees have been trained; of which 79 wereacademic staff members and 74 were non-academic staff members.

Part III : Management of the International Relation Offices 345MUST Week/ STELLA programme (for incoming non-academic staffand for MU non-academic departments and units)Masaryk University Staff Training Week is a week-long programme based on the patternof the LLP Erasmus Staff Training Week. The LLP Erasmus programme requiresat least a five-day programme for participants funded from its budget, therefore thismodel was the we applied. The Office for International Studies organizes a MUSTweek every academic year for at least two target groups covering administrative agendasacross the institution. Administrative departments are encouraged to join in andcome up with a specific programme for given target groups. Very often, one targetgroup agenda is covered by several faculty-level departments that are responsible forthe same area of expertise.As far as the general content of the week is concerned, the first and the last daysare organized together for all target groups giving them an introduction on intuitionand place, general information about the programme, a cultural and farewell session.Departments responsible for each target group then take responsibility for organizingspecialized content for participants within the rest of the week. Financially, the wholeweek is offered for free for participants excluding the cultural programme, but eachparticipant bears the financial burden on her/himself, very often using a grant from theLLP Erasmus programme.The STELLA programme is based on a similar scheme of hosting non-academic staffat Masaryk University. This programme is geographically determined for cooperationwith Latin America partners within the Compostela Group of Universities; so it isnot open publicly. STELLA programme participants take part in the same activitiesas mentioned above within the MUST Week. From the financial perspective, the hostinstitution covers accommodation (STELLA programme requirement).References:Crowther, P. et al. (2000). Internationalisation at Home. A Position Paper, Amsterdam:EAIE.

Part III : Management of the International Relation Offices 347Chapter 5Performance toolkit: support activities of theInternational Relations OfficeThe following chapter focuses on the activities the IRO does in order to achieve theobjectives connected with the goals presented in the previous chapter. The activitiesthis chapter features do not represent the full scope of the IRO’s responsibilities, butrather the activities relevant units which Masaryk and Lund University deal with.5.1. Attracting the Best in a Competitive Environment: InternationalMarketing ConceptRadmila DrobĕnováPromoting, marketing and recruitment would not have been viewed as a serious internationalisationactivity only 15 years ago. Worse, it was regarded as commercial, andthus deeply un-academic. (Kelo, 2008) What actually changed the attitude to marketing?Naturally, the increased competition between the European universities that tryto attract the international students that would fit into their university.Whilst the short-term mobility of students and teachers across country borders as wellas mutual cooperation with universities abroad were considered the main internationalisationactivities a few years ago, nowadays the attention is more and more drawn tointernational student recruitment. The trend is evident in United Kingdom, Germany,France or the Netherlands, in the more “advanced” countries that have a long traditionof receiving international students. And global competition for students is expected tostimulate rapid further growth in European recruitment activities over the next decade(Kelo & Rogers, 2010). There are many good reasons to believe this. During thepast decade, the number of international students seeking to obtain a degree abroadincreased. In absolute figures, in 2009, almost 3.7 million international students wereenrolled outside their country of citizenship, in comparison to 2.1 million internationalstudents in 2000 (OECD, 2011).

348Guide of Good Practices TEMPUS CORINTHIAMChart 1: Distribution of foreign students by country of destination (2009)Source: OECD and UNESCO (2011), Table C3.6.According to the same source, in 2009, one out of two foreign students went to oneof the five countries; the countries that receive the greatest number of internationalstudents are: the United States (18%), the United Kingdom (10%), Australia (7%),Germany (7%) and France (7%). See also chart 1.Promoting university abroad and making it attractive for potential students is a fairlynew activity at Masaryk University with a history of some four or five years, althoughcertain activities in the sense of international promotion were done through the centralIRO that has been involved in marketing from the beginning. The central IRO has thefollowing main areas of concern:• International cooperation• Academic staff and student mobility• The preparation and running of special English language programmesdesigned for international students• Consultancy and advisory services to assist with the preparation ofinternational projects in the international programmes• Activities carried out within the framework of international universitynetworks• International marketing and promotion.

Part III : Management of the International Relation Offices 349In terms of marketing, the central IRO has pursued an active policy of contact withforeign universities and maintained many bilateral links involving mobility fromthe early beginning of its creation, mainly by regular attendance at the EAIE and/or NAFSA conferences. On the other hand, promoting the university and its studyprogrammes for degree-seeking students is a rather new concern. The key instrumentsused in international promotion depend heavily on the budget allocated to this activity.This article aims to present what marketing activities and tools the IRO at MasarykUniversity undertake.WebsiteThe website is a key instrument for international promotion. The key staff investedquite a lot of effort to implement a new structure of the part intended for internationalapplicants. It was necessary to feed it with the relevant information. This was reallya greater hindrance to overcome than to create a proper structure of the information.The faculties are quite autonomous in their decisions in terms of admission criteria,deadlines for application, application fees, open days etc. and what is more the informationalso differs according to the study programmes so that the process of collectinginformation across the nine faculties was really time consuming and in a certainsense is still under way.English is the language which is used primarily for international promotion purposes,however, with regard to the number of countries in the target, or more precisely thegreat variety of languages used it would be useful to set up websites in other foreignlanguages to make it more international student-friendly. But this is something to bedealt with in the future.Promotional materialsAlthough the internet is widely used and everybody is familiar with it, printed promotionalmaterials still have their purpose mainly for events such as Open Days orhigher education fairs etc. Promotional materials were prepared and published in orderto promote the image of the university (motivate students to learn more about theuniversity) rather than supply students with full information.Higher education fairsAttending higher education fairs is a powerful marketing tool as this is still the bestway to learn about the target countries, meet with the potential students and found outwhat programmes have the potential to attract students etc. There is a huge number ofevents of this type all over the world, so without prior experience it may not be easyto choose one that would fit into one’s expectation.

350Guide of Good Practices TEMPUS CORINTHIAMInternet campaigns and social networksInternet and social networks are a phenomenon of this age. To achieve the maximumeffect in marketing activity, the university profiles with the relevant study optionswere placed at education portals. These portals usually provide for setting up profilesfor free. Payment is required for extra services – such as banner campaigns,priority listing, referrals to the website and qualified leads etc. Social web – that is acategory sui generis. Social web is nearly as important as the formal web as this ishow students communicate. This involves contributing and networking in YouTube,Facebook, Wikipedia and Flicker.Working with prospective recruitment representatives (Agents)An attempt was made to work with selected representatives (sometimes called agents)in certain countries that seem to have a potential for student recruitment for MasarykUniversity. The representative’s primary role is to:• Provide accurate information about the University and its programmes,relevant admission criteria, deadlines• Assist students with the application process and collecting of supportingdocumentation• Assist students in complying with formal requirements in applying for astudent visa• Assist with travel, accommodation and pre-departure arrangements.The staff in charge are very selective in their choice of representatives in terms oflocation or market, number and quality of agents used. It is not desirable to work withagents at any price. There are two ways of appointing a representative; one can beconsidered more or less passive – the representatives direct their submission withoutany special effort from the university side. Surprisingly, this is efficient, as MasarykUniversity receives several offers every week, but it needs to be said that not everyone is relevant to the university’s intent. Another is a more active approach; which canbe facilitated through professional higher education agent workshops (e.g. organisedby ICEF or WEBA). These enable usto hold a pre-scheduled one-to-one businessappointment with relevant and screened agents. In the next step in engaging a representative,representatives are required to fill in a formal questionnaire that providesessential information to determine if they match the requirements for the University.A good practice for an institution with little experience of collaboration with recruitingrepresentatives in order to eliminate risk to the minimum is to work only withestablished representatives (those who have proven to work successfully in the past)and possibly that have knowledge of the country and its university education system.

Part III : Management of the International Relation Offices 351Some final commentsThe international marketing of the university is a serious activity or at least should beunderstood as just as important as local marketing. To make the international marketingoperation successful, support from top management, academic staff as well as thelocal marketing department is needed. If they do not consider international marketingas part of the core activity it hardly ever becomes beneficial.References:Kelo, M. (2008), Beyond 2010, Priorities and Challenges for Higher Education in theNext Decade, Bonn: Lemmens.Kelo, M. & Rogers, T. with Rumbley, L. E. (2010). International Student Support inEuropean Higher Education. Needs, Solutions and Challenges (ACA Paperson International Cooperation in Education). Bonn: Lemmens.OECD (2011), Education at a Glance 2011: OECD Indicators, OECD Publishing.Retrieved online 12/02/28 at: (http://dx.doi.org/10.1787/eag-2011-en).OECD and UNESCO Institute for Statistics for most data on non-OECD destinations(2011). Table C3.6. See Annex 3 for notes. Retrieved online 12/08/08 (http://dx.doi.org/10.1787/888932461560).

352Guide of Good Practices TEMPUS CORINTHIAM5.2. IRO and the Logistical Issues: Insurance, Contracts, Visas,etc.Fredrik SjöMany students inbound or outbound from the university will contact the IRO withquestions regarding non-academic matters. The IRO should be prepared to have studentsask questions regarding visas, insurance accommodation, contracts etc.The width of questions can seem overwhelming and the range of services regardingthese non-academic matters is up to the IRO. If the IRO do not feel equipped to handlethe issues an easy way is to provide the students with information on the webpagewhere they can get the assistance they require.Regardless of the level of service it is important that the IRO clearly communicatesthe level of service it offers to the students and to the rest of the university. Studentsand staff at the university must know what to expect from the IRO in terms of service.In offices with fewer resources, this will help ensure that the IRO offices are not approachedwith tasks they are not equipped to handle. In offices with more resources,clear communication can help ensure that resources are fully employed in order toeffectively increase internationalisation at the university.There are several non-academic key areas where the university decides the level ofservice offered, depending both on the priorities of the IRO and on circumstancesoutside of the university’s control.InsuranceInsurance (primarily health insurance) is an important consideration when dealingwith mobility to and from your university. Students and staff leaving the universitywill spend time in another country or region with a medical care system that differsfrom the one in the home country or region.Some universities have their own insurance policies that outbound staff or students mustregister under. In this case, the handling of insurance matters can be managed by staffat the IRO or may be managed by a different office altogether, depending on the administrativestructure of the university. Universities that do not have an existing insurancepolicy for students and staff going abroad could proceed with the expectation (whichshould be stated explicitly) that the individual will acquire their own insurance.Most universities have regulations regarding incoming exchange students, requiring acertain level of insurance coverage as one of the conditions for acceptance. Normally,universities will provide information regarding their insurance requirements to theIROs at their partner universities.

Part III : Management of the International Relation Offices 353ContractsThe most common mobility contract is the exchange agreement. The IRO shouldmaintain a high level of knowledge regarding the agreements they manage. If otherparts of the university are allowed to sign their own agreements, the IRO can providea template that covers the essential elements of an agreement. Agreement templatesallow for a more efficient focus on legal, policy and administrative issues than wouldbe possible if each agreement were scrutinized individually.When a new agreement is drafted, only the sections that differ from the templatesneed additional reviewing. The IRO can also publish a handbook which other institutionalbodies can utilize when drafting and signing agreements.Decentralized universities who wish to maintain stricter control over the language ofagreements can implement a policy that requires all agreements to be reviewed by theIRO before they are signed. It has been a good practice at Masaryk University thatany agreement with another higher educational institution which is to be signed onbehalf of the university should go through the assigned officer at IRO who can checkthe wording, as well as content of the given agreement.VisasResidence permits and visa requirements are connected to nationwide regulations aswell as the regulations of the partner universities’ regions or nations. As such, thelogistics and administrative requirements related to entry, residence and mobility areinherently complicated.If the university is located in a country or region which is included in visa waiveragreements or other facilitating arrangements with many other countries or regions,outbound staff and students’ mobility will be less complicated by restrictions imposedby domestic or foreign authorities, and the IRO can put less emphasis on the visaprocess for its outgoing students and staff.However, if the university is located in a country or region which is not covered byagreements or arrangements which facilitate the desired mobility, there may be a needfor the IRO to provide assistance to outgoing staff and students.If the university is located in a country or region that requires a visa for most inboundstudents or has other national or regional restrictions on entry or residence which hindermobility, the university and its partners could benefit from having staff at the IROassigned to handle or help in visa matters for incoming students and staff. Inboundstudents can sometimes be at loss when facing complicated visa procedures. Allocatinguniversity recourses to assist in these matters can yield results by lowering themobility dropout rate and increasing the efficiency of the process.

354Guide of Good Practices TEMPUS CORINTHIAMIn some countries, immigration authorities allow the universities to handle visa mattersdirectly, providing the basis for a more advanced visa handling by the university.Good practice at Masaryk University:The visa policy of the Czech Republic is quite unfavourable and the visa processlengthy. A special officer has been assigned to communicate in respect to this issuewith the Ministry of Interiors, consulates and the local foreign police which actuallydecide on each visa application. That has helped to secure good communication channelsand further arrangements for smoother visa procedures. One of them is a rule thatthe international students submit with their applications a power of attorney to handletheir visa applications. In the case that a document in an application is missing, thevisa officer does not return the whole application to the original consulate, but contactsthe assigned IRO officer who can repair the situation more promptly.Regardless of the scope of service provided by the IRO, it is wise to cultivate a depthof knowledge regarding the visa process required for incoming students and staff. Itis necessary to understand and include information related to the visa process andtime required to complete the process in any planning and in relevant documentation.Questions on visa matters will inevitably be directed to the IRO, and with sufficientknowledge, the IRO can decrease the dropout rate due to delayed or denied visa applications.

Part III : Management of the International Relation Offices 3555.3. IRO as a Hospitality Unit: How and whyUlrika Qvist MATHIESENMost universities receive a large number of visit requests from representatives foruniversities, governments or other organizations around the world every year. Someorganizations are already partners, while others would like to investigate the possibilitiesof initiating cooperation on an academic and/or administrative level. This text,written from a Lund University perspective, will focus on visits with a more generalobject or where multiple faculties/departments are involved, and thus normally arehandled by a central function.As the organization of visits demands resources in terms of time and funding, the followingquestions need to be asked in order to prioritize:What is the purpose of the visit? Who is coming? Can the expectationsbe met?If the purpose is not clear when the programme is put together, there is a risk thatresources might be wasted on both sides. It is important to match the visitors with relevantcounterparts within your own organization. In order to facilitate the initial communication,a Visit Request Form may be useful. The document used at MelbourneUniversity can serve as an example: http://www.iro.unimelb.edu.au/internationalvisitors/visit_request_form).If the expectations cannot be met, perhaps the visit should be postponed or cancelledunless the arrangement can be transformed into merely a courtesy visit. This shouldbe understood by both parties.Is the visit of interest to your university (strategies and goals)?Is the visit (and the expected outcome) in line with strategic goals and priorities for theuniversity as a whole, for one or more faculties and centres, or not of interest at all?Who is responsible for the visit?Many universities have a specific unit or staff responsible for organizing visits. TheIRO is usually responsible for internationalisation on a university wide level, andthus one of the tasks could be to handle proposals regarding cooperation and visits.The visit requests might initially be addressed to the University management, to otherunits, or directly to the IRO. A good idea is to prepare the visit in cooperation withthe concerned departments, faculties or centres. The organizer should be familiar withformal procedures and also with the cultural context, which is an important factor inorder to avoid awkward situations and unwanted results.

356Guide of Good Practices TEMPUS CORINTHIAMWho should be involved?Depending on the length and purpose of the visit and the position held by the visitors,different organizational units should be involved. If the visitor is part of the managementof his/her university, the management of your university should be involved.Relevant thematic interest groups should be informed and, if possible, also involved.It is practical to identify local units which can benefit from the visit from an academicor research point of view. It requires a broad understanding of the country and institutionthe visit comes from, as well as familiarity with the local programmes, so it isworth involving experienced and knowledgeable staff.What resources are needed? Whose budget?Besides staff costs for arranging the programme and during the actual visit, costs formeals, transportation, rent, gifts etc. need to be covered. Who will take the cost, andthe size of the budget, should ideally be decided during the preparations.What is the expected outcome?Sometimes the expected outcome is very concrete, such as the signing of an agreementor a Memorandum of Understanding. In other cases, the visit might be one stepin the process of building a relationship that in turn might lead to further cooperation.PracticalitiesFor visitors in need of a visa, an invitation letter stating the purpose of and period forthe visit is needed. If (some of) the costs will be covered by a scholarship or by thehosting university, this information could be included in the document as well.When the programme is completed, it should be distributed to all interested parties.The following information could be included in the programme:• Who is visiting• Purpose of the visit• Previous contacts/cooperation with the organization• Schedule, with whom and where to meet• Contact details to the person organizing the visit• Name, address and contact details of hotel• Pick-up service if applicable• What is included in the information package

Part III : Management of the International Relation Offices 357An information package is often appreciated and gives the visitor some orientationof the university and the host a chance of highlighting specific areas of interest.The visit might be of interest not just to the university itself but also to the city andregion. It is a good idea to involve a Communication officer in the process, to decidehow to spread the information in- and outside the university.If documents are to be signed in a formal meeting, the documents, approved by allparties, should be prepared in the correct number of copies in advance of that specificmeeting.Formal visits often include the exchange of gifts. Make sure to keep track of whathas previously been given to that specific university, in order to avoid embarrassment.In order to deepen the experience of the visitors it might be useful to offer them acultural programme, or at least provide them with a summary of the cultural eventsavailable at the dates of their visit. It is also useful to prepare a list of recommendedhotels, restaurants and other service providers, which can serve as guidelines for thevisitors. Again a cultural understanding is required to avoid awkward situations.How do we quality assure the process?A Customer Relationship Management (CRM) System is a useful tool to keep trackon activities such as contacts, visits, travels, agreements etc.

358Guide of Good Practices TEMPUS CORINTHIAM5.4. Services to Incoming Researchers – Lund UniversityCaseSigurborg RagnarsdottirIn order for a university to get the best researchers it is important to give them professionalassistance before they move from their home country, during their stay inLund and prior to their departure from Sweden. The university is not only recruitingthe researcher but the entire family. If the family is not happy the researcher will havedifficulties getting settled and focusing on his work. Lund University has a centraloffice called Lund University Foreign Friends (LUFF), welcoming visiting staff tothe university.The central office assists PhD students, post-docs, visiting scholars and families inorder to get settled comfortably. The work is in close contact with personnel in thedifferent departments and faculties at the university. It is wise to establish a networkfor this type of dialogue, exchange of ideas and solution of practical issues.In order to run a successful programme for the international visiting staff it is importantto give practical assistance with day-to-day enquiries such as accommodation,language courses, the personal I.D. card, opening a bank account, information aboutinsurance, shopping, the transportation system and more. It is important to publish aHandbook for Visiting Staff regularly in order to help the researchers and their familieswith all the practicalities when moving to a new country. It is accessible on thehomepage along with the Handbook for Employees in English.It is very important for the international staff to receive a welcome package once theyarrive at the university. The following parts are recommended:• All international employees are offered the opportunity to take beginners andmore advanced courses in the country’s language in order to integrate moresmoothly into the society.• An important process is to introduce the international staff and their familiesto the country and its culture, which could be done through different culturaland social events. There should also be a special programme for the spousesand their children.• A monthly newsletter can highlight what is going on in and around theuniversity, in the city and the surrounding areas.• Families with children should be helped with contacts and advice onschooling, pre-schools and adult education (such as different languagecourses). Up-to-date local information on living and working in the areashould be provided.

Part III : Management of the International Relation Offices 359In order to meet the increasing demands due to an influx of researchers coming toLund in the near future a plan is being made to start an International Researchers Office.The priority first and foremost is to publish a new handbook for both the visitinginternational staff and holders of a scholarship. The homepages will be improved withmore detailed information about:1. Pre-Arrival Information.2. during Stay Information.3. Pre-Departure InformationA professional and successful service to the entire researcher´s family makes the researchernot only more adjusted and happy but also more productive and importantfor the university.

360Guide of Good Practices TEMPUS CORINTHIAM5.5. On-line Tools for Better Management of the IROAmal Al KHATIBIntroductionIt is nothing new neither surprising to say that online tools are the main way of dailycommunication, and life without online tools is indeed very hard to imagine. Onlinetools facilitate not only a faster and easier means of communication but also provideeasy access to deliver a message, to provide services, to get feedback, to teach, tolearn, etc.The daily workflow of any establishment contains parts that we can call a “routine”,which we can’t go through without, but they can also contain parts that belong to themore innovative character. Depending on the type, mission and nature of an establishment,those two parts can be equally important, however, one could consume a higherpercentage of the daily work time than the other.Management of an IRO is one good example of an establishment that cannot gothrough one day without the necessary daily administrative routine. However, it goeswithout saying that in order to develop an IRO and keep track of the new trends ininternationalisation, the innovation part is indeed of great importance, and an IROcannot set it aside and simply forget it because there is not enough time for it! Whenreaching a stage where the daily workflow of an IRO is consumed by the daily administrativeroutine, then it is time to consider a better use of online tools.What and why online tools?The kind of online tools an IRO should choose for their new plan of more efficientwork place should coincide with the goals and mission that an IRO is trying to achieve.• Define your main clients/target groups:It is indeed a fact that the main clients of an IRO are individuals who made itnecessary for an institution to have an IRO in the first place; those clients arestudents and staff. For an establishment, it is very important to make the clienthappy with the services provided. It is also necessary to reach a client tomake sure they know about those services. Once this is clear, it is easy to startdeciding on the online tools that will help in making your client more satisfiedwith your services:• Define your clientsà Define your services à Define the online tools to usee.g. use communication providers such as Facebook, Twiter, Youtube, etc. toprovide information about your services, establish online forms for applications,registration, etc. to make your services more user friendly).

Part III : Management of the International Relation Offices 361• Define your goals for internationalization:Priorities for internationalization differ from one IRO to another depending onthe priorities of the institution and the capacity available for an IRO to becomemore involved internationally; defining your priorities will help you in decidingon how to use online tools to facilitate the achievement of your goals.• Give a space for your team to become more innovative and creative:The administrative daily routine can be a dangerous thing for the satisfactionof your team members: by providing them with an easier and faster way ofdealing with the administrative procedures that are necessary for the functionof your IRO, you provide them with a space for being innovative and havingtime for the tasks that are not categorized as a daily routine only. This can beconsidered as one of the motivations and benefits of good working conditions,which by default leads to better achievements.A “good” online toolWith the huge competition on the market and the hundreds of online tools available,it is very important to make sure you choose wisely. In general an online tool shouldbe characterized as follows:• Provides better service for your clients and your employees in a modern andup to date way• Facilitates a more efficient workflow, which leads to minimization ofadministrative bureaucracy• Easy to maintain• Affordable• Possible/Easy to innovate when needed• Possible/Easy to adjust to your current needs when circumstances change• User-friendlyA Case Study: Masaryk University’s Office for InternationalStudies “Good” Online Tools:Provides better service in a modern and up to date wayThe internal information system of the Office for international Studies (ISOIS) providesan online application form for every type of mobility that is administratedthrough the central IRO. This includes application forms for both incoming and out-

362Guide of Good Practices TEMPUS CORINTHIAMgoing students and staff. ISOIS provides a very modern and user-friendly step bystep application procedure, which not only facilitates an easier distance application/registration of students and staff but also provides full transparency and faster communicationwith them.As an example, see the illustration of the online application form for internationalstudents below.Facilitates a more efficient workflow, which leads to minimization ofadministrative bureaucracyThe administrative agenda that follows the application of students and staff is fullyprovided through the internal information system (ISOIS). One of the main characteristicsof ISOIS operations is the possibility to provide multi-operations at once (e.g.print out invitation letters for hundreds of students only by one click!), and also provideautomatic export of documents (e.g. generate confirmations, export excel sheetswith students’ information, export statistics, etc.).As an example, see the illustration of the batch generation of documents for internationalstudents below.Easy to maintain and user friendlyISOIS is programmed in a way that allows the IRO administration staff to maintainthe system on their own in a very easy and user-friendly way – a user manual wasestablished especially for this purpose.Affordable, possible/easy to innovate when needed, Possible/easy toadjust to your current needs when circumstances changeIn order to achieve all those three characteristics, it was decided to create a system internallywithin the IRO. The design of the information system was made by the sameadministrative staff that use the system, and the system itself was created by a programmerwho was hired for the IRO for this purpose. By doing this, the IRO makessure that the system is not only affordable, but is also adjusted whenever needed, andcustomized according the current circumstances and needs of the office.As an example, see the illustration of the appointment calendar of the IRO below, anapplication that was added to ISOIS to provide further online service for the IRO.

Part III : Management of the International Relation Offices 363Case Study – Example Illustrations63 Management of the International Relation OfficesCase Study Graphic – Example 1: Online Illustrationsapplication form for incoming students:Graphic 1: Online application form for incoming students:Step 1:Generaloverview ofall the stepsStep 2:Generaloverviewof all deadlinesStartby selectingthe mobilityprogramme

364Guide of Good Practices TEMPUS CORINTHIAMStep 3:Start fillingin theapplicationform accordingtothe mobilityprogrammeGraphic 2: Batch generation of documents:Step 1: Sign in to the administration system, and in the section for incoming students’ applications.

Chapter 5: ¡Error! Utilice la ficha Inicio para aplicar Nadpis 1 al texto que desea que aparezca aquí. 64Chapter 5: ¡Error! Utilice la ficha Inicio para aplicar Nadpis al texto que desea que aparezca aquí. 64GraphicGraphic2:2:BatchBatchgenerationgenerationofofdocuments:documents:Part III :• ManagementStepStep1:1:Signof Sign the Internationalinintotothetheadministrationadministration Relation Officessystem,system,andandininthethesectionsectionforforincomingincomingstudents’students’ 365applications,applications,filterfilteraccordingaccordingtotocertaincertainparametersparameters– e.g.e.g.country,country,semester,semester,homehomeuniversity,university,etc.etc.filter according to certain parameters – e.g. country, semester,home university, etc.Step 2: Choose the batch of students you want to generate the documents for (if not all!), thenselect • Step the typeStep 2: 2: Choose of documentChoose the the batch youbatch of wishof students to automaticallystudents you you want want to generate generategenerate the the documents documents for for (if (if not not all!), all!), then thenselect select the the type type of of document document you you wish wish to to automatically automatically generate generateStep 3: Save your batch of documents and you are ready to print!

366Guide of Good Practices TEMPUS CORINTHIAM• Step 3: Save your batch of documents and you are ready to print!• Step 3: Save your batch of documents and you are ready to print!• Batch of documents automatically generated by the system, you only need to startBatch of documents automatically generated by the system, you only need to start printing/sending!• Batch printing/sending! of documents automatically generated by the system, you only need to startBatch of documents automatically generated by the system, you only need to start printing/sending!printing/sending!Online appointment calendar:

Part III : Management of the International Relation Offices 367Step 1: The student/visitor selects the IRO administrator and the time slot s/he would like tobook an appointment forStep 2: Fill in basic data (name, comment, etc.)

368Guide of Good Practices TEMPUS CORINTHIAM• Step 3: The reservation is done, the student/visitor sees a navigation map with address of theoffice, and a notification email is sent to the visitor and the OIS administrator in questionStep 3: The reservation is done, the student/visitor sees a navigation map with address of the• Step 3: The reservation is done, the student/visitor sees a navigation map with address of theoffice, and a notification email is sent to the visitor and the OIS administrator in questionoffice, and a notification email is sent to the visitor and the OIS administrator in question• Email notification to the visitorEmail notification to the visitor• Email notification to the visitor• Email notification to the IRO administrator• Email notification to the IRO administrator

Part III : Management of the International Relation Offices 369Email notification to the IRO administrator• Email notification to the IRO administrator

370Guide of Good Practices TEMPUS CORINTHIAM5.6. How to Make a Communication Plan for the IROPär SvenssonInternationalisation has been characterized as a process of integration or internalization,or a change process. In addition to a constantly changing context, the amount ofwork for an international office is growing. Globalization and other factors have contributedto a more multifaceted and rich context with a larger variety of funding possibilities,innovative ways of setting up collaboration, higher interest and a number oftarget groups within and outside the HEI. This has also increased the demand of communicationfor the IRO to reach the increased number of target groups. The budget ofan IRO may increase but normally, however, it is limited and a large expansion of theinternational office to handle an increased communication flow is often unrealistic.One option to manage the large flow of information is to set up a plan for communication.This may sound obvious but is probably less common for IROs since othertasks have to be prioritized. Communication is, in the best cases, planned but oftenon demand from others or ad hoc. However, well-planned communication will savetime and energy. It will be possible to devote the time for communication to the moreimportant messages or target groups. It will facilitate the internal work, minimizeduplication and make more effective and streamlined communication. Altogether, thiswill give a more professional organization and appearance.A plan for communication serves as a guide for the IRO and it is important that theplan is a working document which is updated periodically as the context changes. Theplan explains how to convey the right message, from the right communicator, to theright target group or audience, through the right channel, at the right time.A communication plan includes and clearly shows for each action:• “Who” – the target audiences or groups• “What” – the key messages that are shall be articulated• “When” – timing, it will specify the appropriate time of delivery for eachmessage• “Why” – the expected and desired outcomes• “How” – the communication vehicle for delivery of the message• “By whom” – the person that is the responsible sender.

Part III : Management of the International Relation Offices 3715.7. Strategic Intelligence for Internationalisation of HigherEducation InstitutionsPär SvenssonThe concept of strategic intelligence has been widely described as the collection,processing, analysis, and dissemination of information required for making strategicdecisions. Strategic Intelligence is thus an organised way for companies and otherorganizations to analyse, and to get usable information about, the surrounding andcompeting world which is under continuous change. It is probably not an exaggerationthat Strategic intelligence has been applied in different ways by diverse organizationsmore or less consciously ever since larger organizations identified the need foranalysing a changing and complex surrounding world.Within the business sector the intelligence focuses more on quantitative than qualitativeinformation. For the internationalisation of higher education institutions thisseems limiting and the use of the concept Strategic Intelligence gives a broader anddeeper content. Within the process of HEI internationalisation, parts of Strategic Intelligenceare widely used but often in a less systematic and organized way. In this shortchapter, possibilities of how to use Strategic Intelligence in the internationalisation ofHEIs will be highlighted and a practical guide including the essential parts of StrategicIntelligence will be outlined. This section will neither analyse relating conceptssuch as Competitive Intelligence or Business Intelligence nor outline the historicaldevelopment of the concept as such.Views on internationalisationBefore discussing the possibilities of using Strategic Intelligence in Internationalisation,and outlining a practical guide, it may be motivating to put forward a definitionof internationalisation. In this context I would like to adhere to definitions where theinternationalisation of higher education has been defined as the process of integratingan international dimension into research, teaching and service functions of aninstitution of higher education (Knight, J. & de Wit, H., 1995). In a later definitioninternationalisation is defined as a change process from a national higher education institutionto an international higher education institution leading to the inclusion of aninternational dimension in all aspects of its holistic management in order to enhancethe quality of teaching and learning and to achieve the desired competencies (Soderqvist,2002). This definition was then seen to have limited applicability to institutionsand to countries that see internationalisation as broader than teaching and learningand the development of competencies. Another broader definition was put forwardwhere internationalisation at the national/sector/institutional levels is defined as theprocess of integrating an international, intercultural or global dimension into the purpose,functions or delivery of post-secondary education (Knight, 2004).

372Guide of Good Practices TEMPUS CORINTHIAMWhy apply strategic intelligence?A relevant question from within an HEI is why spend resources on strategic intelligence– and perhaps even more relevant – why on strategic intelligence for internationalisation?There are certainly arguments from within institutions that resourcesshould be given to other tasks. The researcher would not directly benefit directly fromthe intelligence since the strategic analysis for the individual researcher is performedas part of the daily routine and natural process of research. In addition, there is agrowing expectation that internationalisation should no longer be a “fragmented listof activities executed by international offices and a small group of motivated internationalistsamong students and staff”, but rather be “integrated, broad, and part ofan institution´s core mission” (Brandenburg & de Wit, 2011). This expectation mayalso question why and where to apply strategic intelligence when the mandate andexpectations are very broad.Strategic Intelligence is generally thought to be necessary in the forming of policiesand strategies for an organization as well as to find advantages compared to competitors.Strategic Intelligence has been connected to successful abilities to lead an organizationsuch as foresight, visioning, system thinking, motivating and partnering (Maccoby,2003: 58-60). Foresight is the ability to understand trends that present threatsor opportunities for an organization. Visioning is the ability to conceptualize an idealfuture state based on foresight and create a process to engage others to implementit. System thinking is the ability to perceive, synthesize, and integrate elements thatfunction as a whole to achieve a common purpose. Motivating is the ability to motivatedifferent people to work together to implement a vision. Partnering is the abilityto develop strategic alliances with individuals, groups and organizations. Several ofthese abilities can easily be related to successful leadership of an HEI, and indeed alsoto the internationalisation of an HEI. Most likely, strategic intelligence is already appliedtoday within internationalisation more or less consciously to a different extent.A more explicit and collective idea of how to work with internationalisation wouldimprove the outcome of the work. A conscious plan regarding how to work with allthe different pieces of information will benefit the end result. Internationalisation willreach further and get to the goal in less time. Some people may also claim that StrategicIntelligence is necessary for success since internationalisation has become increasinglycomplex.Even though an IRO may have to initially invest some time to reorient the concept ofinternationalisation to include Strategic Intelligence, a structured routine will facilitatethe internal work, minimize duplication and make more effective internationalisation.For instance, in the increasingly more complex world, an IRO has to prioritizewhere to put the financial and staff resources, whether it may be a new funding possibility,a form of international collaboration, a new invitation for collaboration, or anew internal proposal for a student agreement. In addition, it will take some energyto see what parts of the Intelligence cycle are suitable for the IRO. An IRO which is

Part III : Management of the International Relation Offices 373central to the “process of integration of international, intercultural or global dimensioninto the purpose and functions of a HEI” should find it useful to organize andstrengthen abilities such as foresight, visioning and system thinking.How to do it?The higher education institution has to decide where to start and what the purposeof the strategic intelligence should be. One question may be how a broad agenda forinternationalisation shall benefit from an organized way to collect and analyse informationon the surrounding world.The surrounding world to be analysed may be divided into three dimensions. Thedimension to include or to start with in your analysis is of course dependent on thepurpose of the information needed. All “worlds” or contexts are unique and out of adecided purpose the specific context will be mapped and analysed. The first dimensioncontains actors of importance. For HEIs this means competitors such as otherresearchers and universities, funders, national agencies etc. The second dimension isa regulatory context with frameworks such as laws, strategies, standards and lettersof ordinance. This is obvious to public as well as private HEIs. The third dimensioncontains concepts, attitudes, and opinions with indirect and more long-term effects.One example could be public funding for higher education and research which oftenrequires political and public trust and support, built up through long term efforts.Civil, as well as military intelligence, normally works according to an intelligencecycle. Civil intelligence can be divided into the following phases.1. Requirements – Why and what to monitor and map. The purpose of the intelligencediffers from organization to organization. For instance, there maybe a need for new decisions, for risk management, or for PR and reputationmanagement. What to monitor may also differ from actors, regulations toattitudes.2. Mapping the context-specific surrounding world will give an identificationof the sources needed such as media, social media, surveys, reports, conferences,databases, literature, benchmarking.3. The required information may be collected in different ways. This also appliesfor a single source of information.4. Data processing. To be transformed into intelligence the collected data hasto be processed and categorized. The relevance and reliability has to bechecked.5. Additions. There may be needs for transcription, translation or sourcesearch.

374Guide of Good Practices TEMPUS CORINTHIAM6. Analysis. The next step is to analyse the processed information. The level ofanalysis may differ from sort reports to deeper analysis. One important issueis that the analysis corresponds to the organizational need for intelligence.7. Reporting. In the end the intelligence shall be reported in a suitable formatthat supports the decision makers and others in the best way. Shorter intelligencebriefs or information flows (RSS), oral presentations. The intervalbetween reporting may also be set in advance.To follow this cycle is a good start. However, the cycle may not always go straightfrom 1 to 7. The information and analysis may change direction during the process.One may need to take one or several steps back before going to phase 7. Feedbackmay be given at any part of the cycle. In addition, the duration of one cycle may differfrom cycle to cycle.ReferencesBrandenburg, U. & de Wit, H. (2011). Has International Education Lost Its Way? TheChronicle of Higher Education, November 15, 2011.Maccoby, M. (2001). Successful Leaders Employ Strategic Intelligence. ResearchTechnology Management, Vol. 44, No. 3, 58–60.Maccoby, M. (2003). The Productive Narcissist, New York: Broadway Books.Knight, J. (2004). Internationalization Remodeled: Definition, Approaches, and Rationales.Journal of Studies in International Education. Vol. 8, No. 1, 5–31.Knight, J. & de Wit, H. (1995). Strategies for Internationalization of Higher Education:Historical and Conceptual Perspectives, in Strategies for the Internationalisationof Higher Education. A Comparative Study of Australia, Canada,Europe and the United States of America, (5–32), Amsterdam: EAIE.Soderqvist, M. (2002). Internationalization and its management at higher-educationinstitutions: Applying conceptual, content and discourse analysis, Helsinki:Helsinki School of Economics.

Part III : Management of the International Relation Offices 375Chapter 6The establishment of the Office of InternationalAcademic Affairs at Ben-Gurion University ofthe NegevMoshe AmirTowards the middle of 2006 the rector (then) of Ben-Gurion University of the Negev(BGU), Professor Jimmy Weinblatt, initiated the formal process of internationalizationin the university; this process resulted in the establishment, in mid-2007, of theOffice of International Academic Affairs which reported to the rector and was chargedwith the responsibility for implementing the internationalization plans and strategy ofthe university.The purpose of this paper is to retrospectively describe the process that was undertakento plan the IRO, create the unit, launch it and get it operational. The period coveredby the paper spans about four years.BackgroundIsrael‘s youngest research university, Ben-Gurion University of the Negev was foundedin 1969. Its purpose: to act as a driving force in the development of the Negev, adesert area comprising more than sixty percent of the country. The University was inspiredby the vision of Israel’s first Prime Minister, David Ben-Gurion, who believedthat the country‘s scientific future lay in this region.Today, Ben-Gurion University is a vibrant centre for research and teaching, with almost20,000 students enrolled in its five faculties – Engineering Sciences, HealthSciences, Natural Sciences, Management and Humanities and Social Sciences – andin the Kreitman School of Advanced Graduate Studies. It also includes the JacobBlaustein Institutes for Desert Research, the National Institute for Biotechnology inthe Negev, and the Ben-Gurion Research Center and Archives. The University hascampuses in Beer-Sheva, in Sede Boker, the desert educational community 50 kilometerssouth of Beer-Sheva, and in Eilat.

376Guide of Good Practices TEMPUS CORINTHIAMThe scientific community at Ben-Gurion University numbers over 1400 researchersincluding about 800 tenured faculty appointments, almost 300 scientists who have immigratedfrom the NIS (former Soviet Union), and over 350 medical clinicians fromthe Soroka University Medical Center.In keeping with its mandate, Ben-Gurion University has played a key role in promotingindustry, agriculture and education in the Negev. It is a world leader in aridzone research, offering its expertise to many developing countries. Through growingties with the Arab world, Ben-Gurion University has worked to lay the foundationsfor scientific and academic co-operation throughout the Middle East. Researchers atBGU have demonstrated that they possess the ability and the commitment to make adifference.Ben-Gurion University of the Negev has been prominent among Israel‘s universitiesin the international focus of its research activities. Out of BGU‘s annual research portfolioexceeding $50 million, about 40% of the research grants & contracts are fundedfrom outside of Israel. A major part of BGU’s research involves collaborative projectswith scientists in North America and Europe as well as numerous projects in lesserdeveloped countries of the Middle East, Asia, Africa and Latin America.Israel is a full member of the European Union‘s Framework Programme for Researchand Technological Development (FP) and BGU has an active participation in the FPs.Many European institutions and universities are now associated with Ben-GurionUniversity in the research arena and BGU has a vital interest in broadening this cooperation.In considering BGU’s internationalization strategy it is useful to take note of the followingpoints, all of which have a significant bearing on the university’s internationalcharacter:1. Most Israeli trained PhD’s interested in pursuing academic and research careers,spend at least 2 to 4 years abroad for their post-doctoral studies. “As aprerequisite to any academic appointment, Israel’s universities have insistedon a few years of postgraduate training abroad in one or more internationalscience centers” (Keynan, 1988). This factor alone ensures that most of theprofessors in Israel have a rich background in studying and teaching abroad.2. In Israel’s universities each academic faculty member is entitled to go on afully paid sabbatical year once in seven years. During their sabbatical yearthe overwhelming majority of professors go abroad for academic and professionalreasons. Consequently, at any given time one can find about 14% ofall faculty performing research and teaching at universities abroad.3. Resulting from the above practice and, as part of the globally oriented researchpolicy, the BGU also encourages professors from abroad to visit ouruniversity for their sabbatical or part of it.

Part III : Management of the International Relation Offices 3774. Ben-Gurion University has a keen interest in recruiting post-doctorate studentsfrom abroad. Therefore, at any given time, there are about 100 postdoctoratestudents from abroad at BGU.5. In the context of its activity in the EU Framework programmes BGU hasbeen an active member of the EU EURAXESS Mobility Network since itsbeginnings as “ERAMORE”. As one of the outputs resulting from EURAX-ESS, BGU has endorsed the European Code of Conduct and Charter forResearchers (2006) see http://web2.bgu.ac.il/global/General/documents/EuropeanCharterandCodeofConduct-5.pdf6. Every academic faculty member at the university has a fund to finance his/her travels and participate in international conferences. Most faculty memberstravel abroad at least two times a year to participate in conferences andconduct research.The strategic decision taken to establish an „Office of International Academic Affairs“reflected the university‘s commitment to broaden and deepen its international characterto include mutual exchanges on all levels from undergraduate to postdoctoral andfaculty. BGU is committed to increasing the number and geographical character ofvisitors to the university as well as enhancing the variety of international experiencewhich the university is able to offer its students and researchers.Vision and planningIn 2006 the author of this paper, Moshe Amir, was invited to an informal personalmeeting with the Rector, Professor Jimmy Weinblatt, in his office. On that occasion,the rector began to describe his vision of a Ben-Gurion University that was markedlydifferent in its human character than the BGU with which we were familiar and thekeyword was “internationalization”. The rector mentioned several times that BGUwas stabilizing in size as a university of about 20,000 students and that, at any giventime, there should be at least 2,000 foreigners on campus – students, post-docs, visitingfaculty, etc. To this end he wished to initiate the creation of an international relations(IRO) office along the lines of those he had encountered in Europe and NorthAmerica. He proposed to Mr. Amir that he undertake the project of establishing aninternational office and become its first director.That first meeting became a series of five in-depth meetings whereupon Mr. Amirproposed the following line of action:a) The Head of the Organization and Systems Unit of the university would bebrought into the planning process. He and Mr. Amir would have a six monthperiod to prepare a position paper with a detailed proposal for the establishmentof an IRO. This paper would address BGU’s strategic goals and objectivesin internationalization; it would elaborate the various areas of activity

378Guide of Good Practices TEMPUS CORINTHIAMand responsibilities in which the IRO should be engaged; it would proposean appropriate organizational structure for the operation of the IRO; it wouldanalyze the inter-departmental links and relationships needed for this unitto operate; and it would elucidate the resources needed – personnel, offices,budget – for the IRO to be able to operate adequately and accomplish its mission.(The areas of activity and responsibilities defined for the IRO are listedin Appendix 1 of this article. The entire PowerPoint presentation is availablein Hebrew from the author.)b) during this period Mr. Amir would study and examine the Israeli universitysituation with regard to internationalization and related activities as well asthe situation in other countries. This process would involve meetings andinterviews with individuals in all of Israel’s universities including BGU. Itshould be noted that Mr. Amir’s university background had been entirelyin the area of research management. While he had considerable familiaritywith BGU’s organization, structure, finances and faculty members he had noexperience of working with students or teaching matters.This action plan was approved by the rector and, by the end of 2006, the paper (andpresentation) were submitted to the rector’s office. In January 2007 there was a presentationto the university’s board of directors and the proposal was discussed and approvedin its entirety. The first half of 2007 was devoted to the logistical matters andpreparations for setting up an entirely new university unit. The Office of InternationalAcademic Affairs (OIAA) was officially opened in late September 2007. It was thefirst IRO in an Israeli university.Organization1. The line of authority above the Office of International Academic Affairs(OIAA) was, from the beginning, conceived to be the rector. Operationally,OIAA reported to the rector largely via the deputy-rector (for internationalaffairs). Most of the day-to-day affairs and communication were with thedeputy-rector.2. Following the opening of the OIAA office, an academic steering committeewas created whose function was to guide OIAA in academic matters andassist in developing and setting policy. This committee was chaired by thedeputy-rector and was comprised of representatives from each faculty appointedby their respective deans. In addition, the OIAA units were represented.The role of the faculty representatives was to represent their facultieson the committee and to represent OIAA within the faculties. One of the firstactivities of the committee was to guide OIAA in setting the guidelines andcriteria for study abroad eligibility.3. At the time OIAA was established BGU offered a number of internationaldegree-awarding programmes which were conducted in English:

Part III : Management of the International Relation Offices 379• The Albert Katz International School for Desert Studies (MA & PhD)• The Medical School for International Health (a joint MD programmebetween Ben-Gurion University of the Negev, Faculty of HealthSciences in collaboration with the Columbia University Medical Centerin New York)• The International Master of Arts Program in Middle East Studies(MAPMES)• Honors MBA conducted in the English language and implementedin cooperation with senior faculty members at Columbia UniversityBusiness School.• The Department of Foreign Literatures and LinguisticsOIAA’s relationship vis-à-vis the existing international programmes wasperceived as a supporting role. To this end two actions were initiated:a) A committee was formed comprising representatives from each of theinternational degree programmes as well as from each of the three subunitsof OIAA (see below). The purpose of this committee was to providea forum for discussion of mutual problems and issues; for exchangeof information, experience and best practice; to coordinate solutions touniversity-wide obstacles; and to identify means whereby the internationalprogrammes might be assisted by OIAA. A curious observation isthat the first meeting of the committee was the first time that the representativesfrom the international programmes had ever met each other.b) OIAA developed an internationalization promotion and marketing strategybased on a “branding” approach and uniform publications and media.Within the context of this approach OIAA offered the internationalprogrammes support to produce promotional materials and brochures ontheir programmes at the expense of the OIAA budget.4. OIAA initiated a proposal for a long-term strategic effort to create an internationalsummer university program. For about fifteen years BGU had beensuccessfully operating an international summer programme in German entitled“Zentrum für Internationalen Studentenaustausch”. As part of the aboveinitiative, the German summer programme was administratively disengagedfrom the Overseas Student Program of which it had been a part (see below)and became the central, core programme of the (low-profile) InternationalSummer University. This was a policy decision reached for a variety of complexreasons beyond the scope of this paper.5. Above all else, OIAA was perceived as a strategic unit, centrally responsiblefor coordination of all mobility matters – incoming and outgoing – for theuniversity. While the establishment of OIAA meant immediately establish-

380Guide of Good Practices TEMPUS CORINTHIAMing a support infrastructure for outgoing visitors (previously, nonexistent), adecision was taken that the office would incorporate and develop two existingunits of the university. Thus, OIAA formulated an initial organizationalstructure predicated on a central management office and three sub-units (includingthe International Summer University).The first sub-unit was the „Hospitality Unit“ which handles basic services for visitorsto BGU such as accommodations, visa assistance, health insurance, etc. Plans weremade to expand the services provided by this unit particularly in the critical area ofaccommodations.Ben-Gurion University is an active member of the EU Euraxess Researchers MobilityNetwork and has a mobility portal: (http://in.bgu.ac.il/en/Global/Pages/EURAXESS/EURAXESS_General.aspx). All the activity related to BGU’s participation in the EuraxessMobility Network, which had formerly been managed by the Research andDevelopment Authority, was now delegated to the Hospitality Unit which becameBGU’s Researchers Mobility Center.The second sub-unit integrated into OIAA was the “Overseas Student Program”(OSP) which organizes non-degree academic programmes, mainly in English, aimedat foreign students. These programmes range from six-week Hebrew language summerprogrammes to semester and full year programmes all of which offer Hebrewlanguage study.The Overseas Student Program (OSP) was designed for all university students: freshman,sophomores, juniors, seniors and graduates, who were interested in spending ayear or semester in Israel. Students study the Hebrew language, in addition to choosingfrom a variety of courses – mainly in the humanities and social sciences- offeredin English by the OSP or by regular BGU departments in a number of academic disciplines.Students who have adequate knowledge of Hebrew can enrol in courses taughtin Hebrew.Coursework is complemented by internships, independent study and volunteer opportunities.During the semester, OSP students are required to enrol in at least threecourses (in addition to Hebrew language) offered by the OSP or regular departmentsof BGU.Traditionally, the OSP had been a fee-generating programme aimed at American undergraduatecollege students. In what was, perhaps, the most far-reaching decisiontaken by BGU concerning internationalization, the university decided to modify themandate and the character of the OSP; it was decided that the OSP would become theoperational unit responsible for services for all incoming, non-degree students, fromwherever they came, whether they were paying or exchange students. This meant thatall foreign, non-degree students would be under a single, melting-pot framework, in

Part III : Management of the International Relation Offices 381the same classes, in the same dormitories, sharing common social programmes. Followingis a summary of social activities provided to foreign students by the OSP:INCOMING STUDENTSThe following events are organized by the Overseas Students Program in order topromote multiculturalism and internationalism around campus:- Orientation weekend for the incoming students at the beginning of each semester.- Security briefing and instruction for Israel and BGU.- A welcome Friday dinner with Israeli students.- Tutoring program: Israeli students to accompany each international student.- Two days hiking trips each month (with Israeli students)- One day hiking trips each month (with Israeli students)- Israeli movie nights twice a month.- Cooking workshop- Parties and ceremonies on Holydays (Jewish, Israelis, Americans, others).- Pub nights with Israelis.- End of the semester Gala dinner.All these activities are available to all international students at BGU includingthose enroled in degree programmes.As part of the “internationalisation at home” efforts at BGU, all international studentswho live in the university’s dormitories are placed in an apartment with Israeliroommates. For the same reason Israeli students are also invited to join the OverseasStudent Program’s activities.All students at the Overseas Student Program must study Hebrew as part of theirstudies. Exchange students (not subject to this requirement) who come for a semestermay also take an intensive Hebrew course (at no charge) before the semester starts toacquire basic Hebrew skills.These policies and guidelines described above reflect a deliberate, highly integrativeapproach bringing together European, North American and Israeli students. BGU hastaken a distinctly different approach in this area than what is commonly practiced inthe other universities in Israel.

382Guide of Good Practices TEMPUS CORINTHIAMStudent mobilityFrom the beginning a primary preoccupation of the Office of International AcademicAffairs was the area of study abroad and student exchange and the university set out,against its entire tradition, to systematically encourage students to acquire part of theireducational experience in a university abroad. The importance of this cannot be overemphasized;in 2007 study abroad was non-existent in BGU, it was not a part of theacademic vocabulary.• Erasmus MundusIn 2007, by chance the very same year OIAA was established, the European Commissiondecided to expand the Erasmus mobility programme to countries outside theEU, for the first time beyond Europe’s borders, and announced what was then calledthe Erasmus Mundus External Cooperation Window. Ben-Gurion University wasfortunate to participate, along with the Hebrew University of Jerusalem, in the firstErasmus Mundus project and the international office, just as it was embarking on itsstruggle to promote study abroad, suddenly found itself in a unique position where itwas able to offer to qualified students scholarships for study in European universities.The Erasmus Mundus programme generated enormous interest among the BGUstudent body and this proved to be an extraordinary start-up mechanism for OIAA.BGU’s continued participation in the Erasmus Mundus mobility programme hasbroadened the number and geographical character of visitors to BGU and has significantlyenhanced the variety of international experience which the university is able tooffer its students and researchers• Bilateral cooperation agreementsAt the time OIAA was established in 2007 student mobility at BGU was an uncommonphenomenon; effectively, it was non-existent. Although numerous agreementsof cooperation with other universities existed (150), only a few agreements had everbeen implemented, most had been gathering dust for as long as thirty years. Whilegenerally formulated as a response to specific academic interests, most of these agreementsincluded standard conditions which facilitated student exchange.One of OIAA’s first steps was to initiate a systematic analysis and classification of theexisting international agreements to find out if they were still valid, and relevant toBGU students. Furthermore, it was necessary to develop a profiling policy to guideOIAA in determining with which universities BGU would benefit in maintaining bilateralagreements, particularly as concerned student exchange.Since that time BGU has continued to pursue the establishment of cooperative, bilateralagreements with foreign universities while considerably increasing the emphasis

Part III : Management of the International Relation Offices 383on the quality and relevance of the partner institutions. As of 2012, BGU has about215 bilateral agreements although only around forty of these are considered “interesting”and worthy of activation.During this period OIAA evolved a much improved draft standard agreement forMOU and students exchange (see Appendix 2). At this time OIAA also developed aformat for a multipurpose learning agreement suited for BGU’s needs. (See Appendix3).Quality assuranceIt was considered of the utmost importance to develop a methodology for the recruitmentand selection of study abroad candidates that would comply with the most rigorousdemands of transparency, academic excellence and fairness. To this end OIAAdevoted particular efforts to two areas – marketing of opportunities and candidateselection.• RecruitmentAll study abroad offers and opportunities follow the same publicity formula:a) A call for applications is prepared, usually in a poster format, which describesthe nature of the opportunity.b) This call is circulated by mass mailing to every student and faculty memberin the university. OIAA was given authority to access BGU’s mass mailingutility which is normally restricted.c) Copies of the posters are sent to the BGU Students’ Union for placement intheir twice-monthly student magazine which is distributed freely on campus.d) For significant calls, such as Erasmus Mundus, copies of the poster are printedand circulated to the faculties and academic departments to be placed ontheir notice boards.• Candidate selectionA series of criteria were devised for the selection of outgoing students – some of thesecriteria reflect international demands, others reflect university interests and policies:a) Before any application will be formally considered the student must developa study plan which he/she wishes to follow at the target university. A learningagreement incorporating this study plan must be prepared by the student andapproved by the chair of the teaching committee of his/her academic department.This assures that the students will be credited for their courseworkupon their return from their host universities abroad.

384Guide of Good Practices TEMPUS CORINTHIAMb) The student must provide evidence of the basic ability to study in the languageof teaching at the host university (generally this is English but it couldbe another language).c) A candidate for study abroad must have completed at least one semester ofstudies at BGU and received all the grades in order to be eligible.d) In order to assure a respectable academic level, only applicants with a gradepoint average of 80 or higher will be considered. (The grading scale at BGUgoes from 0 to 100; passing grade for undergraduate is 56. A good grade isconsidered 75 and above).e) Priority is given to excellence so the students with higher grades will bemore likely to be selected, subject to other limitations.f) Students of advanced degrees would receive more favourable considerationthan students who are less advanced. Students in senior years will have apriority over junior students.g) The university has an interest that there be diversity among faculties anddepartments – to the extent possible, the outgoing students should representa variety of faculties and departmentsh) The issue of gender balance is of major importance. BGU makes every reasonableeffort to maintain gender balance among outgoing students. (Thegender balance of students at BGU is approximately 50-50. According to thestudent administration office, there is a slight majority of females in the BAprogrammes, which is balanced by a majority of males in the MA and PHDprogrammes.)i) Graduate students must provide endorsement letters from their academic supervisors.• Preparation for study abroadOIAA organizes preparatory meetings and briefings for students prior to their departurefrom Israel. These include:−−−Pre-departure information sessionsMeetings between outbound students and those who have returned from thesame country, city or institution.Meetings with travel agents, insurance representatives and security staffwhen these are relevant.OIAA staff maintain also ongoing contact with students while they are abroad and areprepared to assist whenever possible.

Part III : Management of the International Relation Offices 385Appendix 1: List of areas of activity in which the Office ofInternational Academic Affairs will engage:Development of overall academic internationalization strategy and policyon behalf of the university1. Operate the university’s incoming hospitality and visitor services2. Maintenance and provision of Information on university application and registrationprocedures both in Israel and abroad3. Maintenance and provision of Information on logistical arrangements forstay in Israel or abroad4. Maintenance and provision of information on contacts and connections withuniversities outside of Israel5. Maintenance and provision of information concerning funding sources forIsraeli students planning studies abroad and foreign students coming to Israel6. Maintenance and provision of information on international programmes orientedat foreign students and post-docs7. Promotion of internationalization and international academic activities locallyand abroad8. Maintenance of a database concerning outgoing students and faculty and allincoming visitors to the university9. Maintenance of continuing contact with students and faculty who have spenttime at the university.10. develop and expand international academic programmes in cooperationwith the relevant academic units in the university11. development and enrichment of joint research projects to encourage and assistrecruitment of post-docs12. Initiate and develop research and teaching projects with universities abroad13. Assist faculties and students in finding appropriate institutions abroad forexperiencing part of their degree programmes (semester or year)14. Assist PhD students in finding universities abroad for post-doc and furtherstudies15. Promotion and development of courses for foreign students taught in Englishand other languages in cooperation with the faculties16. development of a uniform marketing strategy and framework for the university’sinternationalization efforts

386Guide of Good Practices TEMPUS CORINTHIAM17. Maintenance of ongoing relationship with institutions and foundations in Israeland abroad that are engaged in activities related to academic internationalizationand study abroadAppendix 2: Agreement on Academic CooperationAgreement on Academic CooperationbetweenThe University of xxx, xxxandBen-Gurion University of the Negev, Beer-Sheva, IsraelPreambleThe University of xxx,xxx (hereinafter referred to as “xxx”)and Ben-Gurion Universityof the Negev, Beer-Sheva, Israel, (hereinafter referred to as “BGU”) representedby the proper authorities and in recognition of their common interest in academiccooperation and exchange, enter into this agreement which governs the forms andconditions of academic cooperation between the two institutions.Article I – Modes of CooperationThe objective of this agreement is to enhance, encourage, and formalize scholarlyand scientific interaction between the institutions through the promotion of exchangeopportunities for academic staff, professional staff and students and through the encouragementof cooperative activities.The envisaged modes of cooperation will include some or all of the following:• exchanging students, faculty and staff,• organizing joint lectures and seminars,• organizing joint research projects,• facilitating, assisting and developing other academic activities that may be ofjoint interestRealization of the above objectives will be based on individual initiatives from academicdepartments, staff members and students, or may be initiated by Institutionauthorities.

Part III : Management of the International Relation Offices 387Article II – ConditionsImplementation of all aspects of this agreement will be dependent upon the availabilityof funding. Wherever possible, funding will be sought from third-party sources.Costs of transportation and subsistence for visiting faculty, students and staff willnormally be the responsibility of the university sending the visitors or of the visitorsthemselves.For exchange students within a defined program – normally up to one year - tuitionand study fees will be waived by the host institution for regular study programs;however, costs associated with special programs that are not part of the regular curriculumwill be negotiated ad hoc. The number of exchange students per year will be amaximum of ?four? (annual exchanges). One annual exchange will be considered theequivalent of two single-semester exchanges. This agreement applies to undergraduateand graduate students.Qualified students from each Institution will be accepted at the other as ExchangeStudents for the purpose of pursuing an approved course of instruction. An ExchangeStudent may, upon recommendation of the home Institution and with the approvalof the host Institution (and subject to the regulations and decisions of the appropriatecommittees of instruction and admission), be a candidate for a degree at the hostInstitution. Such candidates must go through the relevant application and acceptanceprocess and may be subject to tuition fees and other costs set by the host institution.The parties agree in principle to recognize credits earned at the host university assubstitute for required credits at the home university; details shall be defined in a“learning agreement”.Payment to visiting scholars by the host Institution will be related to the servicesperformed by the visitor and will be consistent with the policies of both institutions.Travel costs within the host country during the visit will be met by the host Institution(department/faculty) to the extent that its policies and resources permit.The host university shall make every effort to assist in providing or obtaining accommodation.Ben-Gurion University offers dormitory accommodations to all visitingstudents for payment.Health insurance, which is a requirement, is the responsibility of the participantsthemselves, although the institutions may assist them in making arrangements to obtainsuch insurance.The obligations of the parties under this agreement are to the participants only and arenot inclusive of spouses and dependents. Additional expenses or obligations incurred

388Guide of Good Practices TEMPUS CORINTHIAMby accompanying spouses and dependents are the responsibility of the individual participant.The above-listed financial arrangements in each category serve as a guide to possibleagreement, but do not preclude any agreement arranged between authorized individualsfrom each Institution.It is recognized that while parity in the number of exchanges is a desirable goal, thiswill not necessarily be achieved in a given period.Article III – Authorized Representatives and Project CoordinatorsEach of the parties will appoint a representative to facilitate communication betweenthe institutions.• on behalf of The University of xxx,xxx, the Head of the International RelationsOffice• on behalf of Ben-Gurion University of the Negev, the Director of the Officeof International Academic Affairs.• Some cooperative activities as described in Article 1 shall be realized withinjoint projects. The faculties or departments responsible for these projectsshall counsel in their function as the project coordinators to the authorizedrepresentatives (and hence to the Rector/President).In particular, the project coordinators are responsible for:• coordination with other faculties,• arrangement for access to university facilities necessary for the performanceof the project, including special archives, libraries, work-space and computerfacilities.• cooperation with the International Office, concerning terms of exchange programs.Article IV – Duration, Termination, ModificationThis agreement shall be valid from the date that it is signed by both parties. The activitiesof the program will be reviewed periodically to determine the need for modifications.Modifications to this agreement may be made only by written agreement betweenthe parties. Should either party wish to terminate this agreement, that party willprovide the other with written notification of its intentions three months in advance.Protocols arranging details for periods and/or projects agreed upon may complementthis general agreement. Any changes to this agreement must be drawn up in writing.

Part III : Management of the International Relation Offices 389________________________________________________________________________________________________Signed on behalf ofThe University of xxx,xxxxxx,xxx,xxx,xxxSigned on behalf ofBen-Gurion University of the Negev,Beer-Sheva,Israel______________________________________________________Prof. xxx,xxxRectorProf. Jimmy WeinblattRectorDate: .............................. Date: ..............................

Chapter 6: ¡Error! Utilice la ficha Inicio para aplicar Nadpis 1 al texto que desea que aparezca aquí. 82Appendix 3: Learning AgreementAppendix 3: Learning AgreementLEARNING AGREEMENTProposed study program for:Academic Year: 20___ / 20___ Semester: Fall Spring Other …………………………………………Major field/s of study: …………………………………………………………Personal information:Family name (surname) : Given name (first name) :Passport No.: Sex :Country of residence:maleId. No.: female e-Mail:Address in your country:Home (sending) university and department:Host (receiving) university and department:Proposed Study Program:TO BE FILLED OUT BY TEACHING COMMITTEECoursecodeCourse titleNumber Numberof Credits of Credits(Host (Homeuniversity) university)Recognized by HomeUniversity asObligatory ElectiveCourse CourseApproved(Initials)Competence to Study in English: (for BGU students)Approved by the Department of English as Foreign Language: YESApproval received by OIAA: Signature Date:NOStudent’s Signature :Date:Sending InstitutionWe confirm that the proposed program of study/learning agreement is approved.Department coordinator’s name:Institutional coordinator’s name:SignatureDate:SignatureDate:Receiving InstitutionWe confirm that the proposed program of study/learning agreement is approved.Department coordinator’s name:Institutional coordinator’s name:SignatureDate:SignatureDate:

Guide of Good PracticesTEMPUS CORINTHIAMPROJECT NO. 159186-2009-1-BE-SMGRPart IVManagement of International ProjectsEdited by:Carlos MachadoTempusThe publication of this guide represents one of theobjectives of the Tempus CORINTHIAM Project

CollaboratorsBRAGIONI, HugoLund University (Sweden)FISCH, RuthHebrew University (Israel)FREIRE-GABARAL NÚÑEZ, ManuelUniversidade de Santiago de Compostela-CGU (Spain)GIROTTI, FrancescoUniversità di Bologna (Italy)GONZÁLEZ PETEIRO, MercedesUniversidade de Santiago de Compostela (Spain)MACHADO, CarlosVrije Universiteit Brussel (Belgium)MAZZOLENI, EdiloUniversità Cattolica del Sacro Cuore (Italy)NOVÍO MALLÓN, SilviaUniversidade de Santiago de Compostela (Spain)NÚÑEZ IGLESIAS, María JesúsUniversidade de Santiago de Compostela (Spain)PASTA, FrancescaUniversità Cattolica del Sacro Cuore (Italy)QVIST MATHIESEN, UlrikaLund University (Sweden)SARTOR, FilippoUniversità di Bologna (Italy)

Hugo BragioniHugo Bragioni works with internationalisation of higher education since 1994, mainlyfrom an university wide perspective. Contributed during the period 1994-2004 tothe introduction and development of the Erasmus and Socrates/Erasmus programmesin Linköping University. Contributed since 2006 to the participation and implementationof Erasmus Mundus Action 2 (former External Cooperation Window) in Lunduniversity. Currently Tempus coordinator/facilitator and Regional Manager for Russia,Central Asia and South Caucasus international activities at Lund University.Ruth FischRuth Fisch has been working at the Hebrew University of Jerusalem since 1990. Shewas the Coordinator for Europe in the Authority for Research and Development of theHebrew University of Jerusalem from 1993 - 2008. Ruth became actively involved inEU Affairs in 1996 when Israel first joined the EU FP4 Framework Programme forResearch and Technological Development as Associated Member. Since then, she hasspecialized in EU Programmes. From 2009 - 2012 Ruth was the Representative ofthe Hebrew University’s Authority for Research and Development in Brussels. SinceFebruary 2012 she is the Coordinator of US-Sponsored Research Programmes in theAuthority for R&D.Manuel Freire-Garabal NúñezManuel Freire-Garabal, born in 1962, is Professor of Pharmacology at the School ofMedicine of the University of Santiago de Compostela (USC). Degree in Medicineand Surgery in Santiago and Doctor in Medicine. Specialized in Family Medicine.Author of more than 100 scientific articles, 15 books and 164 communications andlectures in national and international conferences. Directed 21 doctoral theses andreceived 15 international and national awards. Main researcher of 12 research projectsfunded by the Government of Galicia, the Spanish Ministry of Health, the EU andprivate companies. Member various editorial boards and expert committees of scientificjournals.Member of the board of advisors in the EU and the Spanish Elections2011-Maurits van Rooijen candidature-curricula vitae 3/3 government organizations.He has been in charge of International Relations of the USC (1992- 2002) and wasProject Director and Executive Secretary of the Compostela Group of Universities.Member of the Organizing Committee of the 5th Centenary of USC, member of theand Responsible for Latin America Executive Committee of the Spanish UniversityCommittee for International Relations (CEURI). Member the Iberoamerican Centerof Postgraduate Studies the European Centre for Strategic Management of Universities.Coordinator of UNESCO Chairs in the USC and Member of the Scientific Councilof the Advanced Studies Center–House of Europe.Francesco GirottiGraduated in International Politics at the UNIBO and awarded by a Master in EuropeanPolicies and Programs. He has been working in the management of European

Programs of Education and Training for 11 years and since 2004 he works at theEuropean Programs Unit within the International Relations Office at University ofBologna. His main expertise is the management of HE international projects focusingon student mobility, Joint Degree development and structural and policy measures.In the last years he has been working on the promotion and implementation of HEEuropean Programs within University of Bologna, with a particular focus on ErasmusMundus Programmes. He has been the project coordinator of the JOIMAN StructuralNetwork on Joint Degree Management and Administration and he is coordinator ofwork packages within the Erasmus JOI.Con project and Erasmus Mundus Action 3EM-IDEA project. He chairs the Utrecht Network Task Force on Joint Degrees. Hehas external expert for the European project Erasmus Mundus Action 3: “JDAZ” coordinatedby NUFFIC.María Mercedes González PeteiroMaría Mercedes González Peteiro is Associate Lecturer of the Faculty of Nursing atthe University of Santiago de Compostela. She has a Diploma in Nursing and she isspecialised in Obstetrics-Gynecology (Midwife). She also holds a Degree in Socialand Cultural Anthropology from the University of Santiago de Compostela whereshe obtained her PhD with Honours ‘Cum Laude’. She is author of several scientificarticles in scientific journals such as Diabetes Metab Res Rev, Hum Exp Toxicol andNeurosci Lett and also book chapters. She has participated as director and speaker innational and international congresses and seminars.Carlos MachadoDr. Carlos Machado is an active member of different European initiatives (Researchframework, Erasmus Mundus, Tempus-tacis and Tempus Meda) and has contributedto the writing of the student memorandum on policies for the XXI century, Berlin2001. He has participated in development programs since 1998 (mostly in the fieldof Educational Reform, Curriculum Development and Quality Assurance). Enjoysworking in challenging assignments and multi-cultural teams. He has worked as anindividual expert for the European Commission and EuropeAid. He is the coordinatorof the current Tempus project Corinthiam (among others).Edilio MazzoleniEdilio Mazzoleni holds the position of UCSC International Director for UniversitàCattolica del Sacro Cuore, Italy. He is currently undertaking a Doctorate in BusinessAdministration, Higher Education Management, at University of Bath (UK). Heis currently, among other positions, a Board of Directors Member for ISEP: InternationalStudent Exchange Programs, Advisor on Internationalisation Policy for theMinistry of Culture - Italy, Board Member of the Spe Salvi Foundation and Directorof the Confucius Institute - Università Cattolica del Sacro Cuore. He has worked asa technical adviser for TEMPUS Tacis and Phare projects at the European TrainingFoundation. He has been a board member of the European Association of Internation-

al Education’s (EAIE) Professional Section International Relations Managers (IRM),as well as the EAIE Conference Programme Committee and elected member of theISEP Council of Advisors (U.S.A). He has also conducted workshops and sessions oninternationalisation of higher education for the EAIE.Silvia Novío MallónSilvia Novío Mallón is Lecturer of the University of Santiago de Compostela andpostdoctoral researcher of the Laboratory of Stress and Neuroimmunology LennartLevi. She graduated as a dentist in 2002 at the School of Dentist of the University ofSantiago de Compostela, where five years later she obtained her doctor degree withHonours ‘Cum Laude’. She is author of several scientific articles and book chaptersrelated to psychopharmacology, neuroimmunology and psychooncology and she isco-director of theses and master projects. She has participated as speaker in nationaland international congresses and courses, and has contributed to organise scientificmeetings.María Jesús Núñez IglesiasMaría Jesús Núñez Iglesias is Dean and Lecturer of the School of Nursing at theUniversity of Santiago de Compostela and also member of the Laboratory of Stressand Neuroimmunology Lennart Levi. She graduated as a physician at the School ofMedicine of the University of Santiago de Compostela, where she obtained her doctordegree with Honours ‘Cum Laude’. She is author of several scientific articles andbook chapters related to psychopharmacology, neuroimmunology and psychooncologyand she is director of theses and master projects. She has participated as speakerin national and international congresses and courses, and has contributed to organisescientific meetings.Francesca PastaFrancesca Pasta is currently employed at Università Cattolica del Sacro Cuore, Italy,working for UCSC International – Cooperation, Mobility and Internationalisation.She works on the development and implementation of the international cooperationprojects between UCSC and other European and non-European Higher Education Institutions.She graduated with a bachelor and master degree in Foreign Languages forInternational Relations at UCSC and she has followed, together with other colleaguesfrom UCSC International, the TEMPUS CORINTHIAM project implementation.Ulrika Qvist MathiesenUlrika Qvist Mathiesen has worked at Lund University in the field of internationalrelations since 1995. Thus she has extensive experience of international cooperationwith universities and networks around the world. As coordinator for the ErasmusMundus Action 2 team (Lund as partner), Ulrika was responsible for setting up thefirst internal structure and organization for Lund University’s participation in ErasmusMundus External Cooperation Window/Erasmus Mundus Action 2.

Filippo SartorHe graduated in Economics at the University of Trento and awarded of a Master degreein online Education Planning and Design at the Bocconi University. He has beenworking at the European Programmes and Development Cooperation Unit of the Universityof Bologna for 8 years. His main expertise is the management of HE internationalprojects focusing on student mobility, joint degree development, the implementationof the Bologna process and the relation with HE systems outside Europe. Since2009, he has been coordinating two editions of the Erasmus Mundus II EADIC projectwith Argentinean universities and has participated to many projects financed mainlythrough Erasmus Mundus, LLP, Tempus, Edulink, ALGA programmes. He is activemember of Coimbra Group ACP task force.

AcknowledgementsAs developer of the handbook “Corinthiam” one of the outcomes of the Tempus ProjectJEP 159186-2009-1-BE-SMGR led by Vrije Universiteit Brussel which has runover the period 2009-2013, I would like to thank first of all the people who have offeredtheir cooperation, in particular the professionals from third countries who haveparticipated in the training programs, as well as to the European experts who havecontributed in Europe, Israel and Palestine to the train-of-trainer of Bologna expertswith tangible results.I would like to mention with appreciation the technical assistance provide by LuciaCastro, Compostela Group of Universities, and Hila Zahavi.Finally, the project coordination unit reiterates its sincere thanks to all the local universitiesand the collaborating entities, who have worked and contributed to finalisesuccessfully this project as well as to the trust given by the Tempus programme.This consortium sincerely hopes that this handbook with good examples and practicesthat promote internationalization will be of great use and contribution to the disseminationof the European Higher Education Area and visibility of the Bologna process.With special memory to my father - requiescat in pace.Carlos Machado: project coordinatorVrije Universiteit BrusselBrussels, December 2012

IndexIntroduction. Management of international projects................................................................401Chapter 1. Management of international projects for education and training1.1. Contractual Management..................................................................................................4041.1.1. Notification.......................................................................................................... 4051.1.2 Negotiation/collection of additional documents.................................................. 4051.1.3 Signature of the contract...................................................................................... 4061.1.4 Official start of the project................................................................................... 4071.2. Planning and Monitoring of Activities..............................................................................4101.2.1 Revision of the calendar....................................................................................... 4111.2.2 Building the team................................................................................................. 4111.2.3 Monitoring, evaluation and communication tools............................................... 4121.2.4 Financial management......................................................................................... 4161.3. Dissemination and Exploitation........................................................................................4171.4. Recommendations.............................................................................................................419Chapter 2. Management of tempus projects2.1. Overview of the Tempus Programme ..............................................................................4212.2. How to start a tempus project? .........................................................................................4242.3. How to elaborate a Tempus project? ................................................................................4282.4. Recommendations for the application phase....................................................................436Chapter 3. The impact of a new programme on a set structure - erasmus mundus externalcooperation window/ action 2 at lund university3.1. Background- internationalization at Lund University......................................................4393.2. Lund University’s organization.........................................................................................4403.3. External relations..............................................................................................................4413.3.1. Erasmus Mundus................................................................................................. 4423.3.2. Lund University’s engagement in Erasmus Mundus Action 2........................... 443Chapter 4. Università cattolica del sacro cuore and the management of international projects.A focus on llp programme: numbers, features and management4.1. Introduction.......................................................................................................................4514.2 UCSC’s figures and features..............................................................................................4514.3 UCSC International – Cooperation, Mobility, Internationalisation...................................4524.4 UCSC International: A Long experience in European Life Long Learning Programme...4544.5 UCSC and the project life-cycle: Where do the proposals come from?............................4564.6 UCSC and its role within the LLP Programme: either applicant and coordinator or partner.....458

4.7 UCSC case study: LLP – KA2 – PLUSVALOR Project...................................................4624.8 Conclusion ........................................................................................................................464Chapter 5. The authority for research and development of the hebrew university of jerusalem- a case study for management of international research projects5.1. International Outreach......................................................................................................4665.2. Identification of potential sources of funding for research and development...................4695.3. Proposal submission.........................................................................................................4705.4. Contract negotiations........................................................................................................4725.5. Activation of Funding Contracts.......................................................................................4745.6. Management of Research Projects....................................................................................4755.7. Maintaining Standards......................................................................................................476Annex I: Code of Conduct in researchI.1 Code of Conduct in Research.............................................................................................479I.2 Conflict of Interest Code.....................................................................................................484Annex II: An illustration of institutionally supported international projects: “LIFEBRIDGE PROJECT”: Mother-child healt care education in developing countriesII.1. Introduction......................................................................................................................492II.2. Life Bridge Project”: Telemedicine Skilled Care During Pregnancy, Childbirth And AfterDelivery As A Morbidity And Mortality Mother-Infant Reduction.........................................495

Introduction.Management of International ProjectsCarlos MachadoWith occasion of a TEMPUS IV project called CORINTHIAM (Central Offices Responsiblefor the Integration at Home of Internationalization as Assurance of qualityin the Meda region), four Israeli Higher Education Institutions (IDC, Hebrew University,Ben Gurion and Bezalel Academy) and two Palestinian Universities (Al-Qudsand Hebron University) are supporting all the activities towards the development ofa Central Office that will act as core agent of internationalization at Home, informationand dissemination of the European Higher Education Area, implementation ofECTS in one defined faculty and introduction of mechanisms of quality assurance forinternationalisation. Likewise, these universities have been participating since 2007 inthe world famous program Erasmus Mundus External Cooperation Windows programwhich was coordinated initially by the Vrije Universiteit Brussel.The development of exchange mobilities and frames for qualifications and recognitionhas been acknowledged as a regional priority by the Council of Higher Educationof Israel and the Ministry of Education in Palestine through the TEMPUS program.Therefore, it is prominent within the internal structure of the universities to createmechanisms that allow Middle East students and citizens benefit from mutually enrichedcooperation with the European Higher Education Area (EHEA) like the implementationand recognition of ECTS and diploma supplements. One of the mechanismsindeed is to enhance bilateral cooperation in the frame of international projectsbeing sponsored either at institutional, national or international level.However, the difference between the success and failure of a project involving internationalcooperation often depends on the quality of its management. There areindeed many factors that need to be taken into consideration. For instance, involvinganother country in a project is a wider concern than just finding ways of working withthe people involved. To coordinate projects where the team is not based in the sameworkplace may suffered from poor communication, procurement problems and lackof direction. Whether teams are split across multiple sites or multiple countries, gettingtogether at critical times in a project is a sure way of moving forward with theminimal amount of miscommunication.

402Guide of Good Practices TEMPUS CORINTHIAMThe present section aims to display a wide range of experiences from CORINTHIAMpartner members in a variety of EU funded projects from Tempus to the LifelongLearning programme. It particularly may help at those who are about to start theirfirst international project and the handbook reflects the experience of several projectcoordinators in Europe and third partner countries. Four chapters are dedicated toparticular programs (Tempus, Erasmus Mundus, Lifelong Learning and Frameworkprogramme). Two annexes accompany this section, one on ethical issues applied toresearch and a second one on a special contribution of USC and the CGU within theframework of EU assistance to the third world.We hope our contribution is practical enough to cast some light over project coordinatorsabout how to face daily challenges in the management of international projects.

Chapter 1Management of international Projects of educationand trainingFILIPPO SARTORFRANCESCO GIROTTIThis chapter aims to give a handy contribution to Higher Education Institutions forthe management of international projects of education and training funded by theEuropean Union.With the recent creation of the Education, Audio visual and Culture Executive Agency(EACEA) it has become easier to group these international opportunities in 4 mainfamilies that are:1. Lifelong Learning programme2. Erasmus Mundus3. Tempus4. Bilateral cooperationIn addition, there are important opportunities offered by Development and Cooperation– Europe Aid Programmes or through other financial schemes promoted by EA-CEA, other DGs or Agencies.The chapter analysis the main phases of the management of an EU education project,starting from the notification of the results of the proposal and ending with disseminationand evaluation strategies.The aim is to prove that management is getting more and more crucial and couldmake a difference between a good project and an excellent initiative with substantialmultiplier effects and a sound financial reliability. Good idea or brilliant scientificinsights cannot be sufficient to obtain proper outcomes without a sound managementthat guarantees: 1) a harmonious consortium environment with partners fully awareof the rules and roles of the project; 2) future sustainability; 3) financial transparencyand harmony; 4) effective dissemination and exploitation of results.

404Guide of Good Practices TEMPUS CORINTHIAMTo obtain these goals, the project coordinator in synergy with the partners, has totackle the following issues:• Project planning and monitoring of activities• Partnership management• Evaluation of processes and products• Dissemination and exploitation of results• Project’s financial management and administrative issues• Contractual issues and relations with the contractorThese points could present unexpected challenges and require continuous strategicdecisions. We will analyze the main consequences in the chapter, simulating possiblescenarios and adopting a chorological order.The last part of the chapter is a summary of the main concepts discussed, presented ina list of recommendations.1.1. Contractual ManagementInternational projects of education and training funded by the European Union maydiffer quite substantially in terms of contractual procedures, features and timing. Inthe last years, two models seem to emerge as framework:1. contracts regulating projects with detailed workpackages, outputs, activitiesand costs (LLP multilateral projects, Tempus, Alfa, Erasmus Mundus ActionIII etc..)2. contracts regulating projects that carry out joint academic programmes andmobility schemes whose budgets are based mainly on lump sum and flat rateprinciples (Erasmus Mundus action I and II, Atlantis, and etc)Nevertheless, it is still possible to identify some common patterns and steps that contractinginstitutions (specifically universities) must address in the first phase of a projecteither before or after the official start.The main elements are the following:• Notification• Negotiation/collection of additional documents• Analysis and signature of the contract• Official start of the project

Part IV : Management of International Projects 4051.1.1. NotificationThe procedures of notification are quite standardized, especially for those Programmesthat are directly managed by EACEA.The notification usually takes two main channels:1. publication of the list of selected projects in EACEA or other EU websites2. notification by email (and separately by post) to the project coordinator andthe legal representative of the applicant institutions with the results of theproposal and the evaluation made by external experts with relative scores.These two information flows are almost simultaneous but still some Programmes,for example, ALFA counts only on the notification by email and the list of selectedprojects is published only after a certain amount of time. In addition, the notificationis addressed to all the applicants that submitted proposals, including those that havenot been selected.1.1.2 Negotiation/collection of additional documentsTogether with the notification, the European Commission could raise the followingrequests:1. Asking additional documents that were not included in the project proposal.These documents could be: legal entity forms, official mandates formpartners, financial statements, statutes, and could refer both to the coordinatorand/or partners.2. Asking additional explanation for the structure of some activities or budgetitems that does not seem perfectly suitable or consistent with the proposaland the programme. In the case of budget, the EC could ask to redistributethe same budget among different items and could unilaterally decide toreduce it, asking the Coordinator to reformulate the overall budget proposalaccording to the grant available.3. Asking to indicate the name and the fiscal data of an audit company. Thisrequest is compulsory for those projects that require a financial audit initinerary. They are usually projects with an important financial contribution(for example some ALFA initiatives) and the name of the audit companymust be indicated in the Grant agreement.Contrary to other European Programmes such as the 7 th FP of Research and Development,the negotiation may modify only marginal component of the project, applicantorganizations are not requested to preliminary meetings with EU officers to discussspecific aspects or present further solutions. Nevertheless, it is important to reactpromptly and effectively to the request of the Commission.

406Guide of Good Practices TEMPUS CORINTHIAMDuring this phase, EC communications usually remind to the Coordinator that the notificationdoes not represent a financial or legal commitment on the part of the EU butthat the offer of an award is confirmed only when the Grant agreement has been sent.In addition, these requests are usually associated to a deadline that could be very tight.On this regard, potential coordinators are invited to start to collect documents evenbefore the notification. The suggestion is particularly relevant for those documentsthat require the contribution of the partners. One example is provided by mandatesthat are now adopted both by Tempus and LLP programmes. Mandates (or originalcopies of Mandates) are not usually compulsory for the submission of the proposalbut the coordinator is already informed that, in case of preliminary selection, EC willrequire these documents in a very short time as they constitute formal annexes of theGrant Agreement. Therefore, it will be suggested to collect them in advance, especiallywhen the expected date of notification of the results will be during Summer time.Similar consideration could be done for audit companies, whose specification couldrequire time especially in public institutions that are binding to formal procedures.1.1.3 Signature of the contractOnce provided all the additional documents or information to the EC, the Coordinatoris expected to receive two copies of the Grant agreement that must be signed by thelegal representative and usually sent back to the EC in 30 days by the date of receipt.The grant agreement represent the most important document that regulates the relationbetween EC and the Coordinator (and indirectly all the partners) during the entireproject life. It usually consists on the agreement itself, and a list of annexes such as:1. a copy of the proposal2. mandates3. budget4. financial handbooks5. copies of interim and final report templates6. other relevant documentsDespite grant agreements are designed according to standardised patterns, it is extremelyimportant to read carefully all the elements as they can suggest different modalitiesof project management and consortium organisation.Generally speaking, the main elements of the Grant agreement are:1. Duration and timing. On this regard, be careful on the criteria that settle thestarting date. It could coincide with the date of signature of the Coordinator

Part IV : Management of International Projects 407or could be preliminary assigned by EC and reported in the Grant Agreement.2. Financing and payment arrangements. This element regulates the instalmentsand pre-financing and is very sensitive in order to plan the activities of theproject and to evaluate to which extent the project could require in advancepayments by the coordinator and the partners in addition to the co-financing.3. Submission of reports. Timing and features of the interim and final reports4. Notification of amendment or other substantial changing5. Termination condition6. Eligible costsThe Coordinator should be fully aware of all these aspects of the Grant Agreementand as well invite the partners (especially those with significant role in the project)to be aligned, sending immediately the grant agreement or uploading it in a joint IN-TRANET space. In addition, the Coordinator should clarify who the contact personsare in EACEA or the other EC structure in charge of the project.The annexes to the Grant Agreement are equally important since are official part ofthe agreement. In particular the Financial and Administrative Handbook has to becarefully read and shared by all partner.1.1.4 Official start of the projectWith the signature of the grant agreement, the Coordinator has the full responsibilityof the project. At that time, the Coordinator has to take some important decisions thatrefer to project management, role and responsibilities of the partners, timing, communicationpolicies, etc. Most of the decisions should have already been taken anddescribed in the project proposals, but still there are some possibilities of adjustmentor there are aspects that were not required to specify in the project proposals but thatcan be critical.Regarding possibilities of adjustment, we should consider issues such as:1. minor changing in the distribution of budget among partners as some forecastactivities can result more challenging than others and were underestimated2. changing of responsibilities in the activities3. changing in the composition of board members if preliminary decidedAll these elements are associated to the management and governance system indicatedfor the project proposal. There are different models to run projects and theylargely depend on the types of activities, the number of the partners, the connections

408Guide of Good Practices TEMPUS CORINTHIAMand sequence among work packages. Generally speaking, each project foresees theappointment of units and committees such as:1. steering or management committee, that is usually in charge of the overallmanagement of the project together with or assisting the coordinator2. quality assurance committee, that is usually in charge of designing andadopting tools to evaluate the project3. scientific committee that could replace or be added to the steering committee;communication committee, etc..4. task forces, that are the operative cells of the projects and are responsible forthe achievements and outcomes.The connection among task forces and committees could be more or less articulated.We just point out that projects with a high number of partners or geographicallydistributed may require a strong steering committee and more levels of control anddecision. Projects with few partners can be based on a flat model and more informalrelations.Regarding issues that were not covered in the project proposal, we can mention:a. Financial management.There are three main models of financial management with lots of shades in between:fully centralised, fully decentralised, and mixed. The decision of the model usuallydepends on the coordinator (in synergy with the partners) as the financial handbooklet the consortium free to organise these aspects, once all the financial conditions andrules are respected. These are the main features of the three models:I: fully centralised. The coordinator decides to manage the entire budget internally,without any financial transfer to the partners. It could be the case ofprojects with a vast amount of partners (for example thematic networks)where most of the budget is dedicated to the organisation of events and staffcost has been attributed mainly to the Coordinator with limited contributionby the partners as co-financing. In that case, the coordinator could centraliseall the payments, contracting a single travel agency that will work for all thepartners, setting a centralised policy of per-diem or “cost of stay” reimbursement,etc. The advantage is the full control of the financial management;disadvantages could be the high administrative burden in the hands of thecoordinator (rules must be clearly set) and potential lack of accountabilityof the partners. A constraint could be the degree of financial flexibility of thecoordinator.II: fully decentralised. This model is exactly the opposite of the previous one. Thecoordinator distributes the entire budget among the partners according to the

Part IV : Management of International Projects 409project proposals, the role and responsibilities are assigned at the meetinglocation, etc. In addition, the coordinator has to establish the timing of thetransfers, according to those indicated in the Grant agreement. This modelcould be recommended in projects that include few partners with a high levelof trust and reciprocal knowledge, also from the administrative point of view.In that case, the financial burden can be totally shared among the partners,each of them is fully aware of all the financial rules, financial offices of partnerinstitutions are involved, financial procedures and deadlines are strictlyregulated and consistent with the financial handbook programme. The lastaspect is crucial. If there is no clear agreement among the partners, the coordinatorcould suffer high transaction costs, trying to collect information andsupporting documents.III: mixed. The coordinator decides to keep some expenditure to its own administration,transferring to the partners the minimum required amount of budgetsuch as staff cost or equipment. This model is maybe the most diffused.Each coordinator can decide the amount of decentralisation in relation to: 1)type of activities, 2) number of partners and previous experience in similarprojects; 3) nationality of partner institution; 4) national financial legislation.The last aspect is often underestimated but it is essential. For example, wecould strongly encourage the coordinator to centralise the organisation of themeetings in order to limit transaction cost and to keep an update control ofthe budget. It means to contract a unique travel agency and to set a per diemor reimbursement policy valid for each participant. But not all the institutionscan afford to pay a per diem to a third person without charging fees, orestablish a contract with a travel agency without opening a call. Therefore itis essential to know its own administration as well as the financial situationof some countries (for example costs of banking transfer in Latin America)before deciding the model. Just to make some examples, mixed financialmanagement is getting diffused both in Erasmus Mundus Action I and IIprojects, where the coordinator can decide to centralise some operations (forexample health insurance) and to decentralise other procedures such as thepayment of scholarships.b. Roles and responsibilities.Not always roles and responsibilities are set in the project proposals. For example,in Erasmus Mundus I or II projects could happen that the consortium has decided agovernance and management system but has not yet appointed who is going to dowhat. This could be the case of the members of a Quality assurance committee, or thepartner responsible for a specific dissemination or promotional event. It is importantthat all roles and responsibilities are clarified at the beginning of the project unlessit is possible to assign them in the future without compromising the general balanceof the project. The coordinator is responsible to plan how and when to make thesedecisions that should be taken collegiality and, possible, during the kick off or otherproject meetings.

410Guide of Good Practices TEMPUS CORINTHIAMAll these preliminary steps and choices are also required to prepare the so called partnershipor consortium agreement or Memorandum of Understanding. This documentcould be a bilateral or multilateral contract that regulates the main features of the projectsand the rights and duties within the consortium. Bilateral agreements are usuallysigned by the coordinator and each single partner institution. Multilateral agreementsare signed by all the partners together.The main contents usually are:• Objectives of the contract• General Obligations of the partner and the coordinator• Payment of funds to the partner Institution• Budget of the partner institutions• Accounting, record keeping and reporting• Amendments, termination and disputesThe agreement is completed with a list of annexes among which are the grant agreement,the financial handbook, the timeframe and (when relevant) the description ofwork packages and outcomes with a clear indication of roles and responsibilities.The structure of the agreement can be slightly different in relation to the main characteristicof the project. In particular, agreements of projects that regulates mainlymobility (Atlantis or Erasmus Mundus Action II) can focus on aspects like recognitionor student services that are not relevant for projects that are based on a workpackagestructure (LLP multilateral, Tempus) where it is more important to clarify the WPresponsibilities and output deadline.Finally there are projects that may require more agreements among partners. It can bethe case of Erasmus Mundus action I consortia where partners must sign agreements thatregulates all the academic features of the curriculum (ECTS, mobility, degree awarding,etc.), plus agreements that regulate the use and the internal transfer of the grant. Thesame may happen with Atlantis projects, where all partners (including US institutions)are required to sign a MoU for the management of the mobility, but then European partnersmay sign a financial agreement for regulating internal money transfer.Whatever the project is, the Coordinator must have a clear idea on the contents of theagreements that should be discussed during the kick off meeting.1.2. Planning and Monitoring of ActivitiesAfter the conclusion of the contractual procedure with the EU, the Grant Agreementand its annexes become the “bible” for the implementation of the activities. All part-

Part IV : Management of International Projects 411ners should be fully acknowledged about the contents of the proposal, that is annexedto the grant agreement and that contains all the activities and results which will beevaluated at the progress report stage (usually at mid-term of the project’s life) and atthe end of the project.From now on, the contracting body (European Commission, EACEA or other Agencies)should be considered as an ally for the management, implementation and disseminationof the project and not as an obstacle. Therefore, it is extremely importantto establish good relations with the project officer assigned and with the financialofficer who may be a valid support to clarify doubts on the management and administrationof the project.1.2.1 Revision of the calendarThe first management step after the contractual issues should be the sharing of theobjectives and responsibilities with the partners, which usually is realized during thekick – off meeting.In this phase, the timetable of the activities of the full project has to be discussed,milestones have to be positioned (evaluation meetings, projects’ meetings, main deliverables,public events) and/or adapted to partnership calendar which may havechanged from the time of the application (usually 1 year before). In addition, it isimportant to analyze and discuss the reviewers comment to the application since thenegative remarks will probably constitute the “risks” for the project while the positiveremarks represents the “expectations of the donor” and needs to be carefully takeninto consideration.The first stage or the kick – off meeting is also the stage for the assignment of responsibilities,when this issue has not been undertaken at the application phase (i.e. inthose projects, usually focused on the realization of mobility, for which the applicationform does not require a detailed description of the responsibilities but only thedescription of the procedures to put in place for the implementation of the mobilityflows).1.2.2 Building the teamThe second important step for the smooth realization of the project is the creation ofthe “working teams”, which means the formalization of the people involved in theproject from each partner. While the contact person reaches at the application phase– usually – remains the main person in charge of the implementation of the activities,it has to be instilled in each partner that many other people will have to be involvedin – or at least be aware about – the project at their institution. In case of projects withthematic work packages, it is important to ensure that the people are assigned ac-

412Guide of Good Practices TEMPUS CORINTHIAMcording to their competences and it should be avoided that the contact person will actas a “one man show” but rather as a project coordinator/leader within its institution.In case of curriculum development projects, which are not rare in the framework ofeducation projects, the involvement of the structure (Faculty/Department/school) incharge of the delivery of the training has to be guaranteed since the beginning of theproject and both scientific and administrative staff has to be involved in the process.In addition, it has to be guaranteed the proper support from the staff in charge of thefinancial management, which can be administrative staff of the department or staff belongingto the central administration (i.e.: international offices or accounting offices).Since, those staff may require to be gotten acquainted or trained on the Programmespecific financial rules, the formalization of the “financial team” may facilitate thecommunication among “technical” staff and should avoid misunderstandings or lossof time during the reporting phases. When the budget for travels allows it, it could beimportant to invite administrators to the most significant project’s meetings (mid-termor final meeting) in order to guarantee consistency in the financial reports.1.2.3 Monitoring, evaluation and communication toolsFor the management of the project, the project coordinator could be supported by aset of monitoring, evaluation, communication and reporting tools both to report on theactivities carried out and for the financial monitoring and reports. Some of these toolscan be downloaded from EC specific web pages and adapted to project’s needs, or canbe developed “ad hoc” by the coordinator.Management and monitoring toolsIf the project application does not include a Gantt chart, which is a graph made withbar charts illustrating the project’s schedule, and which shows the timetable and thebreakdown of the project’s activities and the milestones, it could be useful to prepareand share it with the partners in order to provide a graphical representation of the project’sstages. This chart can be easily created in an excel sheet, or can be created withthe support of specific software or services which are more and more available on theinternet in a freeware modality or as online free services.Another monitoring tool, which may improve the management of the activities andthe respect of the deadlines, is a detailed and descriptive table of the deliverables. Thisdescriptive tool should include the description of the deliverables of the project, thepartners or the team in charge of its realization and the timing for the realization of thedifferent versions of the deliverable.Example:

Part IV : Management of International Projects 413Partnersinvolved15/05/2012 P1 – teamleader; P2,P5, P7Title Description Delivery dateD1: State ofart of the mobilitybetweenEU and CaribbeanUniversitiesThis document resumethe state of art of themobility among EUand Caribbean universitiesand it is realizedthrough the analysisof the questionnairessent to IROs of 50 EUand Caribbean UniversitiesStages of realizationStage 1: questionnaireto be realizedby September 2011;Stage 2: identificationof target to berealized by October2011;Stage 3: collectionof answers to berealized by February2012Stage 4: analysis ofresults and elaborationof the documentto be realizedby May 2012Moreover, a project coordinator needs a set of reporting tools to monitor the activitiesand the expenses of the partnership. Indeed, education projects funded by theEU usually foresees 2 main reporting stages: the progress report stage, after 1 yearor 18 months depending on the duration of the project (2 or 3 years projects), and thefinal report stage, at the end of the project. These 2 important milestones, especiallyin case of multilateral projects with large partnerships, may not be sufficient for theprevention of risks in the implementation of the activities. Indeed, one of the risksof the projects build up on consecutive work packages is a delay in the realization ofdeliverables which may be necessary for the subsequent work packages. This delaymay be caused by the underestimation of the risks connected to a specific activity, butas well, by the presence of hidden or sleeping partners. At this regard, it may be usefulto require an intermediate report on the activities carried out by each partner, let’s say,on a semester basis, in order to monitor the commitment of each institution.Such reporting tools can be created, i.e. novo, but in many cases it is more convenientto use the same reporting tools required by the donor for the progress and final reportstage.Evaluation toolsThe vast majority of the education Programmes funded by the EU require a Qualityand Evaluation plan as a compulsory part of the project. The aim of this requirementis to guarantee a good quality of the final outputs and outcomes of the projects. Within

414Guide of Good Practices TEMPUS CORINTHIAMthe projects organized in work packages, the quality plan usually has the status of oneor more work packages, while within pure mobility projects it may be requested anevaluation of the effectiveness of the mobility through the analysis of the students’accomplishments. In any case, a formally created quality team is advisable and adetailed evaluation and quality plan should be created at the beginning of the project.The quality plan should detail what, when and by who the evaluation is performed.When the quality plan has the rank of a work package, it is important to draft an evaluationplan, which details the evaluation stages of the project’s outputs (deliverables)but also it takes into account the evaluation of the processes, such as, the project management,the communication and the effectiveness of the partnership and the transversalactivities, such as, the dissemination and the exploitation of results.The evaluation of the activities, processes and outputs can be performed internally bythe partners or through the appointment of an external evaluator, for which a specificbudget has to be reserved in the application phase. It is also possible a mixed solution(i.e.: evaluation of processes to be performed internally and evaluation of outputs tobe performed externally). Evaluation questionnaires are usually adopted to assess theeffectiveness of events or the satisfaction of the partnership and ICT tools such as,online survey services that can facilitate the analysis of the answers.The evaluation process has to be designed in a way that could enable the project toput in place in depth adjustments that are necessary and the possible re-scheduling ofthe activities, therefore evaluation exercises should be performed during the crucialstages and not only at the end of the project life.Particularly, for complex projects, where a logical framework is not requested, it maybe useful to create a “risk management form” to be used by all partners to identifypossible risks and to enable the consortium, the quality team or the steering committee,to put in place possible solutions or alternatives.In any case, the time devoted to evolution exercises that don’t have to be underestimatedand it is a duty of the project’s coordinator and of the quality team to foster theimportance of the evaluation activities.Communication toolsAn efficient communication among the partnership is crucial for a good project management.Communication among partners and between partners and coordinator/WPleaders need to be guaranteed on a constant basis since all partners have to be equallymotivated to perform.

Part IV : Management of International Projects 415The first step for a good internal communication is the creation of a repository of thebasics documents of the project, such as, the grant agreement and its annexes, thereport forms, the documents for the projects’ meetings and, of course, all the materialdeveloped by the partners. The vast majority of the project is now organizing theinternal communication and the docs exchange through the use of CMS in the form ofvirtual platform based on the project’s web site. It is accessible on the restricted areaby enabled users. These systems can have different level of dynamicity in a range goingfrom a simple docs repository to a more interactive and dynamic communicationtool (versioning or wiki system to collaborate in documents creation, forums and etc).This system requires a higher initial investment for the project but the cost – benefitratio is usually positive since the costs are balanced by the effectiveness gains.The CMS or other virtual management systems are only the basis for the communicationbut they risk to become worthless if the partnership is not acquainted with thesystem or if it is not motivated to use it (i.e if it is not updated or if big sections remainempty for long periods). It is usually a duty of the coordinator to motivate the use ofthe system and to offer technical assistance if required.However, the CMS cannot replace the “traditional” communication via email and atthis regards, mailing lists are also useful for the internal communication. When thepartnership is large or complexly built (this is the case of big networks or of projectswith multi-level governance systems), the use of periodical internal newsletters is auseful tool to maintain each partner acknowledge on the ongoing activities.In addition, when the project would require a multilateral simultaneous communicationand a project meeting is not realizable, phone conferences, chat or video conferencesmay be a good tool for a multilateral discussion and could be used periodicallyto monitor or revise the progresses of the project.Finally, the communication among partners is an element that has to be periodicallyevaluated, because it is often the lack of communication that is caused by the lack ofpartner’s involvement.External communication, which is part of the dissemination strategy, is analyzed inthe next chapter. It is also an important issue for a project. The way how the project ispresented to the large audience and the way how the project communicates with theoutside world is important for the image of the project itself and for its sustainability.Even if more details will follow in the next chapter, here, it is important to underlinethat the external communication strategy should be consistent and clear, therefore, thecoordinator or the partner responsible for the dissemination should elaborate a set oftools to promote a reliable image of the project. These tools, starting from the Logowhich should be placed on all official communication, can be templates for presentations,a standard description of the project (to be constantly updated), a standard

416Guide of Good Practices TEMPUS CORINTHIAMformat for formal mails or newsletters and a format for the presentation of the publicdeliverables.1.2.4 Financial managementThe financial management of a project is often the most difficult management part ofa multilateral project and the time to be devoted to the financial issues doesn’t haveto be underestimated.The first and most important step for the financial management is to share the financialand reporting rules of the Programme with the consortium, which are usually includedinto a financial handbook annexed to the grant agreement or are directly included inthe agreement itself. These rules are usually presented during the so called “project’scoordinators meetings” which are organised by the donor after the contractual proceduresare concluded.At this purpose, a proper section on financial and reporting rules has to be organisedduring the kick-off meeting and possibly during those meetings which are temporallyclose to the Progress and Final Report deadlines.In addition, it may be useful to organise bilateral meetings between the coordinator andeach partner, during the project’s meeting in order to verify the financial progresses ofeach institution. In particularly, difficult situation, video meeting or visits to the institutionsmay be necessary to guarantee the good implementation of the financial rules.The second step for the coordinator is to verify whether there are conflicts betweennational or institutional reporting rules of the partner institution and the financial rulesof the Programme. If conflicts are found, the financial officer of the project at the donorinstitution should be informed written and a solution must be negotiated with thedonor or with the partner.The third step is the creation of reporting tools, which can be the same reporting tools,requested by the donor or could be adapted reporting tools that are created by theproject coordinator. These tools usually include general excel tables with indicationon incurred costs within different budget headings (travel, staff and etc.) and reportingtools to monitor the time devoted to the project by the staff involved.Monitoring and reporting exercises need to be performed at least on a six monthlybasis, in order to constantly maintain the control of the expenses and to avoid too largebudget left-over which may remain unspent.The objectives of the financial exercises are duplex: on one hand, they are useful totrain the consortium on the financial rules of the Programme and to ensure that the

Part IV : Management of International Projects 417final report would be accepted with no declared ineligible costs. On the other hand,the monitoring of expenses is crucial to plan adjustments on the budget, which needto be planned at consortium level (i.e. on the overall project budget) and not at partnerlevel. Consequently, after one year or 18 months of project life, the coordinator shouldbe able to calculate the savings from a budget item and could plan for adjustmentsin order to cover unpredicted costs. The most overestimated costs for a LLP projectare the travel and subsistence costs, while staff costs and above all “other costs” areusually underestimated. In the last phase of the project it could be important to have a“reserve” for travel and subsistence costs both, because in this last phase of the projectunpredicted dissemination costs could need to be covered (travel to participate in disseminationevents, conference fees, publications etc.).A sensitive issue in the financial management of EU project is usually represented bythe supporting documents which may be requested by the donor to certify the staffcost of the consortium. Among these supporting documents are sensitive data, such as,payslips of the staff involved, that may be requested together with a written explanationon the way of calculation of staff cost.While it is out of discussion, that time sheets have to be provided to the coordinatorand that, in case of audit, payslips needs to be presented to the auditor, it might bedifficult and extremely time consuming to ask each partner to provide payslips duringthe project’s life. This issue needs to be decided by the coordinator on the base of his“feelings” but also on the basis of the consortium characteristics. The coordinator hasto “feel” the consortium and should balance the requests of administrative tasks on thebasis of the situation and taking decisions according to the progresses of the project.1.3. Dissemination and ExploitationDissemination and exploitation of results are becoming more and more important forthe European Commission and are included in many Programmes as a mandatory partof the project implementation, reaching the rank of 2 different work packages withinthe LLP Programme.The definitions of the European Commission of the “Valorisation Plan” (dissemination+ exploitation) are as follows:Dissemination: “A planned and systematic process of providing information on thequality, relevance and effectiveness of the results to key actors”.Exploitation: “Exploitation consists of mainstreaming and multiplication. Mainstreamingis the planned process of transferring the successful results to appropriatedecision-makers in local, national or EU systems. Multiplication is the planned processof convincing individual end-users to adopt the results”.

418Guide of Good Practices TEMPUS CORINTHIAMThe two macro activities are always connected, even if the dissemination starts at thevery beginning of the project with the dissemination of the information on the project’saims and objectives, while the exploitation of results usually starts after the firstoutcomes have been reached.Since this chapter is dedicated to project management and not to project design, wewill give for granted the fact that the reader is in a situation where the disseminationand the exploitation strategy have been in some way already defined at the applicationphase and we will mainly focus on the possible challenges, rather then explainingwhat a dissemination and exploitation plan should or should not include.The fact that Dissemination and Exploitation are mandatory activities could seem asufficient reason to implement them, but it is certainly not enough to make them effectiveand to obtain interesting results. In other word, the coordinator should instillthe “dissemination attitude” to the consortium, persuading partners – where necessary– that a good dissemination and exploitation strategy is the basis for the sustainabilityof the project itself.Therefore, the first step the coordinator has to deal with when it comes to dissemination,is to share a dissemination plan with the consortium (to be developed ex-novo orjust exploded from the “application”) and to dedicate time to dissemination startingfrom the kick – off meeting. The dissemination plan should clearly define the targets(to Whom), the subjects of the dissemination (What), who will be in charge of theactivities (Who), the means for the dissemination (How) and the timeframe of the dissemination(When). A common mistake which could constitute a risk for the disseminationand exploitation is the underestimation of the informal dissemination activities(i.e. informal presentation of the project during a coffee break). Indeed, some notexperienced institutions in EU projects tend to consider dissemination activities onlyformal seminars or scientific publications, not being aware of the potential impact ofinformal activities (i.e. if the target of the informal talk during the coffee break is apotential user of the results or potential sponsors for improvements).Therefore, another step that needs to be prepared by the consortium is a proper wayto collect and report dissemination activities in order to guarantee that all the effortsmade can be recognized by the donor (Progress and Final Report stage) and that theirimpact could be assessed. The collection of dissemination activities can be done usingWord template to describe each event carried out, or online form (online survey services)that each partner could directly fill in facilitating the final analysis. In any case,the collection of supporting documents (such as photos, agenda of seminars, videosand etc.) could help the presentation of the results.Another important issue, when it comes to the dissemination and exploitation management,is the allocation of a proper budget to those activities. Indeed, disseminationand exploitation activities are maybe the most difficult activities to be budgeted at the

Part IV : Management of International Projects 419application phase because even if big events (seminars) or means for dissemination(web site, leaflets, gadgets) can be properly budgeted and planned, many other activitiesand opportunities may raise during the project life (participation in conferences,travels, site visits and etc.). Since consortia are usually more active in the disseminationafter the first year of the project, a good monitoring of the budget (see above)could allow adjustments for dissemination purposes.Another challenge for these activities is the so-called “mainstreaming effect”. Whilethe “multiplication effect” is rather simple to be obtained and mostly depends on thequality of the outcomes and on the time dedicated to the identification of possible endusers,the mainstreaming is much easier to be promised at the application phase andmuch more difficult to be reached at the implementation phase. The recommendation,here, is to try to involve local, national and international stakeholders since the beginningof the project in order to make them part of the process and possibly obtain mid– term results in this sense. Indeed, many projects fail in the exploitation effects whenit comes to mainstreaming because they take care of this aspect at the final conferenceof the project only.1.4. Recommendations• Be aware of the notification and negotiation process and be ready to collectdocuments from partners with a short delay after the notification of theselection. In some cases (i.e. mandates from partners for a LLP project) thosedocuments can be collected before the selection notice, which usually comesduring the summer.• Read carefully the Grant Agreement and its annexes and share the principleswith the consortium• Decide the management “style” of the project’s budget (centralised,decentralised, mixed)• Assign roles and build up teams and task forces at the beginning of theproject.• Create a comprehensive partnership agreement to ensure the commitment ofpartners and to regulate the financial flows• Establish good relations with the project officer and financial officer assignedby the contractual body• Cross check the timetable of the project with the calendar of the peopleinvolved and make adjustments where necessary• Read carefully the comments from the referees of the project application anduse them as a basis for improvements

420Guide of Good Practices TEMPUS CORINTHIAM• When building the team, make sure that the relevant administrative unit atthe partner institutions are involved or aware about the project.• Design tools for the monitoring of activities and expenses of the partners• Create and evaluation and quality plan at the beginning of the project• Organize a communication platform and a web site, possibly containing allthe relevant documents for the project’s realization• Be sure that the kick-off meeting is professionally organised, providinginformation and material to all partner and involving task force leader in thepreparation of the event• Organize financial and reporting sessions within each partners’ meeting• Report on the meetings of the coordinators usually annually organized bythe donor• Organize financial monitoring exercise in order to monitor the overallexpenses and to plan for budget adjustments• Instil the dissemination and exploitation “approach”• Design dissemination and exploitation strategy• Allocate appropriate budget to dissemination and exploitation activities• Decide how to collect dissemination and exploitation activities and events

Chapter 2Management of Tempus ProjectsCARLOS MACHADOThis chapter is conceived as a practical tool addressed to administrative and academicstaff that wants to participate or has participated in the Tempus programme initiatedby the European Commission. The contents significantly rely on the European Commissiondocuments available in Tempus document library (http://eacea.ec.europa.eu/tempus/index_en.php), without any intention to rewrite or replace any of it. This practicalchapter intends to synthesise the relevant elements about the Programme, theproject phases and the practical approach, which any potential applicant to Tempusneeds to know before getting involved in the complex work of project elaboration. Ittakes largely into consideration relevant examples and tips of good practices pooledfrom experts’ broad experience in the field of Tempus and other European programmefor cooperation.2.1. Overview of the Tempus ProgrammeCo-operation in higher education plays an important role in further developing humanresources and occupation skills and in promoting understanding between cultures.Moreover, development of training leading to qualifications is needed in a context ofeconomic reforms to help increase competitiveness in the industrial sectors.The Tempus programme is the European Union cooperation scheme designed tostimulate cooperation between European Union and Partner Countries in WesternBalkans, Eastern Europe and Central Asia, and the Mediterranean area in order tosupport the modernisation of their higher education systems. Established in 1990 followingthe fall of the Berlin Wall, Tempus has been renewed four times (from TempusI until Tempus IV – 2007 to 2013). Today, more than ever, there is need to enhanceunderstanding between cultures, and for the European Union to work together with itspartner countries in the field of higher education.When Tempus started as Tempus PHARE, its geographical scope was Central andEastern Europe addressing to partner countries in the Western Balkans receiving financedfrom the Cards assistance programme and countries in Eastern Europe and

422Guide of Good Practices TEMPUS CORINTHIAMCentral Asian region covered by the Tacis assistance programme. Only until recentlythe European Commission decided to allocate the Tempus programme under the Education,Audiovisual and Cultural Executive Agency (EACEA).The Tempus scheme is based on the understanding that higher education institutionsplay an important role in further developing human resources and occupation skillsand in promoting intercultural understanding among EU countries and third countriesof the neighbouring area. Moreover, development of training leading to qualificationsis needed in a context of economic reforms to support competitiveness in the industrialsectors.The TEMPUS programme thus promotes the “people to people” approach: its addedvalue lies in its promotion of international and regional co-operation, which generatesbetter communication and new networks of personal and professional contactsbetween the academic worlds of the EU and the partner countries.Tempus is in line with:• overall priorities and objectives established by the EACEA in consultationwith Ministries of Education from beneficiary third countries.• priorities and objectives set out in bilateral treaties:oooPartnership and Co-operation Agreements (Tacis)Stability and Association Agreements (Cards)Euro-Mediterranean Partnership (MEDA)• the indicative national priorities established by the European Commission inconsultation with the authorities in those countries is set on a yearly basis.Tempus works through grant allocation according to two types of instruments designedto support the modernisation of the higher education sector in the partner countries.1. Joint European Projects (JEP). This type of projects aim at increasingcooperation and network-building between actors in higher education in EUMember States and partner countries, and help the higher education sectorpropagate its knowledge outside academic institutions specially in the fieldof curriculum development, university governance and capacity building.2. Structural Measures (SM). They used to be are short-term policy adviceinterventions, aimed at supporting reform processes in higher education,and developing higher education strategic frameworks. After Tempus IVthey became also long-term oriented - with a duration of maximum 3 years.Such projects typically address issues linked to the Bologna process suchas quality assurance, and related accreditation systems, credit systems, and

Part IV : Management of International Projects 423restructuring of the qualification frameworks to create a converging andtransparent European system, whereby different national education systemswould use a common framework.In either case, JEP projects or SMs, the project management handbook published bythe EACEA (Education, Audiovisual and Culture Executive Agency) remind us ofseveral important points to consider when preparing any Tempus project:1. It is essential to analyse carefully local conditions, in which the PartnerState institute is operating. Herein, it is relevant to note that conditions willvary not only from country to country, but also from city to city. There arestill a large number of institutions that have not participated previously ina Tempus project. For third country institutions, it means sometimes thata Tempus project is the start of cooperation with universities from the EUMember States.2. Pre-Joint European Project activities should be focused on building a team ofdedicated people which can efficiently work in the following Joint EuropeanProject, as the JEP grant will only be awarded to the same consortium ofinstitutions as the Pre-JEP’s.3. The introduction of the institutional and needs analysis in the Guide forApplicants means that consortia analyse and interpret the beneficiaryinstitution’s current situation vis-à-vis national government educationalpolicies and social, economic and labour conditions. The analysis shouldclearly identify the specific needs in the particular Pre-JEP’s subject area andthe related reform and training needs.4. It is important to be “open” about the project, disseminating information onthe project to other departments/faculties of the partner institution and otherhigher education institutions in the region. In order to enable smooth runningof the pre-project, it is advisable to establish contacts with the authoritiesof the partner institution early in the project, explaining the benefits of theproject to their institution and keeping them informed of the project activities.5. From the very start of a project it is important to ascertain which otherTempus projects are running in the same region. Attempts should be madeto establish links with other Pre-JEP’s and running JEP projects, irrespectiveof the subject area, as existing projects will most certainly be capable ofproviding invaluable advice concerning solutions to everyday practicalmanagement issues (transfer of money, purchase of equipment etc.)Some of the institutional benefits of participating in Tempus projects are:• Curricula: Modernisation of teaching, new courses, updated courses; newdegree programmes & structure (two-cycle, Master, short-cycle, modules);modernised ICT-based teaching methodologies; flexibility of studies byintroduction of ECTS; basis for lifelong learning.

424Guide of Good Practices TEMPUS CORINTHIAM• University Governance: Institutional Development Plan / strategies forinternational cooperation; computerised management tools; QualityAssurance; efficiency of university administration.• Institutional building: Links with external environment (public administration,Chamber of Commerce, SMEs, NGOs, associations, intercultural dialogue,culture, civil society)In general terms, the benefits for institutions may be:• Practical preparation for international cooperation• Preparation for participation in regular Community programmes• Support for development of multilateral partnership• Development of practical skills for project writing• Efficient international relations offices• Flexibility of mobility by elimination of the linguistic obstaclesAt personal level, one may cite the following advantages:• Capacity and ease for networking in international cooperation• Managerial skills and abilities for all career life2.2. How to start a tempus project?Here are some tips that may help in order to start up a Tempus project.1. One needs to look at the resources available in terms of personnel, infrastructure andPersonnel: You cannot set up and develop a project alone, you need a TEAM bringingtogether people with different competences related to the complex project area.Infrastructure: e.g. you may not propose a project based on e-learning if minimaltechnical requirements are not available.Time: If you do not assess correctly the risks related with the huge volume of paperworkand time pressure against the mandatory deadline, you may not be able to submita good quality application.2. Additionally, it is important to read carefully the official documents such as the Callfor proposal, Guide for Applicants and terms of referencesKeep in mind that criteria of evaluation of your proposal are built against the termsof reference and questions addressed in the Application form. For more information

Part IV : Management of International Projects 425you can consult the Tempus web site from where Application forms, Guide for Applicants,FQA and useful handbooks can be download from the official website of theEACEA/Tempus.3. Without Institutional support, it is difficult to manage any project in general.You may have a very original idea but if this does not fall in the strategy of cooperationdesigned at your institutional level you may not have the necessary support. Rememberthat Tempus requires institutional support; the head of institution shall legallycommit the institution in a Tempus partnership, therefore you need not only materialbut also legal support.All the trans-national projects have several distinctive characteristics that should betaken into account before getting involved in actual cooperation. Partners comingfrom different European and non-European countries bring with them cultural differences.The intercultural dimension present will be in all project activities and thisshould not be neglected. Different types of institutions with different attitudes andworks styles coming out of the mixed partnership must find a common ground. In thegraph below we can observe the main factors for managers when leading an institutionalproject or any international project.Table 1. Roles of Managers.Roles of managersPMIPMControlling/Directing Empowering – potentialImposing norms Releasing creativityCreating certainty Managing uncertaintyTellingListeningVertical/line authority Matrix/Project ManagementProblem solving Opportunity creatingManage within your area Collaboration/partnersOther factor to consider within an international project is that members of a team maynot always work under the same roof; often they are at considerable geographicaldistance. This requires optimal communication strategy and tools.Work has to be done with limited financial and personnel resources. Team membersoften carry out project work in addition to their normal workload.

426Guide of Good Practices TEMPUS CORINTHIAMConsiderable time pressure: the project life, which is limited by contract, is often tooshort for complex processes carried out within project life. Delivery of interim andfinal results is often regulated by fix deadlines making team workers under the pressureof time.Normally any project should stick to the original plan & timetable. Major deviationsare subject of approval by the grant donor (in this case European Commission). Substantialamount of paperwork is involved to answer al the requirements related withthe application and reporting phase (number of copies, annexes, supporting documents).A period of insecurity between the application and the implementation should be considered,as the rate for the approved projects is rather low.Financial risk related with the contracting institution, as only the Grantholder (contractor)is liable to the grant donor (here the EC). It is to consider that the Grantholderwill have to ensure financial means to enable good start up of activities according theWorkplan most often before the grant arrives in the project account. The Grantholderwill have to ensure in the end expenditure of the whole grant, while the donor willtransfer the last share only after approval of the final report.Project elementsBefore starting to build a project, the promoter should think to the following elements:• Defining aims, objectives based on identified needs and problems• Context and target group• Content of the project• Where and when• Practicalities• Funding• Partner finding and team building• Means of action• Communication• Evaluation and follow-upThe graphic image below shows the major phases of a project during its life cycle.Speaking about “cycle”, we mean that the project life normally does not end after thecontractual period has finished. The project outcomes should be sustainable, evenunder financial autonomy conditions, beyond the project scope. In most of the cases

Part IV : Management of International Projects 427they generate other ideas and the partnership established during a successful projectare able to find new reasons, identify new objectives, ways or means to continue cooperationcapitalising on achieved results or valorising them.The image is self-explanatory and refers to the phases starting with the project ideato post-reporting period following the end of contractual period. Considering the purposeand the target groups addressed here, this practical guide will detail the first halfof the “cycle”, namely the preparation and elaboration of successful application.Nonetheless, it is clear that the application should foresee appropriate strategies fora smooth development of activities, on-going evaluation of project interim and endresults, dissemination and sustainability arrangements as well as effective coordinationand administration of the whole project. The guide will touch these aspects aspart of support for application on the assumption that solid application may containall elements for a good management once the project is selected for funding. Besides,extensive list of references is enclosed to assist those interested in detailed informationregarding the project coordination and management in their future work.Graphic 1: Project Life Cycle 1 .1 Survival Kit for the European Project Management, Holger Bienzle (ed.), 2001, p.7

428Guide of Good Practices TEMPUS CORINTHIAM2.3. How to elaborate a Tempus project?The step by step process in Tempus follows the Logical Framework Approach (LFA)to Project Design, consisting of two main phases - analysis and planning. The LFAis an analytical and management tool which is now used (in one form or another) bymost multi-lateral and bi-lateral aid agencies, international NGOs and even governmentbodies. The LFA may be thought of as an ‘aid to thinking’ which allows informationto be analysed and organized in a structured way. It is a core tool used withinProject Cycle Management.There are two main phases to take into account when preparing a logical framework.Phase 1. The analysis phaseStep 1: Conduct Stakeholder analysis−Identify groups, people and institutions with interest in the project or whichare likely to be affected by the project, and identify the key problems,constraints and opportunities they face. Once stakeholders have beenidentified, they should be consulted to express the problems they face. Oncesufficient information has been collected, the stakeholders may be broughttogether to develop the problem identification and to begin the process ofproject design 2 .To determine who are stakeholders the following questions may help you:• Whose views and experiences would be relevant for your project?• Who will be taking decisions about the project?• Who is expected to act on these decisions?• Whose active support is essential to the success of the project?• Who has the right to be involved?• Who is likely to feel threatened by the project?Start the needs analysis:−−Analyse the existing situationIdentify the real problems faced2 For more details and examples, see Tempus Handbook: Objective oriented projectdesign and management, p.8

Part IV : Management of International Projects 429−−List of objectives that need to be achieved in order to resolve the identifiedproblem situationsTake strategic decision on which objectives to address in the project definitionin order to formulate the specific objective(s)Step 2: Conduct problem analysis−Formulate problems; determine cause and effect relationships and developa problem tree• Four-step approach to problem analysis:(1) Read studies, carry out discussions, consultations(2) Note problems(3) Rephrase the problems from (2) as objectives(4) Build a logical hierarchy of the objectives (“objective tree”)Step 3: Conduct analysis of objectives−Develop objectives from the identified problems; identify means to endrelationships; identify clusters of objectives and determine the projectstrategyGraphic 2: Transforming problems into objectives 3ProblemUnclear & inadequate legislation forsocial security & social justiceHigher education system does notprovide professional profiles requiredby the labour marketNo system of training in social workat higher education levelObjectiveLegislation for social security & socialjustice rationalised & improvedContribute to the reform of the highereducation system which responds tothe requirements of the labour marketCreate a system of training in socialwork at higher education levelThe problems identification leads to definition of objectives. This means: many problems– many objectives. It is unlikely that a particular project can ever address all ofthe problems in a situation, and therefore the tree may contain far more objectivesthan will be included in the project. The final part of analysis of objectives involvesthe selection of a strategy or number of strategies which will be included in the pro-3 Cf. Tempus Handbook: Objective oriented project design and management, p.14

430Guide of Good Practices TEMPUS CORINTHIAMject, and what will remain outside its scope Strategy analysis decides which objectivesare a priority and it looks at the feasibility of each. It is only when the strategies havebeen selected that the specific objectives and overall objectives are finalised.A four step approach on how to identify priority objectives is proposed:(1) According to their importance and urgency allocate objectives to:A • top priority B • second priority C • third priority(2) Now try to allocate all B-priorities either to A or C(3) C-priorities • “drawer”(4) A - priorities • identified priority objectives• project purpose/specific objectivesGraphic 3: Example of “objective tree”Having analysed the situation, the project should now be ready for detailed planning.Phase 2. The planning phaseStep 1: Define intervention logic – Develop the Logical Framework Matrix (LFM)The “logframe” is the main output of the Logical Framework Approach describedabove in 8 steps. It should be filled in with the information collected and developedusing the LFA. The Logframe consists of a matrix with four columns and four (ormore) rows, which summarise the key elements of a project plan, namely:

Part IV : Management of International Projects 431• The project’s hierarchy of objectives (Project Description/Narrative)• The key external factors critical to the project’s success (Assumptions/Risks)• How the project’s achievements will be monitored and evaluated (Indicatorsand Sources of Verification)Table 2. The Logframe Matrix.NARRATIVEOverall ObjectivesSpecific ObjectivesOutcomesActivitiesINDICATORS OFACHIEVEMENTMeasures of achievementof Overall ObjectivesMeasures of achievementof SpecificObjectivesMeasures of achievementof OutcomesInputs – human &physical resourcesrequiredMEASUREMENTSources of information& methods usedto verify achievementsSources of information& methods usedto verify achievementsSources of information& methods usedto verify achievementsCosts – of human &physical resourcesASSUMPTIONS &RISKSAssumptions affectinglinkage betweenSpecific & OverallObjectivesAssumptions affectinglinkage betweenOutcomes & SpecificObjectivesAssumptions affectinglinkage betweenOutcomes & SpecificObjectivesPre-conditions affectinglinkage betweenActivities & OutcomesThe vertical logic identifies what the project intends to do, clarifies the causal relationshipsand specifies the important assumptions and uncertainties beyond the projectmanager’s control. The horizontal logic relates to the measurement of the effects of,and resources used by, the project through the specification of key indicators for performancemeasurement, and the means by which the measurement will be verified.The column headings are defined as follows:1. Narrative - the narrative description of the project intervention logic at eachof the four levels of overall objectives, specific objectives, outcomes andactivities2. Indicators - measurable indicators at each level of the logframe narrative3. Measurement - the means by which the indicators will be recorded.4. Assumptions - risks and constraints which could affect the progress orsuccess of the project that are out of the control of the project. Pre-conditionsare internal factors for the success of the project that can be controlled bythe project.

432Guide of Good Practices TEMPUS CORINTHIAMIt is usually better to start preparing the LFM by working vertically down the firstcolumn (Narrative) until this is complete. Once the hierarchy of overall objective(s),specific objectives, outcomes, activities and inputs is considered sound, the plannershould then start to complete the Assumptions. This helps test the soundness of theproject description and should identify the constraints faced by the project, and anyrisks beyond the project control. The second and third columns should then be completed,working across the matrix for each level of the project hierarchy. Thus for eachIndicator, the Measurement should be specified to help test if the indicator is in factmeasurable in a timely and cost effective manner.While developing the LFM, it is important to define the project elements, test its internallogic, and formulate SMART objectives: Specific, Measurable, Achievable duringlifetime of the project, Realistic, Time bound.A specific project objective should be:• Relevant in the local context• ClearStep 2: Specify assumptions and risksIdentify the conditions which are likely to affect the project implementation butwhich are outside the project management control. No matter how well a projectis planned and prepared, things will not all go according to plan. External factorsmay affect the implementation of the project but will lie outside its control. Someof them may be critical to project success, and others of marginal importance. Theproject designer’s role is to identify such external factors and try to find solutions orbuild mechanisms either to deal with them, or to monitor the effect they are having.Once assumptions have been identified and included in the fourth column of theLogframe, they are stated in terms of the desired situation. In this way they can beverified and assessed.Examples of assumptions:• Local institutions collaborate in planning activities• Suitable staff are identified and recruited - local and expatriate• Trainees return to work on the project• Adequate budget allocations are made• Government meets certain pre-conditions set out by the donorStep 3: Identify indicators

Part IV : Management of International Projects 433−Identify ways to measure that progress has been achieved; formulateindicators; define means of measurement.To ensure that an objective is measurable it must be accompanied by indicators whichspecify the information required. At the same time, the means of measurement of theindicators should also be specified. Indicators should also fulfil certain criteria - Quantity,Quality and Time (often known as QQT).There are four steps involved in the selection of indicators:• Define the indicator: e.g. educational status improved• Set quality: e.g. number of graduates completing degree courses increased• Set quantity: e.g. number of graduates completing degree courses increasedfrom 500 to 1000• Set time: e.g. number of graduates completing degree courses increased from500 to 1000 by the year 2015When indicators are formulated, the source of information and means of collectionshould be specified. This will help to test whether or not the indicator can be realisticallymeasured at the expense of a reasonable amount of time, money and effort.The Measurement column should specify:• the format in which the information should be made available (e.g. progressreports, project• accounts, project records, official statistics etc.)• who should provide the information• how regularly it should be provided (e.g. monthly, quarterly, annually etc.).Step 4: Prepare activity schedule−The main activities are a summary of what the project must do in orderto achieve project objectives. Determine the sequence and dependency ofactivities; estimate duration; set milestones and assign responsibilities.When preparing the list, planners should always be aware of the following:• available human, physical and financial resources• how each activity will lead towards achievement of project outcomes, andthe assumptions which underpin this• the risks and uncertainties that could affect implementation of activities

434Guide of Good Practices TEMPUS CORINTHIAM• the time-frame of the projectStep 5: Prepare a consistent budget−Specify inputs will be required and thus need to be calculated; develop a costschedule if possible and prepare a detailed budget per activity.Each activity should then be used as a checklist to ensure that all necessary meansunder that activity are provided for.The steps involved in cost schedule preparation are:• List the means required to undertake each activity• Put means into cost categories• Specify units, quantity and unit costs• Specify funding source• Allocate cost codes• Schedule costs• Estimate recurrent costs• Prepare cost summary tablesOnce the LFM is filled in, managers should work on the “time dimension” and consolidateactivities planning them on the timescale according to the realistic duration ofeach individual. The steps involved in activity schedule preparation are:• List the main activities• Break the main activities down into manageable tasks• Clarify the sequence and dependencies of the activities and tasks• Estimate the start-up, duration and completion of each activity and task• Identify process indicators or milestones by which you can measure projectperformance• Allocate tasks among the project teamAll information in an activity schedule can be summarised in graphical format. Thereare several tools available to link the workplan and its individual units with a timeplan. An effective example is the so called “Gantt chart” (after the name of the promoterof this planning instrument). The chart shows individual tasks subdivided sequentiallyinto work units according to the length of time needed to meet the result.Their beginning and end are clearly marked. Milestones can also be set and markedin a visible way. The Tempus application form uses an adapted version of Gant chart.

format. There are several tools available to link the workplan and its individualunits with a time plan. An effective example is the so called “Gantt chart” (afterthe name of the promoter of this planning instrument). The chart showsindividual tasks subdivided sequentially into work units according to the lengthof time needed to meet the result. Their beginning and end are clearly marked.Part Milestones IV : Management can of International also be Projects set and marked in a visible way. The Tempus 435application form uses an adapted version of Gant chart.Table 3. Example of a Gant chart adapted to Workplan for TempusTable project 3. Example of a Gant chart adapted to Workplan for Tempus projectDespite the usefulness of preparing a work plan, it is demonstrated thatDespite no project the usefulness works according of preparing to the a work initial plan, plan. it is Therefore demonstrated successful that no project projectworks management according is a to process the initial of continuous plan. Therefore planning successful and revision. project management The project is plan aprocess is of course of continuous an integral planning part of and the revision. application, The project but more plan refined is of course planning integral has topart take of place the application, throughout but the more lifetime refined of planning a project. has to take Preferably place throughout with the the help lifetimeof a project. Preferably with the help of written agreements, the different rolesofwritten agreements, the different roles and responsibilities within the projectand responsibilities within the project should be allocated according to individualstrengths and expertise. A motivated team in which all members are equally involvedand can rely on each other is a key factor of success. Therefore much time needs to bededicated to the development of a positive project culture. A system of conflict resolutionis also necessary.Most project coordinators agree that transnational meetings have an important partto play. Accordingly meetings should be organised in a professional way and take

436Guide of Good Practices TEMPUS CORINTHIAMthe intercultural dimension of a European Cooperation Project into account. Communicationbetween meetings also needs careful planning. If quality is to be achievedpermanent monitoring of the progress of work and the evaluation of both processesand products are indispensable.The administrative workload, especially financial management must not be underestimated.Considerable time and energy can be saved if a transparent reporting systemand clear agreements are introduced at the very start of a project. To use the experienceof other projects can be extremely valuable.Here are some reasons why projects may fail:1. Inadequate authority2. Lack of project team participation and planning3. Lack of project team participation in problem solving4. Inadequate communication skills5. Inadequate technical skills6. Inadequate administrative skills7. Unrealistic project schedules8. Unclear project goals2.4. Recommendations for the application phaseAmong the recommendations that we can cite when preparing a Tempus projects arethe following:• Ensure the joint ownership of your project. It is recommended to prepareyour application with direct involvement and active participation of partnercountryuniversities.• it will enhance transparency and mutual trust between consortium members• It will help you to explore project idea in depth,• it will help to develop project of overall good quality• it will guarantee smooth project implementation once funds are granted• coordinating role could be given to one partner country university - sense oflocal “ownership”.• Demonstrate active involvement of the partner countries:• local partners should provide detailed needs analysis, avoiding commonphrases for description of needs

Part IV : Management of International Projects 437• describe specific situation in the region, in individual university• make clear what kind of assistance from European partners and input fromlocal partners are demanded• discuss management structure, decision-making procedure, selection criteriafor mobility• carry out Tempus short visits (e.g. within monitoring control)• advantage of face-to-face meetings is evident in preparation process.Support that can be provided by NTO to potential applicants updated information oncurrent national priorities:• clarify relevance to local context, current situation in HE sector• show compliance with HE strategy• help identify actual needs of universities in particular region.It is worth remembering that evaluators and academic experts appreciate:• Clear and concise, well-structured proposals• Proposals that respect project type criteria• Proposals that provide information on academic content• Information on why specific partners were chosen for the consortium• Demonstration of value for money• Innovation and creativity

438Guide of Good Practices TEMPUS CORINTHIAMFinal recommendationsSome Do’sSome Don’ts(to avoid common mistakes)Read the Guidelines and Use of theDo not modify the application formGrantConsider that only information in theUse the Tempus websiteapplication can be assessedo Frequently asked QuestionsDo not suppose prior technical or “his-(FAQ)torical project related” knowledge onoContractual documentsthe part of the assessoro UpdatesConsult NTO/NCP/Tempus OfficesDo not submit several similar proposalsBe aware of other HE projects in thepartner countries concerned – past orongoingUse the correct, updated applicationform

Chapter 3The impact of a new programme on aset structure - Erasmus Mundus ExternalCooperation Window/ Action 2at Lund UniversityHUGO BRAGIONIULRIKA QVIST MATHIESENThis chapter will discuss how Lund University as a large established institution metthe challenges of implementing a large scale innovative project such as Erasmus MundusAction 2.3.1. Background- internationalization at Lund UniversityFounded in 1666, and with eight faculties and 47 000 students, Lund University(LU) is one of Sweden’s largest and oldest universities. LU has a long tradition ofinternational cooperation, with the University of California exchange programmedating back to 1966 as a starting point for a formalized institutional cooperation.For many years, international cooperation was the concern of mainly the individualteacher or researcher, together with sporadic enthusiasts within the administration.In the mid-eighties however, an internationalization group was set up by the Universitymanagement in order to observe, evaluate and communicate what took place onthe international arena, and an international secretary was appointed and placed atthe Planning- and Development unit. This was a few years before the new Europeanmobility programmes as Erasmus and Tempus, but as well regional and national programmesas Nordic Exchange programme Nordplus and Swedish Visby programme,were launched. Though Sweden did not participate in Erasmus from the start, LUsoon became partner in the strategic European Utrecht Network.Sweden entering Erasmus in 1992 was one of the most important factors that calledfor institutional coordination of the respective operations. As a consequence, the InternationalOffice manned with a manager and a secretary was constituted as a separateunit within the central administration of the university, in 1991. This office had

440Guide of Good Practices TEMPUS CORINTHIAMthe function to support the faculties and departments with their growing internationalportfolios, and to create a common infrastructure for the management of strategic aswell as practical, day-to-day matters.The International Office soon expanded and has been reorganized several times overthe years, due to external inputs in terms of new programmes and funding schemes,and internal inputs such as: new overall organization and new strategies and goals.In the beginning of the 1990’s, LU received and sent out around one hundred exchangestudents. 20 years later, the numbers have grown to approximately 1800 incomingand 1000 outbound exchange students. These volumes place LU in the leadamong Swedish universities that demand a flexible yet structured organization, withwell-established and distinguished roles to handle the strategic work and the mobilityactivities.3.2. Lund University’s organizationGraphic 4: Overview of the structure of central administration services at Lund University.46 Management of International Projects(http://www.lunduniversity.lu.se/o.o.i.s/24829)(http://www.lunduniversity.lu.se/o.o.i.s/24829)The University is divided into eight main faculties. The faculties are ledby faculty boards, which have overall responsibility for the activities in thefaculties. Under the faculty boards are bodies responsible for specific areas:education, research, libraries, and etc.

442Guide of Good Practices TEMPUS CORINTHIAMized in different geographical areas each regional manager covers cooperation activitieswith institutions around the world, working closely with the other teams. TheSPAN team is also responsible for the selection of partnerships to join in frame of theErasmus Mundus Action 2 programme. Each regional manager is working as contactperson with both the consortia and the mobility coordinator.External Projects team, with seven employees, is responsible for application, coordination,reporting and quality assurance of the external projects (mainly ErasmusMundus).The team Student Experience and Mobility, and its student mobility coordinators,handle the process for in-and outbound regular student mobility within universitywideexchange agreements (bilateral or network), from the application phase to theevaluation after the mobility has finished.3.3.1. Erasmus MundusErasmus Mundus is a cooperation and mobility programme in the field of higher educationthat aims to enhance the quality of European higher education and to promotedialogue and understanding between people and cultures through cooperation withThird-Countries. In addition, it contributes to the development of human resourcesand the international cooperation capacity of Higher education institutions in ThirdCountries by increasing mobility between the European Union and these countries.(http://eacea.ec.europa.eu/erasmus_mundus/programme/about_erasmus_mundus_en.php)The first Erasmus Mundus programme (2004-2008) provided for the establishment ofan ‘Erasmus Mundus masters course’ which would enable students to travel aroundEurope attending several different universities. (DECISION No 2317/2003/EC OFTHE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 5 December 2003)In the first period, LU attended as partner in two programmes: MESPOM (MastersCourse in Environmental Sciences, Policy and Management) and GEM (Geo-informationScience and Earth Observation for Environmental Modelling and Management).Today, LU can offer six Erasmus Mundus masters courses. These EM Masterscourses are handled on departmental or programme level, with External Relationsonly as consultant. The EM Masters courses will not be further discussed in this text.In 2006, a new call for proposals was launched by the European Commission to fundhigher education student and teaching staff mobility activities between European universitiesand universities from targeted third-countries (24 countries in total distributedin 9 geographical lots). This new action, Erasmus Mundus External CooperationWindow (EMECW), would provide funds for the organization and implementation

Part IV : Management of International Projects 443of student - from undergraduate to post-doctorate level - and academic staff mobilityflows from and towards the third-countries concerned. (http://eacea.ec.europa.eu/extcoop/call/2006/index_en.htm )In the running Erasmus Mundus programme for 2009-2013, Erasmus Mundus masterscourse changed its name to Erasmus Mundus Action 1, EMECW became Action2 (EMA2), and finally a new activity, Action 3, projects to promote European highereducation, was launched.3.3.2. Lund University’s engagement in Erasmus Mundus Action 2a. Why Erasmus Mundus Action2?Early on, a few key persons within the university saw the possibilities that came withEMECW, even though probably no one at that time could predict the full effect of itfor the university, the country, EU and the neighbouring countries.The arguments for a continued participation in EMECW/EMA2, and the value forLU, could be expressed in the following bullet points:• A means to reach the university’s overall goal of highest quality in educationand research, where Internationalization is one of four strategies to reachthis goal• Open up the possibilities for institutional cooperation in new regions• Enable sustainable cooperation in prioritized regions where the universityalready collaborates• High competition for scholarships ensures, or should ensure, excellentstudents and scholars• Integration with strategic European and global networks, e.g. Utrechtnetwork, Universitas 21, Tempus projects• Will help create long-term cooperation and alliances• Synergies• Internationalization at home• Present and future recruitment to masters and PhD programmes• International and national visibility and goodwill

444Guide of Good Practices TEMPUS CORINTHIAMb. History and developmentLU’s cooperation within Tempus, Erasmus, Erasmus Mundus Masters Courses andetc. formed the basis for several applications for Erasmus Mundus External CooperationWindow and Erasmus Mundus action 2 projects. In the first call for proposalsin 2006, discussions within the Utrecht Network lead to a successful application forLot 3 Jordan, Syria and Lebanon, with LU as lead. In the same call for proposals, LUparticipated as partner in another eight applications of which two where approved; lot7 Iran, Iraq and Yemen coordinated by International Institute for Geo-information Scienceand Earth Observation (ITC), Enschede, the Netherlands, and Lot 8 Kazakhstanwith TU Eindhoven as a lead.In 2007, the three applications where approved and 53 individuals participated in themobility to and from LU within these projects.During the years 2007 to 2011, LU was involved in 34 projects, providing grants formore than 550 individuals. In year 2011 only, Lund received and sent out more than200 students and staff (new and accumulated).During the first period of EMECW, the university was not prepared for the process oforganizing the mobility. The European commission gave regulations about the rulesof the scholarship scheme but each consortium was free to decide about how to practicallyimplement the programme. Very little time was given to get the structure inplace, both for the coordinator responsible for the overall organisation, and for therespective partner that was to send and receive mobility within the project. The resultfor the call for proposal 2006 was announced in July 2007, and all mobility shouldhave started before 1 st of April 2008, with all steps in the processes of application,nomination, selection and acceptance being in place.This, of course, put a lot of pressure on the organization; what functions needed to bein place, where should they be placed within the organization, and was there a need tohire more staff? Could the routines, processes and organization set up for traditionalstudent and staff exchange be applied, or were there other needs?Regarding the coordination of the project with Jordan, Syria and Lebanon, a projectleader and a project assistant were hired and placed at the International Office. Initially,no one outside this coordinating team was appointed to act as LU as partner inthe project; instead, the coordinator filled both positions.In the projects, where the consortium coordinator was external to LU, contact personswere appointed. In the Lot 8, Kazakhstan, the regional manager for East- and CentralEurope and Russia working at the International Office, was assigned the partner role.He had also been involved in the planning of and application for the project. In lot7, Iran, Iraq and Yemen, the initiative for joining the consortium was taken not at the

Part IV : Management of International Projects 445central level but from the Department of Geographical Information Systems that had abackground in an Erasmus Mundus master’s course. Hence, for practical reasons, thepartner role landed on the involved department.c. EMECW versus “traditional” mobilityErasmus Mundus External Cooperation challenged the organization set up for traditionalexchange. In the beginning, the assumption was that the partnership and thehandling of the mobility could be fully integrated with the established functions androutines for traditional cooperation regarding student and staff exchange within bilateralor network agreements.This was however a misconception, as the differences were too distinct. For example,The EMECW mobility was not homogenous, but instead it consisted of differentcohorts such as exchange and degree-seeking students on a short- or long-time basis,post-doc and staff, different target groups coming either from a partner university orfrom an institution outside the consortium.The infrastructure in place for the processing of administrative routines was designedfor handling the different categories of mobility such as free mover, exchange, staff andresearchers separately but the programme forced a unified administrative processing.Another significant difference was that the selection and nomination process did nottake place at the sending university as in traditional exchange, but instead the reviewof all applications had to be managed at the receiving university.The database used for the handling of university-wide student exchange within LU,could not be adjusted to host the EMECW mobility, which have components as thepre-selection of candidates, the transfer of scholarships, travel, and financial managementin general, given the short time frame.Another challenge during the first year of the project was the odd start of mobility;all participants were expected to begin their mobility by 31 st of March, which is in themiddle of the semester. It was very difficult for programmes (but less problematic forseparate courses) to admit students outside the regular start date of the programme.The deadline for EMECW studies later changed due to input from the project coordinators.For the coordinator of the Lot 3, Jordan, Syria and Lebanon project, the situation waseven worse. No previous experience was available and both structure and tools forproject management had to be developed.d. Ad-hoc structure

446Guide of Good Practices TEMPUS CORINTHIAMAll these taken into account, a separate ad-hoc organisation grew in parallel with theexisting infrastructure. As there was no internal database to organise the in- and outboundmobility, all activities had to be listed in Excel files and MS Word templates.The regional managers, with little or no previous experience of organising mobility,were responsible for all activities from representing LU in the consortia to the dayto day activities including the review and selection of the applicants, arranging withadmittance and registration to courses and programmes, as well as practicalities suchas accommodation, transfer of scholarships, travel, and etc.The first year of implementation, the three projects where LU was involved as partnerwere in practice administered in three different ways; the two handled at centrallevel applied different routines, and the one at departmental level developed its ownmanagement tools.Hence, the three initial projects had very different conditions, depending on both theorganisational position of the contact person, the specific structure in each project,and the previous experience of each contact person. As well, each consortium usedtheir own project database, to manage the centrally collected applications for futurehandling by the receiving universities.e. Adapting to EMECW/EM2To deal with the challenges put by the new EU programme the management reactedtrying to develop new structures, organization, management tools and routines in orderto improve and assure the quality of the programme implementation in LU. Inorder to map the EMECW programme and its impact on the university, an internalproject, involving central administration and faculty representatives, was initiated in2008 and led by the International Office. This project, which helped to increase thevisibility and knowledge about the programme within the university, resulted in ahandbook for the management of Erasmus Mundus External Cooperation Window.The project contributed to identify the major challenges put by the programme:• Need of implementing a new organization model that strictly separates therole of the local Consortia coordinators and the local Consortia contactpersons.• Need of specialization within the group of regional managers having therole of contact persons for consortia. In the new organization the managersbelong to the SPAN team. After several failed attempts of using the currentStudent Mobility infrastructure it was decided to hire a new staff to be partof the SPAN team to exclusively work with the day-to-day EMECW/A2mobility activities in order to release time of the SPAN regional managersto work with their strategic internationalisation activities as, for example,identifying collaboration activities.

Part IV : Management of International Projects 447Other challenges were closely related to the special characteristics of the EMECW/A2 programme as:• Visa facilitation, leading to information channels with the Swedish MigrationBoard and the Embassies of Sweden in Third Countries.• Financial and legal restrictions, for example monthly payments to PhDgrant holders were not allowed due to national tax regulations, as that wouldimply an employment and the payment of salary, for which the receivershould pay taxes. Explaining EMECW to the Swedish Tax Office resultedin the acceptance of EU rules. Similar difficulties were encountered for theoutbound Teacher mobility, demanding procedures for the acceptance of newroutines for the transfer of grants.• Creation of a separate procedure for presentation of the offer of academiccourses/programmes/positions available for EMECW/A2, designedaccording to the special features of the programme. This resulted in thedevelopment of an IT tool for the collection of the offer and in internaldissemination campaigns to explain the convenience of the programme.• Selection procedures according to the demands of the consortium coordinatorsand internal LU regulations demanding the re-design of procedures normallyapplied. Especially, the procedures for Degree Masters and Degree PhD hadto be revised and adapted.• Admission procedures according to the normal functioning of the university,i.e. twice a year for spring and autumn needed to be abandoned and adaptedto the different deadlines of both consortia and EU, demanding extraordinaryefforts by the International Office to explain the special features of theprogramme and the rationale behind the new deadlines.• As the number of projects and thus individuals on mobility increased yearby year, the need for an administrative tool became obvious. This lead to thedevelopment of a database for administration of all activities generated bythe implementation of the projects.f. Current organizationToday, the majority of the SPAN group is involved as contact person in one or moreEM2 projects. Below is an organizational chart from call 2010 describing the functionsthat have been identified, manned and placed in SPAN.

f.Current organizationToday, the majority of the SPAN groupp is involved as contact person p inone 448or more EM2 projects. Below is an organizationalchart from call c 2010describingthe functions that have been identified, manned and placed p inSPAN.Guide of Good Practices TEMPUS CORINTHIAMGraphic 6: Erasmus Mundus Action 2 – projects / LU as partner (call 10)Graphic 6: Erasmus Mundus Action 2 – projects / LUas partner (call 10)Where previously ere each sly contact each co person ntact was person responsible n was respo for the onsible entire mobility for the entire process,mobility synergies process, have now synergies been achieved have now by been appointing achieved staff with by appointing specific responsibilitiesstaff withspecific such as responsibilitmobility management, ties such payment as mobilit of Scholarships, ty manage ticket ement, reservations paymentand of etc.Scholarsh The group hips, is ticket led by reservationsa coordinator and who etc. is responsible The group for the is led internal by a management. coordinatorwho is responsible forthe internal management.g. Future challengesSeveral g. Future challenges challengescould be faced and lead to concrete measures that have greatlyimproved the implementation of the programme at LU, but some other still remains todeal Sev with. veral For challen example, nges the could EMA2 be organization faced andd lead within to LU con must ncrete be meas further sures developed thathave and grea adjusted atly improved when it the comes implem to mentation structure and of organization; the programme the at connection LU, but b some betweenother coordinators still remains and to partners, deal with. and the For connection example, between the EMA2 both organization coordinators within wand partners LUmust with be the further faculties/departments.developed and adjusted when it comes to structure andorganization; the connection between coordinators and partners, and theThe successful changes have created considerable synergy effects and quality improvement.Other difficulties in the implementation of the programme are structuraland a result of the current design of the EMECW/A2 programme, but in the near

Part IV : Management of International Projects 449future, will be changed by the major changes announced by EU for the next period2013-2020 with the introduction of Erasmus for All. Until the launch of the new programmeseveral issues have to be discussed in order to find suitable solutions.One problem that has to be dealt with by each institution involved in more than oneproject is the fact that each consortium sets its own rules regarding how to deal withthe travel grant, insurance and payment of the grant, as well as different documentsused in the process. Is the process centralized or decentralized? Does the coordinatoroffer insurance, or is this up to each partner? Will the scholarship holder receive thetotal travel budget, or only the minimum return ticket? There are many issues whereeach consortium may interpret the regulations differently.Despite all challenges and difficulties, the EMECW/EM2 programme has had a majorinfluence on LU and on how the university works with internationalization, as astrategy to reach the goal of highest quality in education, research, innovation andinteraction with society.

Chapter 4Università Cattolica del Sacro Cuore and theManagement of International Projects.A focus on LLP programme: numbers, featuresand management4.1 IntroductionEDILIO MAZZOLENIFRANCESCA PASTAExperts in project management are well aware that the life of a project begins long beforethe date of its approval. In order to understand where the project proposals comefrom and how they are implement and managed, we shall first need to understand theenvironment in which this process takes place. Let us look at the case of UniversitàCattolica del Sacro Cuore, and more specifically its International Office.The first section will present an overview of Università Cattolica del Sacro Cuore’sfigures and features, followed by a presentation of the structure of the unit “UCSCInternational – Cooperation, Mobility and Internationalisation”. We will then take acloser look at UCSC’s participation in the European Life Long Learning Programme(LLP), taking into account the structure of the Programme and data regarding theproposals submitted in the last four years. The third section will address concernsregarding the way proposals are built, including the types of proponents and the tasksinvolving academic and administrative staff of the University. We will specificallyaddress UCSC’s different roles and responsibilities as to emphasize the complexityin having, as an institution, both the role of applicant and coordinator, and the role ofpartner of these projects. And as a conclusion we shall provide an example of projectas case-study.4.2 UCSC’s figures and featuresWith 5 campuses, 14 faculties, 42,000 students, and a teaching staff of more than1,400, Università Cattolica del Sacro Cuore (UCSC) is Europe’s largest private uni-

452Guide of Good Practices TEMPUS CORINTHIAMversity. Founded in Milan in 1921 by Father Agostino Gemelli, the University also hascampuses in Rome, Brescia, Piacenza-Cremona, and Campobasso. Just a few figuresillustrate the breadth and depth of the University’s core curriculum, in both humanitiesand sciences: 43 three-year undergraduate programmes, 41 two-year graduateprogrammes, 2 five-year degree programmes, 4 intensive-study degree programmes,53 schools of specialization, almost 100 specializing masters programmes and 7 postgraduateschools.Research activity draws on 54 institutes, 22 departments and 70 research centres, plusanother 4 centres at the University, and is aimed towards the study and understandingof issues crucial to life and society: new frontiers in economics and bioethics, therecovery of cultural assets, changes in the field of law, family trends, the phenomenonof the mass media, the development of political systems, the aims of medicine, technologicalapplications of mathematics and physics, and the most recent discoveries inenvironmental research.4.3 UCSC International – Cooperation, Mobility, InternationalizationAmong the different offices of Università Cattolica, its international unit “UCSCInternational – Cooperation, Mobility, and Internationalisation” is the primary contactfor international students who decide to come to UCSC to attend a semester,short-term programme or a full degree, as well as domestic students who want anexperience abroad through study, volunteering and internship programmes. Moreover,UCSC International holds an important role within the overall Internationalisationpolicy of the University by: a) managing a variety of international programmes; b)developing cooperation with other Institutions both in the field of Education and inothers areas; c) promoting cooperation and development programmes and projects indeveloping countries, and the European cooperation among Universities and HigherEducation Institutions.Officially established in September 2010, after a reorganization of the former “InternationalRelations Office”, the International Office is organized in 4 main areas:Outbound Mobility, Inbound Mobility, Cooperation, and the Centre for Higher EducationInternationalisation. It has a long standing experience with student, academicand administrative staff exchanges, as well as with European projects carried out inpartnership with other European and non-European Universities and Higher EducationInstitutions. Taking into consideration the previous experiences acquired and thenew standards and priorities established by both the labor market and the reform ofHigher Education in Europe, UCSC international has benefited from the expertisegained by its staff and the competences of select experts in the different relevant

Part IV : Management of International Projects 453fields that have contributed to the reorganisation of the office responding to two mainstrategic drivers:Geography: within the office organization, different staff is appointed specific geographicalareas for which they are responsible in both recruiting students and establishingpartnerships with the Higher Education Institutions or other Institutions andOrganizations. The geographical areas in question as divided as such: Africa America,Asia, Europe, and Latin America.Activities: the office was organized based on the tasks and competencies that commonlybelong to the International Relations Offices:Outbound mobility: this sub-unit mainly deals with students going abroad for studying,working or participating in internships. The outbound mobility includes the followingprogrammes: student exchanges (LLP-Erasmus, bilateral and other networks),language courses abroad (LaTE – Language Training Experience), Summer shorttermprogrammes abroad (FPA – Focused Programs Abroad), internships abroad(WEA – Work Experience Abroad), and the international thesis scholarship;Inbound mobility: this sub-unit is responsible for communication, marketing, recruitmentand advising of international degree and non-degree students coming toUCSC to study for a summer period, a semester or more. Students have access toUCSC on exchanges on the LLP Erasmus, bilateral exchanges or other networks suchas ISEP, or through direct enrolment as visiting students. Degree-seeking students onthe other-hand apply directly through UCSC’s International Admissions Office, whichis also integrated into this unit;Cooperation: this division is in charge of developing, structuring and implementingEuropean projects established in collaboration with consortia of partner universitiesand Higher Education Institutions, looking for calls for proposals and establishingpartnerships to participate in these projects. Furthermore, this sub-unit collaboratesclosely with the University’s Centre for International Solidarity (CeSI) in developingprojects aimed at developing countries as dictated by the Centre’s agenda;Internationalisation: Internationalisation activities are regrouped under the Centrefor Higher Education Internationalisation – CHEI, which gathers a number of expertsin the field of Internationalisation of Higher Education from around the world. TheCentre’s current activity is focused on mapping and investigating through surveys,interviews and focus groups, the existing strategies, directions and means adopted byUCSC to promote Internationalisation. This process is aimed at assuring better qualityof higher education and improving the competencies of students and professionalswho are expected to function in an increasingly intercultural, international and globalenvironment.

454Guide of Good Practices TEMPUS CORINTHIAM4.4 UCSC International: A Long experience in European LifeLong Learning ProgrammeAmong the different paths, UCSC has chosen to strengthen and enforce its partnershipswith other Universities and Higher Education Institutions and to develop, alongwith other activities, its proactivity in the field of European and inter-university cooperation.Among the entire European programme, the European Life Long LearningProgramme (LLP) has been one of the main field in which Università Cattolica hasinvested, being a programme that “enables individuals at all stages of their lives topursue stimulating learning opportunities across Europe”. 1During the last years, UCSC has applied within the different calls of proposals offeredby the Education, Audiovisual and Culture Executive Agency (EACEA) within theLLP both by the Transversal and the Sectorial programmes either as an applicant andcoordinator, or as partner institution.The Life Long Learning Programme is made up of the two aforementioned sub-programmes,sectorial and transversal, respectively divided in the following categories:Sectorial Programme−−−−Comenius, focused on school education, pre-school, primary and secondaryschool;Erasmus, focused on higher and vocational education and training at tertiarylevel;Leonardo da Vinci, focused on vocational education and training;Grundtvig, focused on adult education.Trasversal Programme−−−−Policy Cooperation and Innovation, supporting policy development andcooperation;Languages, underlining the importance of linguistic skills and competences;Information and Communication Technologies – ICT, promoting, supportingand implementing ICT integration within education process;Dissemination and exploitation of results, establishing a common frameworkto implement and recognize the LLP programme results.Besides the two categories listed, the Jean Monnet Programme is another component1 Education Audiovisual and Culture Executive Agency (EACEA) definition of Life Long Learningprogramme: http://eacea.ec.europa.eu/llp/about_llp/about_llp_en.php

Part IV : Management of International Projects 455of the Life Long Learning Programme, focusing on the European integration studiesat the Higher Education Institution level. 2Among the different actions foreseen by the LLP Programme, the ones for whichUCSC has applied for more often are, Leonardo da Vinci – Transfer of Innovation,Grundtvig and Erasmus Mobility and Multilateral projects. Taking into considerationthe last four academic years, 2008/2009 – 2011/2012, it has been possible to drawthe following analysis considering the application submitted both as coordinator andpartner.Table 1. LLP ProgrammeLLP ProgrammeSectorial ProgrammmeTransversalProgrammeYearComeniusLeonardo daVinciErasmusGrundtvigKA 2 - Languagesa.y2008 -2009a.y2009 -2010a.y2010 - 2011- 1 3 - 1- 2 3 - -- 3 4 2 -In the current academic year the following project proposals have been presented:a.y2011 - 2012- 3 3 5 -Considering the single actions included in the aforementioned LLP sectorial andtransversal programme, the following image indicates the percentage of each actionwithin each programme:2 In order to get specific information from the aforementioned LLP programmes it’s valuable to access thefollowing link at EACE website: http://eacea.ec.europa.eu/llp/about_llp/about_llp_en.php

456Guide of Good Practices TEMPUS CORINTHIAMGraphic 1: LLP Programmes4.5 UCSC and the project life-cycle: Where do the proposalscome from?It is useful and valuable to understand how UCSC accesses European Projects, whoare the proponents, and what are the main requisites that make the support and submissionof an application possible and sustainable.The University is a complex reality composed of numerous Faculties, Departments,Research Institutes and different figures and experts with complementary competenciesin many fields and different topics. It is almost impossible to identify a singlemethodology to follow in order to build a successful proposal. This complex environmentreflects the numerous ways in which a project proposal can be structured.Moreover, European project proposals promoted by the EACEA and National Agenciesare structured differently depending on whether the proposal is addressed to anindividual participation or a collective one. In the case of an individual participation,it may refer to a professor, a trainer or a researcher, who decides to apply for a specificarea of interest within a specific call for proposal. A collective participation may be inthe form of a consortium of different partners both European or non-European memberswho establish a partnership to implement specific actions or carry out research ona clear topic of interest shared by the consortium members.Therefore, when identifying the main origins of a project proposal, it is possible toidentify four different sources:

Part IV : Management of International Projects 457An individual professor, researcher, trainer or administrative staff wanting to followa specific training course, seminar, workshop or field of study. He/she will take theinitiative to look for existing calls for proposals or partner Institutions within the EuropeanUnion members countries that may offer these opportunities within their fieldof study;An individual professor, researcher, trainer or administrative staff who already belongsto a network made of different European Universities or Higher Education Institutionson specific thematic fields, who may look for calls for proposals that enablethem to strengthen the cooperation on a specific topic or area of interest;UCSC International, via its networks or strategic partnerships, will approach someHigher Education Institutions, in order to establish a consortium of partners to workon specific common areas of interest or develop some key issues for future cooperationrelated both to the development of a stronger European studying and workingenvironment and the promotion of the process of Internationalisation;Università Cattolica del Sacro Cuore, which may identify some strategic priorities tobe addressed through cooperation among European universities, Higher EducationInstitutions, Research Centres, as well as companies.A successful project proposal is shaped by a continuous dialogue and negotiationbetween the academic and administrative staff of the University. Moreover, it is essentialto find a balance between the specific strategic priorities and requirements establishedby a call for proposal and the objectives of the project consortium memberswho have to convey their knowledge within the identified themes. Lastly, there mustbe consistent coordination between the participants in regards to the project management,administrative guidelines, and the overall project implementation. Perhaps themost crucial aspect is the first one mentioned, that is of the constructive dialoguebetween the academic and the administrative staff involved in the application process,the project proposal development, and the implementation phase. Consideringthe experience acquired in managing LLP programme project proposals, this aspectof project management is the one UCSC is most keen on as a means to promote thetwo participant groups’ respective competencies in a coherent working team able todevelop in the writing phase, and implement all along the project life cycle, tangibleand successful results.UCSC analyses the background and the different phases instituted by the project cycle,which are then used as parameters to make the decision to support and submita project proposal: 1) in the programme phase, the strategic themes and prioritiesare established within the school promoter of the initiative; 2) in the identificationphase, both relevant faculty and administrative staff are called together to define theobjectives of the project. Usually the academic staff is identified as the scientific coordinatorof the project, who carries out the needs-analysis and identifies the project

458Guide of Good Practices TEMPUS CORINTHIAMobjectives, whereas the administrative staff identifies the implementation steps to theproject. These elements are discussed together with the administrative staff in chargeof realizing a first evaluation of the proposal considering together the thematic andthe territorial field(s) involved, as well as the compliance with the strategic prioritiesof the University. Despite this, it is possible that neither the thematic nor the territorialfields of a specific project proposal are listed among the University priorities, inwhich case UCSC may decide to develop a project proposal because it brings focus ona specific area not yet considered. The following phases of formulation and financialcommitment are the ones in which the academic and administrative staff best conveytheir competencies. The project proposal is constructed based on the stated project objectives,resources, identified activities, and time-frame necessary to meet the expectedresults. In this phase the administrative staff is committed to support the projectwriting process focusing on the items just listed above, adding a statement attestingto the University’s commitment in terms of human and financial capital. In this phaseUCSC’s administrative staff also supports the definition of the project articulationsand content by looking for possible partners and preparing the needed administrative,legal and financial documentation required to submit the proposal.Once the project is approved, the academic and administrative staff team starts planningthe implementation phase strictly focusing on the tasks that are under the directresponsibility of the scientific coordinator, such as the realization of the activities, theproduction of materials as well as the writing of reports, or coordinating the communicationwith the consortium partners. In parallel, the administrative staff manages andsupervises the use of the resources respecting the time-frame and the eligible criteriastated by the donor. The communication with the donor, whether UCSC is coordinator,or with the beneficiary, whether UCSC is partner, is under the direct responsibilityof UCSC’s administrative staff.All along the project implementation process, there is continuous monitoring, witha final evaluation that accounts for meeting the specific objective(s), with mentionof possible difficulties or major successes encountered during the project life cycle.One useful tool to carry out this analysis and assess the overall project quality is the“PDCA cycle” (Plan, Do, Check and Act) that allows to control the project activitiesand results achieved, and the possible need of re-adjustment during the developmentof the project.4.6 UCSC and its role within the LLP Programme: either applicantand coordinator or partnerWithin the aforementioned listed projects under the sectorial and transversal programme,UCSC has the role of applicant/coordinator, as well as partner institution.These two roles are complementary as well as divergent, they both imply a series ofseparate evaluations that take place well before the project life cycle begins.

Part IV : Management of International Projects 459First of all, it is important to consider the strategic value of the project for the institution,whether the participation has multiple advantages for the University and forthe people involved in terms of enriching their knowledge or making it available fordeveloping common frameworks and relations with other Institutions. The Institutionalsupport for the project is absolutely essential in order to develop and implementsuccessful project proposals. Secondly, a serious capacity evaluation, operational andfinancial, must be done by the University or Higher Education Institution.The operational capacity can be established by answering the following questions:does my Institution have the resources, the abilities, and the competences to run theproject? This evaluation implies both human resources competences in the field ofinterest, as well as experience in running projects. The financial capacity establishesthe stable economic base under which the project may be undertaken.A further capacity analysis is necessary in order to identify any potential risk thatthe Higher Education Institution could encounter. A deep risk analysis, done wellbefore the project building and implementation, can help prevent possible problemsand minimize negative outcomes.After these considerations, the following step is to look for partner Institutions, eitherfrom existing contacts within networks tied to the University or from previous projectcollaborations. Alternately, partners could be found through seminars organized bydifferent National Agencies, as well as through specific project orientation sessionsorganized at the national or European level. Taking UCSC’s experience as an example,partner institutions are most commonly found through the university’s networks.However, for a current Erasmus Multilateral Project, the participants were the sameconsortium of universities as for a previous project. It is easier to develop and workon a project with institutions and collaborators that are familiar and reliable, than withinstitutions with no prior collaboration history.When identifying partners it is important to develop the project idea following theformat dictated by the Education, Audiovisual and Culture Executive Agency. Thereare two important guidelines to follow:Read and adopt the strategic documents provided by the EACEA in responding to acall for proposal, namely the guidelines for project management and administration,as well as the strategic priorities that might be clearly identified;Carry out an in-depth needs-analysis related to the sector, the subject and the targetgroups of the project. It obviously implies that the literature and the results of previousprojects are taken into account.Therefore, good project proposals are always the product of a compromise betweenthe format, the objectives and the conditions stated in the call for proposal, and theideas developed by the consortium of partners.

460Guide of Good Practices TEMPUS CORINTHIAMSo far, the three most important conditions for a project design have been outlined,that is the strategic priorities embedded in the project proposal, the operational andfinancial capacity. In addition, it is also important to consider the other aspects of theproject planning process, such as the time-frame, the overall project management andadministration, and the communication with all the other consortium members anddonor, specifically the EACEA.From another and more practical perspective, a useful instrument and best practice isrelated to intercultural communication, which is a key element to secure a successfulpartnership from the very beginning of the project proposal design. During the projectwriting phase it is important to give voice to all the partners as well as to discuss andshare with every partner timely communications regarding the scientific and financialcontent of the project, allocate specific tasks based on partners’ respective strengthsand expertise in relevant subject areas. Fifty percent of the project’s success can beattributed to the quality of the human capital taking part in it. It is thus important toallocate adequate time to the design process in order to establish an operative workingteam. This task not only implies selecting the right partners at the beginning, whocan contribute specific skills and competences to the project, but also to develop andmaintain all along the project life cycle a positive work environment in order to guaranteethe transmission of updated information and to solve the possible collateral risksor problems as efficiently and quickly as possible.Different solutions could be applied to facilitate the collaborative aspect of the project:preliminary visits to the partner Institutions or the organization of preliminaryworkshops to discuss the project proposal, interactive tools such as teleconferencingor “share points”. These could be organized on a regular basis to enable the exchangeof information among partners.Secondly, the overall project management and administration is another importantpart of the project planning. First of all, this task should not be assigned as the coordinator’sexclusive duty. In fact, the project coordinator together with all the partners,needs to contribute, following a specific time frame, for the efficient running of theproject.The overall project management and administration could be divided into differenttasks, namely the compliance with the handbook and guidelines contained in the ProjectManual, the contractual management, the financial management, the monitoring,and the reporting and evaluation.Regarding the first task is important that every project coordinator furnishes, whetherthe partner doesn’t do it autonomously, all the relevant manuals and guidelines providedby the donor in order to make the partners aware of their responsibilities and toallow them to act in compliance with the rules stated.

Part IV : Management of International Projects 461Secondly, since 2010, the EACEA has introduced a double contractual procedure thatbinds the project coordinator, named beneficiary, to the Agency, along with the projectpartners, co-beneficiary, to the coordinator. The beneficiary is the one in charge of theAgency, of the contents and the financial management of the project, as well as theAgency’s only interlocutor.The financial management is one of the most difficult aspects of the Life Long LearningProject. This task, after the project’s positive evaluation and approval, implicatesseveral activities, such as making sure that all the partners know exactly what is theamount they can manage for each single activity, how much is allocated to each budgetline, as well as whether they are aware of all the financial rules established bythe Executive Agency. In addition, the coordinator should oversee that the partnersact in compliance with the rules stated in the financial and administrative handbook,respecting the eligibility criteria. Related to these specific issues, there are multipleways to administer a project budget: “centralized,” “de-centralized” or “in tranche”.Based on the experience acquired so far, the third one, in tranche, appears to be themost suitable in order to guarantee a constant monitoring of the expenses both interms of eligibility and in term of minimizing the risk and problems that may arise.The monitoring activity should be carried out throughout the project life cycle by thecoordinator and the partners. This could be done by tools such as on-site field visits,questionnaires, experts interventions, etc. This activity, together with the final evaluation,should guarantee the quality of the project.Referring once again to the projects conducted during the period identified previously,UCSC held the role of coordinator in relation to an Erasmus Intensive Programmeand a Transversal Programme Key Activity two – Languages. Both in the ErasmusIntensive Programme and the Transversal Programme, the objectives were of primaryinterest to the University that decided to establish a consortium made of existing contactsin the related fields covered by the two projects.For the other projects mentioned, UCSC held the role of partner Institution. UCSCis currently partner, with its Faculty of Medicine and Surgery, of an Erasmus MultilateralProject that originated from a previous two-year Erasmus Multilateral Projectthat supports the modernization agenda of Higher Education Institutions. Despite beingin the early phase of this second Erasmus Multilateral Project, it has already beenpossible to utilize these two projects as best practice in working on one of the aspectrelated to the modernization and Internationalisation of the European Higher Educationprocess. These two projects are developed with the same consortium of partners,who prioritized the need to intervene on the curriculum and the mobility flow relatedto the Faculty of Medicine and Surgery. The partnership choice, to address such importantaspects for the Faculty of Medicine and Surgery, demonstrates the importanceattributed to the topic and warrant a clear sense of continuity in developing the topic.

462Guide of Good Practices TEMPUS CORINTHIAM4.7 UCSC case study: LLP – KA2 – PLUSVALOR ProjectAmong the projects recalled in the tables, Università Cattolica del Sacro Cuore heldthe role of applicant and coordinator for a two year Transversal Programme, Key Activity2 – Languages, Multilateral Project.The project, entitled PLUrilinguism Strengthening VALorisation Of Roots – PLUS-VALOR, was born in response to the need that arose from a more and more multiculturalsociety and education environment, as two of the features common to theEuropean Union country members.The PLUSVALOR project proposal was developed taking into consideration the followingpriorities stated in the 2008 Lifelong Learning Programme Call of Proposal,namely among the specific objectives were addressed “to reinforce the contribution oflifelong learning to social cohesion, active citizenship, intercultural dialogue, genderequality and personal fulfillment” and “to promote language learning and linguisticdiversity” 3 . In addition the 2008 priorities stated for the Key Activity 2 – Languages,namely “reinforcing the acquisition of competence in languages to improve interculturaldialogue in Europe and its competitiveness in a globalized context” 4 .Beside then, the project has also taken into account both the Lisbon Education andTraining Progress Indicators and the Lisbon Key Competences for a changing word,specifically among the eight competences identified by the European Framework forKey Competences for Lifelong Learning the attention focused on “KC2 - Communicationin the foreign languages” and “KC6 - Interpersonal, intercultural and socialcompetences and civic competence”. 5The stated priorities were considered valuable both by UCSC in the role of coordinatoras well as for all the other consortium members being the European Educationcontext characterized by a more and more multiethnic environment, within whichimmigrant students would not have to suffer from an insufficient integration causedby lacking of competences both in the language of origin as well as in the secondlanguage.Considering these elements the project proposal addressed the following objectivesand the corresponding areas of interventions:3 Lifelong Learning Programme, General Call of Proposal EAC/30/07, Part I, Strategic Priorities: http://ec.europa.eu/education/programmes/llp/call08/prior_en.pdf4 Lifelong Learning Programme, General Call of Proposal EAC/30/07, Part I, Strategic Priorities: http://ec.europa.eu/education/programmes/llp/call08/prior_en.pdf5 Official Journal of the European Union, Key competences for a changing world, 2010 joint progressreport of the Council and the Commission on the implementation of the “Education & Training 2010 workprogramme” (February 2010), http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2010:117:0001:0007:EN:PDF

Part IV : Management of International Projects 463−−−−−To support immigrant students in enchanting their language and culture oforigin in a migratory context;To deepen the relationship between the language of origin and the secondlanguage for immigrated students;To develop new methodologies in order to value the language of origin in amigratory context;To contribute to the spread of plurilinguism and to foster the spreadingof language certification base on the Common European Framework ofreference for languages (CEFR);To develop a model of citizenship education for adults in migratorysituations.The partnership was made up of 4 partner Institutions, beside UCSC, from ISMUFoundation, Initiatives and Studies on Multiethnicities (Italy), Tilburg University(The Netherlands), Romanian Society for Lifelong Learning (Romania), Ec-PecFoundation (Hungary).The actions carried out covered four main themes: plurilinguism and multiculturalism;valorization of language and culture of origin; intercultural education; citizenship.Within each action the twofold methodology of the context analysis and researchaction was applied.The target groups identified by the project were different according to the countries.In Italy the Arab-speaking students from the primary and secondary school as wellas the Arab-speaking teachers and the Italian teachers of the same schools were addressed.Arabic Language classes were offered in order to foster the valorization ofArabic language in a migratory context. The work of supporting and monitoring thepedagogical and didactical training of the teachers were accomplished by both UCSCand ISMU Foundation. Instead the didactic materials for Arabic Language teachingwere developed by the Netherlands partner.In Romania and Hungary the work of improving and raising awareness of the new Europeancitizens of these two countries towards European Union were carried out. In addition,Romanian students involved in the migratory process to Italy as well as teachersfrom the primary and secondary schools were directly addressed for strengthening thevalorization of the Romanian language as language of origin together with teaching Italianlanguage as second language. In addition, a specific training for Hungarian teachersfocused on pluriliguism and Roma language and culture was organized.As required from the Lifelong Learning Programme, didactic materials, contextanalysis, research on Roma culture and case studies by Romania and Hungary onthe integration processes carried on while joining the European Union have beenrealized.

464Guide of Good Practices TEMPUS CORINTHIAMUniversità Cattolica del Sacro Cuore as applicant and coordinator was in charge ofthe overall project administrative and financial management. The contacts with thepartners have been maintained through the realization of project meetings all throughoutthe project life cycle together including a kick-off meeting event and a conclusivemeeting. During the meetings the representatives of each partner Institution took partin the discussion both related to the scientific and the administrative tasks and thecommon decisions undertaken where shared among the partners through follow-upminutes. In addition, some specific field visits were realized in order to grant themonitoring of the activities.4.8 ConclusionUCSC International has developed a strong expertise in the domain of Life LongLearning Programme promoted by the Education Audiovisual and Culture ExecutiveAgency, especially for the Comenius, Erasmus, Grundtvig, Leonardo and Transversalprogrammes. Although the office’s structure, as presented here, is particular to itscontext, and the model it has adopted is particular to be effective in the managementof E.U. project proposal design, it is not however the only model applicable for otherinstitutions.Based on UCSC’s experience, there are some remarkable features that have been evidencedas strong points for supporting the University’s participation as a whole, fromfaculty to administrative staff, in international projects.First of all, a successful dialogue between academic and administrative staff createsthe ideal environment to build a working team that gathers the respective competencesand experiences needed throughout the project life cycle.Secondly, there are some important aspects that need to be taken into consideration: a)the strategic importance for the HEI’s participation in the project; b) the institutionalsupport both in terms of human and financial resources; c) a deep risk analysis thatidentifies possible problems and minimizes the incurring negative outcomes; d) thepartners’ networks; e) intercultural communication skills as well as a constant flow ofinformation, and good administrative and managerial skills.

Chapter 5The authority for research and developmentof the hebrew University of Jerusalem - a casestudy for management of InternationalResearch ProjectsRUTH FISCHBackground: The Hebrew University of Jerusalem is a multidisciplinary institutionof higher learning and research, where intellectual pioneering, cutting-edge scientificdiscoveries, and a passion for learning flourish. Research and creativity has been thecornerstone of the Hebrew University of Jerusalem since its inception in 1918. Witha long tradition of researchers who pursue basic research and also conduct appliedresearch that responds to the needs of society, the University is a recognized leaderof science and innovation with significant breakthroughs in areas such as agriculture,education, medicine, computer science and biotechnology.As such, the University has assumed the responsibility for educating future leadersin all walks of life, and for nurturing future generations of outstanding scientists andscholars in all fields of learning.The Hebrew University is a full participant in the international scientific and scholarlynetwork: It measures its performance by international standards and strives to be recognizedamong the best research universities worldwide.The Hebrew University is a pluralistic institution, where science and knowledge aredeveloped for the benefit of humankind, in an atmosphere free of discrimination andprejudice.The Hebrew University endeavors to be a vibrant academic community, characterizedby its intellectual effervescence. The University is committed to a rigorous scientificapproach that will enrich the University’s surrounding society and enlighten it.Hebrew University researchers publish widely in leading international scientific andscholarly journals, conduct collaborative research projects with noted scholars from

466Guide of Good Practices TEMPUS CORINTHIAMother countries and compete successfully for research grants from leading internationaland national funding sources. These include the National Institutes of Health, TheGerman DFG (Deutsche Forschungsgemeinschaft), European Union, Human FrontierScience Program, European Research Council, Howard Hughes Medical Institute, theIsrael Science Foundation, and many othersWith seven faculties that embrace a wealth of fields, the Hebrew University optimizesinterdisciplinary cooperation amongst its researchers. Research is conducted on itsfour campuses by members of the Hebrew University’s Faculty of Science, Faculty ofMedicine, Faculty of Dental Medicine, Robert H. Smith Faculty of Agriculture, Foodand Environment, Faculty of Humanities, Faculty of Social Sciences and Faculty ofLaw and in its 14 Schools, notably the Benin School of Engineering and ComputerScience, the Jerusalem School of Business Administration, the School of Education,the Baerwald School of Social Work and Social Welfare, the Braun School of PublicHealth, the School of Pharmacy and the Koret School of Veterinary Medicine.5.1. International OutreachCooperation with other leading universities in Europe, the Americas (North andSouth), Asia, and Australia is a high priority for the Hebrew University. Cooperationinvolves developing joint research projects, faculty and student exchanges, andthe creation of joint academic activities including conferences, seminars and summerschools.The importance of international cooperation and cross-border exchange is constantlyincreasing. Nowadays it is no longer possible for a university to progress in scienceand technology on its own. New knowledge and innovative technologies are beingdeveloped increasingly by means of international cooperation.In view of the ever increasing competition in obtaining research funds, local and international,the University attaches great importance to research management and toproviding administrative support of the highest caliber to its researchers in all fieldsof study.The Authority for Research and Development (hereafter: ARD) is the administrativebody responsible for nurturing, promoting and administering all research activities atthe University. It is responsible for encouraging and facilitating the conduct of internationalcollaboration in research.The ARD is governed by internal administrative regulations, in accordance with thepolicies established by the ARD’s Steering Committee, headed by the President of theUniversity.

Part IV : Management of International Projects 467Graphic 11: ARD OrganizationThe ARD’s main duties are:

468Guide of Good Practices TEMPUS CORINTHIAM• Identification of potential sources of funding for research and developmentin Israel and abroad, as well as development, administration and maintenanceof good working relations with these sources, in order to enhance theavailability of funding and increase the likelihood of grant awards.• Providing assistance to researchers in submitting grant proposals to outsidesources, dissemination of information on the availability of grants, assistancein drawing up budgets according to the granting source’s requirements,assistance in the logistics of submitting grants, conducting negotiations withthe funders and the signing of contracts.• Administering the research budgets of the University whether the funding isfrom the Authority’s research contracts, contributions (under the Division forDevelopment and Public Relations) or research requests from commercialsources (under Yissum Research Development Company). This includesbudgeting in the computerized financial system according to the needs of theresearchers, the rules of the institutions involved and the agreements with thefunding agencies.• Administration of the University’s research centers, setting up of new centersand assistance in administering their day-to-day activities.• Organization of working meetings in topics related to Research andDevelopment with scientists and other position holders in R&D organizationsfrom Israel and worldwide. Pertinent academic departments are involved.• Publication of reports, brochures and other written and electronic materialwhich describe the research performed at the University, and their distributionto various target groups (officials of the university, researchers, donors,public opinion setters, government agencies, etc.)• Participation in determining the University’s research policies and in settingstandards and benchmarks for conducting of research at the university.• Representing the University in Israel and abroad (in discussions with funders,legislators, government and regulatory agencies, research partners, etc.), inorder to enhance and expand the University’s research and developmentactivities.• Allocation of internal funds for support to new researchers, incentive grantsfor new proposals, awards for excellence in research and direct financialsupport for various activities.• Advice to faculty and administrative staff regarding the use of researchbudgets within contractual commitments and University regulations.In the sections that follow a more detailed description is given of the work performedat ARD regarding identification of potential extra-mural sources of funding; proposalsubmission; contract negotiations; activation of funding contracts and budgeting;management of research projects and workplace standards.

Part IV : Management of International Projects 4695.2. Identification of potential sources of funding for researchand developmentSearch for funding sources appears at first site to be daunting to many researchers.In order to facilitate this search The ARD aims to identify for the researcher suitablefunding opportunities by offering detailed information on Calls for Proposals andfunding opportunities that are continuously published on the ARD website.The Calls for Proposals are classified according to name of funding agency, dateof publication, deadline for submission of proposal, scientific field, and type offunding. In addition, researchers can subscribe, on an individual basis and in theirown free time, to a customized mailing list and select the frequency (daily/weekly/monthly) of receipt of the information on new funding opportunities they wish toreceive by email.The information published on the ARD website includes a summary of the conditionsand requirements of the funding agency, the original guidelines and applicationdocuments and links to the funding agency. Additionally, the University institutionalregulations for the dedicated call and links to the University’s internaladministrative forms that need to be completed and formally authorized are provided( authorization of proposal submission by the Dean of the Faculty or Chairof Department; safety, ethical, conflict of interest and proper conduct in researchrequirements; commitment to disclose to the University’s Transfer of TechnologyCompany issues relating to intellectual property, patents and commercialization ofknowledge).In addition, the ARD website lists the contacts of ARD officers who provide the researcherthe necessary support in preparing the application and the budget request,in compliance with the funder’s and institutional and national regulations. (More informationon the support offered by ARD can be found in the following section onProposal Submission).One-on-one meetingsThe ARD officers offer personal advice to any researcher interested in exploring fundingopportunities that suit her/his research interests.The documents and guidelines of funding agencies are often complex, cumbersomeand difficult to follow. The ARD officer in charge can simplify the process for theresearcher in one-on-one meetings and provide the necessary guidance and support infinding the most suitable open calls and funding opportunities.

470Guide of Good Practices TEMPUS CORINTHIAM5.3. Proposal submissionAs part of the principal aims of the ARD, the ARD staff are committed to providingguidance, advice, and administrative services to academic staff members and departmentaladministrators in all that concerns the submission of requests for researchgrants to (external and internal) funding sources.The ARD is divided into geographic funding desks according to the funding sources,namely, Israel Desk, European Desk, German-speaking countries Desk, US andPacific Rim Desk. This enables a specialization of the staff according to origin offunding source and as a contact point vis-à-vis the funding agencies. Each desk staffhas detailed knowledge of the specific application processes of each funding agencyunder their responsibility, including the submission forms, financial and contractualissues. Thus, the geographic desks are best suited to offer advice on funding opportunities;check applications, manage grant negotiations and assist with the legal aspectsof post-award management.The total gross amount of funding for research from external sources for the AcademicYear 2010/2011 was $128 million.According to the HUJI policy, all applications to external funding agencies must besubmitted via ARD.At the outstart of this process, every researcher submitting an application is checkedto ensure that s/he is eligible to apply to the particular funding agency, in terms ofinternal and funding agency regulations. At HUJI only regular tenure track faculty, atthe rank of lecturer and above, can submit proposals to an external funding agency.Table 8. Research Budget According to Groups (in US $ thousands)*Group 1: Faculty of Science,School of Engineering & ComputerScienceGroup 2: Faculty of Medicine,School of Pharmacy, Faculty ofDental MedicineGroup 3: Faculty of Humanities,School of Education, School ofBusiness Administration20110/ 2011 2009/ 2010 2008/ 2009 2007/ 200854,665 52,602 44,859 41,44729,374 30,132 27,987 29,73314,697 13,348 12,626 12,192

Part IV : Management of International Projects 471Group 4: Faculty of Agriculture,Food &EnvironmentGroup 5: Faculty of Social Sciences,School of20110/ 2011 2009/ 2010 2008/ 2009 2007/ 200816,856 15,621 13,153 13,56410,873 10,185 7,897 7,741Social Work & Social WelfareGroup 6: Faculty of Law 1,481 1,823 1,699 1,239Total 127,946 123,711 108,221 105,916*Based on signed research grants; figures calculated at rate of exchange on September 30, 2010Following the initial eligibility check, the ARD staff offers assistance with all the administrativeaspects of the submission of the application. This service includes guidanceon the necessary forms used for the application and completion of any necessaryadministrative forms and signatures required. Furthermore, assistance is offered withbudget preparation, including guidance on the specific funding agency’s regulationsand any specific budgetary recommendations. All budgets submitted to external fundingagencies must be authorized by the ARD prior to submission.Additionally, every application must comply with internal university regulations andcompliance with the R&D code of conduct. This is assured through a set of administrativeinternal forms which have to be completed and submitted to the ARD at thetime of the submission by every researcher.For Code of Conduct in Research and Conflict of Interest Code, approved by the Senateof the Hebrew University, see Annex I.The ARD’s aim is to ensure that all applications meet the criteria set out by the fundingagency. The staff endeavors to ensure that the funding agency will have all the informationthey need to make a decision about the relevant proposal and that the applicationis submitted in time. To this end, all applications are checked by the ARD stafffor technical compatibility with the funding agency regulations prior to submission.In the case of postal submissions, the ARD staff is responsible for the dispatch ofthe proposal to the funding agency, whilst carefully adhering to the Call for ProposalDeadline. In the case of electronic submission, the researcher is responsible for thetimely and safe submission.

472Guide of Good Practices TEMPUS CORINTHIAM5.4. Contract negotiationsFollowing the evaluation process of each funding agency, the researchers/fundingagency notify the ARD of the outcome of the application process.If the application is successful and the grant offered matches the costs identified onthe original proposal, HUJI will accept the award and proceed with the contract signatureprocess towards implementation of the grant in due course. If the amount issignificantly different, then ARD staff will hold a consultation with the researcher oncontract and budgetary negotiations.As most funding agencies have standard terms that are accepted by the University,most funding contracts do not require any significant negotiation.The ARD staff will check the contract for basic contractual and financial requirementsand then initiate the signature process, following approval by the researcher. Most researchcontracts require the signature of the Director of ARD, as the legal authorizedrepresentative of the University and in some cases the researcher is also a signatoryto the contract.For those researchers whose contractual arrangements require negotiation, it is theARD’s role to negotiate on behalf of the University. Certain research projects requirethe University to negotiate an agreement with the other parties involved, includingwith other universities, companies or government departments. The negotiation processis to ensure that all parties rights and responsibilities are clear, whilst protectingthe institutional interests and that the terms are consistent with the University’s policiesand academic mission.Negotiations generally cover specific contractual issues including price, intellectualproperty (IP), publication and liability. The negotiation is coordinated by ARD staffin consultation with the legal department of the University and Yissum, the HUJItechnology transfer company.Typically, negotiations tend to focus on the following areas, which are of significantimportance for the University:• Publication rightsAcademics should expect to publish all the results of their research without delay orhindrance, as part of the academic mission. Sponsors, however, may wish to delaypublication for a variety of reasons, typically to allow patenting. Also, the informationmay be proprietary to the sponsor, who may wish to keep it confidential. We negotiateto protect the researchers’ right to publish as much as possible, starting from the positionthat full publication, except for confidential information, is required with minimalreview and delay. If the sponsor has different requirements, the Principal Investigator

Part IV : Management of International Projects 473(PI) must consider how far these are compatible with responsible publication and theUniversity’s educational mission.• Intellectual Property (IP)IP issues are handled by Yissum, the HUJI Technology Transfer Company.Researchers should expect to be able to build on the results of their own research infurther research. However, commercial sponsors may hope to gain the rights to theresults of research because they want to license an application that uses them. Yissumnegotiate to allow researchers to have full rights to the results of their own researchwhile allowing sponsors as much commercial advantage as possible, subject to a reasonablerevenue return to the inventor(s) and the University.• LiabilityThe contract usually includes clauses to confirm that:−−−−The results of research by definition cannot be guaranteedIndividual researchers and the University cannot be held liable for thesponsor’s use of the results of researchIndividual researchers at the University are not responsible for any indirectloss arising from the researchThere is a financial cap on the liability for lossIt may be appropriate to negotiate additional limits on the researcher’s or University’sliability for specific projects.• ConfidentialityIn some cases, a sponsor may wish for all results to be kept confidential forever. Thisis a considerably greater limitation than delaying/preventing publication or withholdingrights to the IP, since researchers are then prevented from discussing or referringto the results at all. We negotiate for confidentiality to be limited to the confidentialinformation supplied by either party, and for confidentiality to be protected only for areasonable duration after the end of the project.• TerminationIt is possible that either party may need to terminate the project for a variety of reasons.We negotiate to ensure that the funding agency cannot withdraw funding withoutreasonable notice, or demand reimbursement for work that was already performed andfinanced.Following finalization of the negotiation process, the signature process will be initiated.

474Guide of Good Practices TEMPUS CORINTHIAM5.5. Activation of Funding ContractOnce the funding contract has been fully signed by all involved parties, the project islegally ready to commence. The ARD staff again checks that all the necessary administrativeforms and legal documents are in place prior to the project start.Following the completion of the verification, the ARD financial staff activates theresearch budget in the University’s computerized financial system according to theneeds of the researchers and in accordance with the contractual and internal regulations.For complex research budgets and projects, the ARD will invite the researcher/s andtheir support staff to a guidance meeting on the aspects of good practice management.In the meeting the ARD team explain in depth the funding agency contractual regulationsand requirements (such as eligible and ineligible costs; time-sheets; financialstatements and technical and scientific reports). The meetings are found to be practicaland useful for good project management.1. At HUJI, unlike some other academic institutions in Israel, research budgets aremanaged by the ARD, both in the preparatory phase – handling of calls for proposals,proposal submission and the award stage, and also at the end of the process – preparationof cost statements which are submitted to the funding agency at the end of eachreporting period.Following the approval of the research grant by the funding agency, the ARD registersthe grant in the University’s financial system, specifying the funded budget frameworkand cost categories according to the project’s technical annex as is defined in theResearch Grant Agreement with the funding agency.Once the budget is activated, the researcher can use the allocated budget according tothe project’s needs and can purchase the required research assets from pre-financingoffered by the University, even before funding is transferred by the funding agency.2. The researcher, the researcher’s departmental administrative support team (in casethere is such a team) or his/her faculty, and the University’s Purchasing and Supplydepartment are responsible for the project during its entire lifecycle. During the courseof the project the management of the budget, including purchase of consumables andequipment, hiring of personnel to work on the project and any other expenditure, aredecided upon according to the researcher’s own judgment and are carried out by theappropriate supporting entities at the University, without involving the ARD, exceptfor verification of budget availability in the different cost categories. This requiresfrom the researcher and his team careful supervision of the budget keeping in mindthe needs and tasks as defined by the project and in compliance with the regulationsof the funding agency.

3. In preparation for the financial reporting by the ARD, a screening of all the registeredcosts is carried out, verifying to the extent possible, that all accumulated expendituresare eligible according to the terms and conditions set by the funding agency.Personnel costs in certain funding programs need to be supported by time recordingof the actual working hours spent on the project. Time-recording is not characteristicof normal procedures in academic institutions, especially in research, and in general,only a small number of funding programs request that time-sheets be maintained.When ineligible costs are incurred, there is need to find alternative sources to coverthem, either from the University or from other appropriate sources of the PrincipalInvestigator (PI).In case of special costs such as international travel or large equipment special attentionis given to secure that all supporting documents are available and that theexpenditure is relevant to the project, in accordance with the terms and conditions ofthe Research Contract.The Financial Statement may undergo several stages before a final version is issued.After presentation of the expenditures in the format defined by the funding agency andafter the approval by the PI, including comments and clarifications where necessary,the financial statement is checked one more time and then delivered to the fundingagency.If required, the final cost statement is transferred, together with supporting documentsto an external auditor before it is signed by the researcher.5.6. Management of Research ProjectsThe Authority for Research and Development, during the academic year of 2010-2011, managed approximately 4000 research budgets of a total sum of 128 million USdollars, as mentioned above. Over half of the research budgets were funded by Israelinational funding sources and the remainder by other international competitive fundingsources, namely the European Union, various US funding agencies (including NIH,BSF, ICRF), German funding agencies (including DFG, GIF, Minerva).The Principal Investigator is responsible for the overall management of the researchproject. The Faculty and Department provide the infrastructure and laboratory servicesrequired to carry out the research work.However, the ARD desks and support teams provide practical advice and guidance,as well as a number of services (mainly services mentioned above, related to the projects’budget), such as:

476Guide of Good Practices TEMPUS CORINTHIAM• Activation of the project’s budget and its registration in the University’sFinancial System• Ensuring that invoices, technical and scientific reports and financialstatements are processed in a timely manner and in accordance with theterms and conditions of the contract• Transferring of funds between the project’s budget categories in accordancewith the PI’s request and the terms and conditions of the contract• Liaising with the funding agency for any clarifications on eligibility ofexpenditure• Liaising with the funding agency for any amendments in the Research GrantAgreement and ensuring that amendments are updated in the University’sFinancial System• Liaising with the University’s legal department in case of conflicts of interestwith the funding agency or any of the research project’s partners (in case ofmultiple partner projects)• Handling financial audits of the projects according to terms and conditionsof the contract• Closing of the grant budget after provision of final cost statement and afterreconciling invoicing and payments.5.7. Maintaining StandardsIn addition to its commitment to upholding the laws of Israel, the University and itsresearchers are also committed to a set of standards regarding the workplace. Thesestandards aim to improve the environment in which research takes place and to adaptit both to the needs of modern science and to the values of an enlightened society.These standards are based on law and/or international agreements and conventionsand/or the requirements established by the funders.The maintenance of these standards is a basic condition for conducting research in theHebrew University.Current standards relate to the following:• Care and Experimentation with Animals• Human Medical Experimentation• Non-medical Experimentation Involving Human Subjects• Safety Standards

Part IV : Management of International Projects 477• Security Standards• Sound Management Practices• Drug Free Environment• Scientific IntegrityUniversities world-wide are promoting internationalization. By nature of their commitmentto advancing human knowledge for the benefit of mankind and the society atlarge, universities necessarily engage in international cooperation, including studentsexchange programs and international research networks. The ARD of the HebrewUniversity of Jerusalem has a longstanding reputation for providing services of thehighest quality in the administration of international research projects and contracts,for establishing policies and procedures for responsible conduct of research complyingwith international standards, and for encouraging international and regional cooperation.

Annex ICode of Conduct in ResearchRUTH FISCH1. GeneralThe Hebrew University aspires to excellence in research. Excellence is not measuredmerely by results. It depends in large part on appropriate conduct in research. Appropriateconduct in research is founded on a commitment to the principles of truth,freedom, responsibility, integrity, and cooperation, as well as compliance with internationallyaccepted professional and ethical standards, state laws, university rules,and conditions and regulations of funding bodies.It is expected that standards of conduct in research will be disseminated among thescientific community by senior academics and researchers who serve as role modelsin teaching, in supervision and in management of research projects at all levels.Nonetheless, the Hebrew University has adopted this code of conduct as an explicitstatement of the common core of standards required of all Hebrew University researchworkersThe Hebrew University requires that its research workers adhere to the principlesand rules laid out below in all aspects of their research, including: the planning andsubmitting of research proposals for funding; generating, documenting, analyzingand preserving data; appropriating, publishing, sharing and commercializing results.Research workers include any of the following people involved in the design, the applicationfor funding, the conduct or the reporting of research or in decisions affectingits commercialization: University employees, pensioners, guests, Masters’ degree students,doctoral students and anyone else using University resources and/or involvedin research together with any of the above.

480Guide of Good Practices TEMPUS CORINTHIAM2. Principles2.1. TruthResearch workers should be committed to the search for truth and guided by the goalof increasing human knowledge and understanding.2.2. FreedomResearch workers should pursue their research free of extraneous influences, but subjectto ethical, professional, legal, social, environmental and financial constraints.2.3. ResponsibilityResearch workers are responsible for all aspects of research they perform. In particular,they are responsible for the health, safety and dignity of anyone who might beaffected by their research (whether or not they are directly involved in it) for minimizingthe use and suffering of animals in research, and for protecting the environment.2.4. ProfessionalismResearch workers must maintain the highest professional standards of their discipline.2.5. IntegrityResearch workers must evaluate data and material (of their own and of others) in anunbiased manner; they must present their research and results fairly, fully and accurately,in such a way as to permit scrutiny and debate, and giving due credit to others.2.6. CooperationResearch should be carried out in a spirit of cooperation in the pursuit of knowledge.Senior research workers should encourage the development of professional skills andstandards and should take a leading role in developing an atmosphere of openness,trust, and willingness to help, among colleagues, assistants and students, whether involvedin a common research project or not. They must respect the contribution andintellectual property of others and are entitled to appropriate recognition and protectionof their own contribution to scientific discoveries, ideas and developments.

Part IV : Management of International Projects 4813. Rules3.1. Research FundingResearch workers applying for funding are required to take all reasonable measuresto ensure that all information contained in their applications is accurate and complete,and that the proposed research is scientifically sound and properly budgeted.Research workers who receive funding are required to take all reasonable measuresto ensure that the funds allocated are used for their designated purpose, and that allreporting requirements are truthfully and fully complied with.Research receiving funding must comply with all requirements of the funding bodiesand with all University Regulations concerning internal and external financing ofresearch.In the case of joint or group research, the responsibility for ensuring compliance withthese requirements falls on the Principal Investigator(s),3.2. Conflict of InterestResearch workers are required to conduct their research in an unbiased manner. Theirprofessional judgment should at all times be exercised independently, and extraneousinterests should never be permitted to influence them in any aspect of their research.Research workers are required to disclose all interests that are, or might appear, likelyto bias their research or improperly to influence decisions which can affect its progress.Research workers are required to comply with the University Conflict of Interest Codeand with decisions of the University Conflict of Interest Committee established thereunder.3.3. Ethical ConstraintsResearch workers are required to respect the dignity, the autonomy, the safety and thewelfare of anyone who might be affected by their research (whether or not they aredirectly involved in it).Research involving human participation, whether clinical or non-clinical, must complywith legal requirements, with internationally accepted principles, and Universityrules regarding ethical standards in scientific research involving human subjects andwith decisions of the University Ethics Committees established thereunder.

482Guide of Good Practices TEMPUS CORINTHIAMResearch workers considering the use of animals in research are required to complywith the internationally accepted principles of replacement, reduction and refinement.Research involving animals must comply with legal requirements, with Universityrules regarding the use of animals in research, including decisions of the UniversityEthics Committees established thereunder, and with University rules concerning careof animals used in research.3.4. Documenting results and storing dataResearch workers are required to keep clear, accurate and complete records of theprocedures followed and of the results obtained in their research, including interimresults. Such records must be securely held for a period of ten years after the completionof a research project, unless a longer period is specified by law or by the researchfunder or sponsor.Research workers are required to disclose such records upon reasonable request byreferees, colleagues and University authorities. In so doing, they must observe legaland professional rules of confidentiality and privacy.3.5. Publishing resultsResearch workers are required to take full responsibility for work published undertheir name and to take all reasonable measures to ensure:• that the research was performed as described, the results reported wereobtained and that their publications include no falsification or fabricationof any kind;• that the conception and design of the research, the generation, analysisand interpretation of data, the results reported, the ideas expressed and thepublished text are all attributable to the authors listed and were not copiedfrom any source without permission or without explicit acknowledgment inthe publication, and that their publication is free of plagiarism and piracy;• that all contributions to their research (whether academic, research, financialor otherwise) have been fully acknowledged;• that the authors listed all contributed actively to the research or thepublication, that they are all familiar with its contents, that they can eachidentify their contributions to it, that they each accept personal responsibilityfor its accuracy, and that no research is attributed to people who did notparticipate in it.

Part IV : Management of International Projects 4833.6. Intellectual Property and CommercializationResearchers must respect the intellectual property of others in the course of their research.Researchers seeking to develop, exploit or commercialize their research must complywith University rules and regulations, including rules concerning the exploitation ofinventions and patents, and rules concerning connections between academic employeesand commercial enterprises.4. Research MisconductAny breach of the standards or rules set out above may be considered research misconduct.Research misconduct is a disciplinary offence governed by the University DisciplinaryCode for Academic Employees, the University Disciplinary Code for Studentsand the University Disciplinary Code for Administrative Employees.

484Guide of Good Practices TEMPUS CORINTHIAM1. GeneralConflict of Interest CodeIn carrying out research, research workers must be unbiased. Their professional judgmentshould at all times be exercised independently, and extraneous interests shouldnever be permitted to influence them in any aspect of their research. The Universityrequires disclosure of all interests that are, or might appear, likely to bias research orimproperly to influence decisions which can affect its progress. Disclosure makes itpossible to take appropriate steps in order to ensure that research is carried out in anunbiased manner, independently and professionally.The University has established a Conflict of Interest Committee to monitor and resolveemerging conflicts of interest in research and to give advice on situations thatmay develop into conflicts of interest.Breach of the rules concerning conflict of interest contained in sections 3 and 4 of thiscode, as well as non-compliance with any decision of the Conflict of Interest Committee,is considered a disciplinary offence.2. What is a Conflict of Interest?Research workers have a real, perceived or potential conflict of interest when there is areal, perceived or potential possibility that some extraneous interest will compromisethe unbiased, independent and professional judgment required in academic researchResearch workers include any of the following people involved in the design, the applicationfor funding, the conduct or the reporting of research or in decisions affectingits commercialization: University employees, pensioners, guests, Masters’ degree students,doctoral students and anyone else using University resources and/or involvedin research together with any of the above.real, perceived or potential conflict of interest: A real conflict of interest exists whenthe situation in which the research worker finds himself raises the possibility thatthe unbiased, independent and professional judgment required in academic researchwill be compromised by extraneous considerations. A perceived conflict of interestexists when a reasonable person would consider it likely that the research worker’sindependence and professionalism will be biased. A potential conflict of interest is asituation that could develop into a real or perceived conflict of interest.extraneous interest: This interest may be of any nature – personal, professional, financial,commercial or otherwise. It may be the research worker’s own interest or that

Part IV : Management of International Projects 485of close relatives, of close friends, of funders, or of any other person or organizationwith which he is connected.Typical situations in which conflicts of interest arise include, but are not limited tothe following:a. When the research worker (or his/her close relatives, close friends, studentsor any other person or organization with which he is connected) is affiliatedwith, or involved in, the body funding the research and this involvementpermits any direct or indirect possibility of financial gain, a real conflict ofinterest requiring disclosure and management exists. Even when there is nopossibility of financial gain, a perceived conflict of interest requiring disclosureand management exists in such situations. When any of the abovepeople are considering affiliation with the funder, a potential conflict of interestexists requiring disclosure and management.In particular where in the course of research, a research worker seeks topatent the results of his research via “Yissum” through any person or bodywith which he/she is connected or independently, a real conflict of interestrequiring disclosure and management exists.b. When the funder of the research has a financial or other non-academic interestin the results of the research (such as commercialization), there maybe no real conflict of interest, but there may well be a perceived conflict ofinterest requiring disclosure and management and the situation may also bea potential conflict of interest requiring disclosure and management.c. When the funder, or the research worker (or his/her close relatives, closefriends or students), or any body in which the researcher is involved has aninterest in, or is likely to benefit from, publication that is delayed, partial, ormisleading, or non-publication of the results of the research, a real conflictof interest requiring disclosure and management exists.d. When the research worker’s private gains or significant personal or professionalbenefits (other than customary professional advancement) depend onthe outcome of the research, a real conflict of interest requiring disclosureand management exists.3. General Obligationsa. Research workers must never allow extraneous interests to interfere withthe unbiased, independent and professional judgment required in academicresearch.b. Research workers must comply with disclosure requirements and with decisionsof the Conflict of Interest Committee.

486Guide of Good Practices TEMPUS CORINTHIAM4. Disclosure Requirements4.1 Annual DisclosureAll academic employees and laboratory workers without exception, all engineers andtechnicians involved in funded research, and all workers in the Authority for Researchand Development must submit an annual Conflict of Interest Declaration. The declarationform will be sent out by the Authority for Research and Development andsubmitted to it as required.Any Declaration that reveals a real, perceived or potential conflict of interest will betransferred to the Conflict of Interest Committee.4.2 Disclosure on Application for FundingAll applications for research funding must be accompanied by a Conflict of InterestDeclaration covering all workers involved in the research. Any real, perceived orpotential conflict of interest arising in the course of the research must be disclosedimmediately.4.3 Disclosure by Research StudentsAll research proposals submitted to the Authority for Research Students must be accompaniedby a Conflict of Interest Declaration relating to the research proposed andsigned by the doctoral student, attesting to the fact that the student’s supervisor hasexplained the rules concerning conflicts of interest in research and that the studentunderstands them.The student’s declaration must be accompanied by a signed declaration on the part ofthe student’s supervisor to the effect that prior to the student’s signing the declaration,the supervisor explained the rules concerning conflicts of interest in researchand that the supervisor is satisfied that the student understood them before signing theDeclaration.The Authority for Research Students will send a copy of all such declarations to theAuthority for Research and Development.4.4 Ad hoc declarationsAll research workers must disclose to the Conflict of Interest Committee on their owninitiative any real, perceived or potential conflict of interest that arises in the course oftheir research and that has not been disclosed in an annual declaration or in an applicationfor funding, or that has changed since disclosure. The disclosure must be made assoon as the said conflict of interest arises.

Part IV : Management of International Projects 4875. AdviceAll research workers may seek the advice of the Conflict of Interest Committee inorder to establish whether they are, appear to be, or are likely to be, in a position ofconflict of interest and how best to eliminate or manage it.6. Declarations on fileAll declarations under sections 4.1, 4.2, 4.3, 4.4, all requests for advice submittedto the Conflict of Interest Committee, and all proceedings of the Conflict of InterestCommittee will be kept on file at the Authority for Research and Development andmade available to all authorities competent to deal with matters of conflict of interestand breaches of University rules.7. The Conflict of Interest Committeea. The Conflict of Interest Committee is composed of 12 members: 10 membersat the rank of Full Professor representing the various disciplines in theUniversity, a (non-voting) representative of “Yissum” and the Chairpersonof the Authority for Research and Development who will be Chairperson ofthe Conflict of Interest Committee.b. The members of the Committee will be appointed by the Standing Committeeupon recommendation by the Rector for a period of 3 years.c. In general no more than 30% of the Committee shall be changed at once, inorder to ensure continuity.8. Action by the Conflict of Interest Committeea. In all cases brought to the attention of the Conflict of Interest Committee,whether referred by the Authority for Research and Development (followingannual declarations, funding application declarations or doctoral studentdeclarations), by specific declaration by a research worker, or by requestof a research worker for advice, the Chairperson of the Conflict of InterestCommittee will appoint two additional voting members of the Committeeto deal with the case, one of whom at least is in a discipline related to thatof the research worker in question. The Chairperson and those two additionalmembers will decide how to manage the situation. The representativeof “Yissum” on the Committee may be added to the panel, but will have novote.b. The Conflict of Interest Committee may decide(1) that the situation does not require any action;

488Guide of Good Practices TEMPUS CORINTHIAM(2) that the research worker must provide disclosure of the conflict ofinterest to specified people or bodies;(3) that the research plan must be modified in order to eliminate ormanage the conflict of interest;(4) that the design, conduct or reporting of the research must be subjectedto independent monitoring;(5) that the research worker must divest himself of any financialinterest in the sponsor or any other body having an interest in theoutcome of the research that is other than academic;(6) that the research worker must sever his connection with the bodyor person creating the conflict of interest;(7) that the research worker must be disqualified from participating in allor part of the research;(8) that any other steps deemed appropriate in order to eliminate ormanage the conflict of interest be taken.c. In deciding whether a real, perceived or potential conflict of interest existsand how to manage it, the Conflict of Interest Committee is not bound by anyformal rules. Before reaching a decision, however, it must allow the researchworkers involved to present their view of the situation and their view of theappropriate means for managing or eliminating any conflict of interest if theyso desire. In special cases, the Conflict of Interest Committee may allow theresearch worker to bring other views before it, in writing or in person.d. In deciding whether a real, perceived or potential conflict of interest existsand how to manage it, and in cases where these rules do not make explicitprovisions to the contrary, the Conflict of Interest Committee is encouragedto refer to standards commonly relied on in other academic institutions inIsrael and abroad.e. Apart from clarifications and preparatory exchanges of views, discussionsof the Conflict of Interest Committee, including those involving the researchworker, must be held in person and not conducted in writing or via e-mail.Nonetheless, research workers may also submit their views in writing if theyso choose. The substance of the Committee’s deliberations must be documented.f. All decisions of the Conflict of Interest Committee will be given in writing.Decisions and records of deliberations will be made available to members ofthe Committee on request. Decisions of the Committee will be made availableto other members of the University in such a way that the identity of the

Part IV : Management of International Projects 489people involved will not be revealed to unauthorized people and that detailsthat are not necessary to understanding the conflict of interest will not bedisclosed.g. In the course of deciding whether a real, perceived or potential conflict ofinterest exists and how to manage it, the Conflict of Interest Committee maymake any temporary decisions it deems appropriate, such as suspendingthe research worker’s involvement in the research, informing the funder, orfreezing funding of the research project pending its final decision. No suchaction will be taken without giving the research worker an opportunity tobe heard and no such action will be taken that will unnecessarily interferewith the progress of the research project or with the relationship between thefunder and the research worker.h. Appeal from any decision of the Conflict of Interest Committee will be heardby the plenary of the Committee. The minimum number of voting membersrequired for a quorum of the plenary is 7.i. Research workers are bound by decisions of the Conflict of Interest Committee.9. Additional Rulesa. Compliance with specific University rules dealing with other problems arisingfrom commercialization of research, such as connections between academicemployees and commercial enterprises and exploitation of inventionsand patents does not relieve research workers of their obligations under thisCode.b. Research workers must comply with all conflict of interest standards anddisclosure requirements laid down by funders.c. The rules laid down in this Code do not relate to the issue of conflicts of commitmentwhich is dealt with in other University rules, such as rules dealingwith outside employment, with employment, promotion or election of relatives,with unauthorized use of University property, and with receipt of giftsand benefits by employees.)10. Breach of rulesAny breach of the rules laid down in sections 3 and 4 of this Code as well as noncompliancewith any decision of the Conflict of Interest Committee is considered adisciplinary offence.

Chapter 5."LIFE BRIDGE PROJECT”: Annex IIher-childAnhealthillustrationcareofeducationinstitutionally supported internationalprojects: “LIFE BRIDGE PROJECT”:n developing countries -Pilotexperience in Guinea BissauMother-child health care education indeveloping countriesreire-Garabal Núñezús Núñez Iglesiasio MallónGonzález PeteiroMANUEL FREIRE-GARABAL NÚÑEZMARÍA JESÚS NÚÑEZ IGLESIASSILVIA NOVÍO MALLÓNMERCEDES GONZÁLEZ PETEIROAbstractgnificant progress in scaling up mother-child health in-income countries in recent Despite years, significant the progress gap in scaling up motherchildhealth receiving in low- and it middle-income countries ind for care and thenumbers currentlyhe most of sub-Saharan recent Africa years, (SSA). the gap The between the need for care andthe numbers currently receiving it is still wide ind health workers and the concentration ofthe most of sub-Saharan Africa (SSA). The scarcityices in urbancenters are two of the majorof skilled health workers and the concentration ofaccess limitingto health healthcare care facilities services in but urban centers are two of themother-childhealth. major As a factors result, not SSA only is access limiting to health carereats with high levels facilities of infant but also preventing and mother-child health.rtality and morbidity. As a result, This SSA chapter, is facing health threats with highistence of dire shortage levels of infant of and skilled maternal mortality and morbidity.SSA, This focuses chapter, based on on the existence of direl and facilitiesinshortage of skilled health personnel and facilitiesnnel care education/trainingin SSA, focuses on skilled personnel care education/trainingprogram by means of telemedicinemeans of telemedicineshapes future mother-child technology and shapes health future mother-child healthoutcomes.Keywords: Skilled personnel care, mother-childheath indicators, Telemedicine, Sub-Saharan Africa,Information and Communication Technologies: Skilled personnel care, mother-child heathedicine, Sub-Saharan Africa, Information and Communication

492Guide of Good Practices TEMPUS CORINTHIAMIntroductionIt is estimated one million more health care workers are needed in Africa to meet thehealth-related Millennium Development Goals (MDGs). Africa is the region, whereWHO has fewer health professionals. Of the 57 countries that suffer from critical deficitsof Human Resources for Health (HRH), 36 are in Africa (WHO, 2006a; 2006b;2011). Specifically, with 24% of the Global Burn Disease (GBD), SSA has only 3% ofthe world’s health workers. Furthermore, projections identify an 800,000 shortfall ofhealth workers across 31 SSA countries by 2015 [Mutual Review of Development Effectivenessin Africa (MRDE), 2011]. As a result, many countries lack the right numbersof health workers in the right places to deliver essential health interventions, suchas skilled attendance at delivery (Table 1). Also, training outputs are poorly alignedwith the health needs of the population (WHO 2006a; 2011). Three of the Portuguesespeaking countries (PALOP) i.e. Mozambique, Angola, and Guinea Bissau are amongthese countries, although all of them face serious challenges for development of theseresources (WHO, 2010a).The World Health Assembly_(WHA) in 2006 called for “A health workforce which ismatched in number, knowledge and skill sets to the needs of the population and whichcontributes to the achievement of health outcomes by utilizing a range of innovativemethods”. Among these methods, Mobile Phone-Assisted (MPA) in maternal healthservices (WHO, 2010b) and telemedicine seems to offer promising results and seemsto be more valued in regions where resources for health-services provision are scarce(Kifle et al., 2007; 2008). This finding is particularly relevant if we consider over 70%of SSA population live in rural areas and the rural communities have no access to, orare far from, health facilities; resulting in over 65% of SSA population lacking essentialhealthcare services (Kiffle et al., 2007; Haile et al., 2010). This is conditioned byseveral factors: (a) the health system is built around curative services and it is mostlyconcentrated in urban areas; (b) communication facilities (transport, telephone, radioor television) between the decision making urban centers and the vast majority of peoplewho live in rural areas are extremely poor (Haile et al., 2010). As a result, prenataland neonatal care and health information and education programs do not reach therural population in time (Haile et al., 2010).A majority of mother and child deaths and disabilities are preventable, being mainlydue to insufficient care during pregnancy and delivery. Access to skilled care duringpregnancy, childbirth and the first month after delivery is key to saving these women’slives – and those of their children. As well, about 15 per cent of pregnancies and childbirthsneed emergency obstetric care because of complications that are difficult topredict. Research shows the single most important intervention for safe motherhoodis to make sure that a trained provider with midwifery skills is present at every birthand that quality emergency obstetric care is available (UNICEF, Millennium developmentgoals). Also, infant intrapartum deaths are closely linked to place of, and care at,delivery and are largely avoidable with skilled care (OMS, 2007).

Part IV : Management of International Projects 493Therefore, there is evidence to demonstrate the linkage between the shortage of skilledhealth worker providing care during pregnancy and childbirth and, high maternal andneonatal morbidity and mortality. In designing policies to achieve these objectivesconcurrently a clear understanding of that linkage is crucial. So, the increase of skilledhealth personnel and access to health care facilities are two objectives that the mostSSA countries strive to achieve simultaneously.Telemedicine initiatives represent an attempt to address some of these pressures, andhave a real potential to improve accessibility, quality of healthcare, improving the provisionof services in rural area and giving access to distance training for rural healthpersonnel of SSA population (Kifle et al., 2005; Kifle et al., 2006).One year ago, based on the above, our group has launched training programs aimedat providing knowledge and action guidelines in pregnancy, childbirth and neonatalcare. Our intention is to make pregnancy and childbirth safe, through training/adviceto health professionals involved. These programs are designed for students ofmedicine and nursing at the University of Santiago de Compostela and obstetricalhealth care professionals practicing in Guinea Bissau, respectively. The former, receivedtraining at the University and then applied the knowledge acquired in Bolivia.The latter, in the framework of international cooperation, were trained in Guinea Bissau.We are currently developing a training program through telemedicine aimed atprofessionals involved in caring for pregnant women, childbirth and perinatal care inGuinea Bisau. An action plan is developed to provide an integrated package of “grassroot” with tele-education and telemedicine services and to improve the quality andefficiency of the existing MIS (Management Information Systems).The aim of this chapter is to address the question of how our program acts on each ofthese aspects, the application and potential benefits and to provide a workable modelof telemedicine which is representative of the actual need in the field of mother-childcare.

494Guide of Good Practices TEMPUS CORINTHIAMTable 5. Health Workers. AFRO geographic distribution by occupationCountry/region/Midwife* Medical assistant* Nurse* Physician*territoriesUrban Rural Urban Rural Urban Rural Urban RuralAngola 441 383 439 503Benín 1734 3231 193 118BotsuanaBurkina Faso 11 0Burundi 272 1065 124 76Cabo Verde 43 2Camerún 433 272 14438 11559 2185 939Central African Republic 154 199 164 183Chad 90 17 90 55 975 1171 284 61ComorosCongoDemocratic Republic ofCongo116 24 82 92 10364 18425 3962 1,865Eritrea 1318 1047 178 37Etiopía 400 103Gabón 185 103 878 740 330 65Gambia 1564 2346Ghana 251 96 236 551 2,338 902Guinea 65 95 2945 1116 769 218Guinea-Bissau 96 415 497 137 51KeniaLesotoLiberia 726 1350MadagascarMalaui 1411 941Malí 59 176Mauritania 196 117MauritiusMozambiqueNamibia 300 97Níger 3 1 1732 689 255 51Nigeria 56 21Rwanda 34 41 2066 1504 370 53Santo Tome and Príncipe 2 1 120 136 71 10SenegalSierra LeoneSomaliaSouth Africa 10509 3331Sudán 243 27Togo 1047 3117 178 26 1246 421 209 16Uganda 306 • 3117 247 2225 2613 12192 1,345 864United Republic ofTanzania2121 • •8608Zambia 1043 1079Zimbabwe 441 383Data from: *2004; 2003; • 2002. Source: WHO 2006a.

Part IV : Management of International Projects 495“Life Bridge Project”: Telemedicine Skilled Care DuringPregnancy, Childbirth And After Delivery As A MorbidityAnd Mortality Mother-Infant ReductionIn 1999 the United Nations General Assembly established that globally 80%, 85% and90% of all births should be assisted by skilled attendants by 2005, 2010 and 2015 respectively(United Nations, 1999). However, data from 2008 indicate that only 46.5%of births in the African region are attended by skilled personnel (Table 2) (WHO,2008). In relation to countries the figures vary between 17.7% and 98.9% (Table 3).Nowadays it is recognized that in addition to a range of interventions before, duringand after pregnancy, ensuring that all births are attended by a skilled health worker isa key strategy to reduce maternal deaths. Thus, the proportion of births attended by askilled health worker was selected as a proxy measure to monitor the progress towardsthe MDG 5 target of reducing maternal mortality (WHO, 2008).Table 6. Proportion of births attended by a skilled health workerRegion/sub-region% of skilled health worker (doctors,nurses, midwives and other cadres)Coverage of estimates*Africa 46.5 99.9Eastern Africa 33.7 100.0Middle Africa 55.0 100.0Northern Africa 70.5 89.4Southern Africa 89.4 100.0Western Africa 41.2 100.0Asia*Proportion of live births for which data on the presence of a skilled birth attendant were obtained.Source: WHO, 2008.The world health report of 2005 estimated that 334, 000 skilled birth attendants wouldhave to be trained globally over the coming years merely to reach 72% coverage ofbirths (WHO, 2005). On average, countries with fewer than 2.5 health care professionals(counting only doctors, nurses and midwives) per 1000 population failed toachieve an 80% average rate for deliveries by skilled birth attendants or for measlesimmunization (Figure 1). 57 countries that fall below this threshold and which fail toattain 80% coverage level are defined as having a critical shortage. Thirty-six of themare in sub-Saharan Africa (Graphic 5) (WHO, 2006c).

midwives) per 1000 population failed to achieve an 80% average rate fordeliveries by skilled birth attendants or for measles immunization (Figure 1). 57countries that fall below this threshold and which fail to attain 80% coveragelevel are defined as having a critical shortage. Thirty-six of them are in sub-496Guide of Good Practices TEMPUS CORINTHIAMSaharan Africa (Graphic 5) (WHO, 2006c).Graphic 8. Countries with and without critical shortage. Source: WHO,2006c. Graphic 8. Countries with and without critical shortage. Source: WHO, 2006c.Table 7. Proportion of births attended by a skilled health worker by country and reference yearCountry/region/territoriesTable 7. Proportion % of skilled of health births attended by a skilled health worker byCadres of health workers other thanworkercountry(doctors, nurses,and reference yearCountry/region/territoriesmidwives and other cadresof health workers)% of skilledhealth worker(doctors,nurses,midwives andother cadres ofhealth workers)doctors, nurses and midwives – reportedas “skilled”Angola 44.7 Includes “auxiliary midwife” (6.9%) 2001Benín 74 Excludes “aide soignante” (3.7%) 2006Cadres of health workers otherthan doctors, nurses andmidwives – reported as “skilled”Botsuana 98.5 2000Angola Republic 44.7 Includes “auxiliary midwife”(6.9%)Benín 74 Excludes “aide soignante”Congo 83.4(3.7%)YearYearBurkina Faso 54 2006Burundi 34 2005Cabo Verde 88.5Includes “auxiliary enfermeira, parteira”(35.3%)Camerún 63 2006Central African199844.7 Includes “sage femme auxiliaire” (12.1%) 20062001Chad 74 2004Comoros 61.8 Includes “auxiliary midwife” (14.6%) 2000Excludes “matrone, aide-soignante ouagent de santé communautaire” (2.7%)2005Democratic Republicof Congo200660.7 Includes “auxiliary midwife” (37%) 2001Eritrea 28.3 Includes “auxiliary midwife” [b] 2002

Part IV : Management of International Projects 497Country/region/territories% of skilled healthworker (doctors, nurses,midwives and other cadresof health workers)Cadres of health workers other thandoctors, nurses and midwives – reportedas “skilled”Etiopía 5.7 2005Gabón 85.5 2000Gambia 56.8 Includes “auxiliary midwife” (4.7%) 2006Ghana 49.7Guinea 38.1Includes “auxiliary midwife, communityhealth worker” [b]Includes “sage femme auxiliaire, healthfield worker” (9.4%)Guinea-Bissau 38.9 Includes “sage femme auxiliaire” (7.9%) 2006Kenia 41.6 2006Lesoto 55.4 2004Liberia 50.9 2000Madagascar 45.3 Excludes trained birth attendant (6.0%)Year200620052003-2004Malaui 53.6 2006Malí 40.6Mauritania 53.4Includes “matrone, sage femme auxiliaire,aidesoignante” (17.9%)Excludes “matrone, accoucheuse auxiliaire”(3.5%)20012000-2001Mauritius 98.9 (a) 2005Mozambique 47.7Includes “parteira ou enfermeira do SMI”(44.7%)Namibia 75.5 2000Níger 17.7 2006Nigeria 35.2 Includes “auxiliary midwife” (1.0%) 2003Rwanda 28.4 2005Santo Tome andPríncipe81 2006Senegal 51.9 Includes “sage femme auxiliaire” (7.5%) 2005Sierra Leone 43.2 Includes “auxiliary midwife” (3.2%) 2005Somalia 33 2006South Africa 92 2003Sudán 49.2 2006Togo 62 Includes “sage femme auxiliaire” (9.6%) 2006Uganda 42.2 2006United Republic ofTanzania43.4Zambia 43.4Zimbabwe 86.520032004-20052001-20022005-2006

498Guide of Good Practices TEMPUS CORINTHIAMa. Disaggregation of cadres not possible; b. Institutional birth, Source: WHO, 2008.The term “skilled health worker” means “an accredited health professional - such asa midwife, doctor or nurse - who has been educated and trained to proficiency inthe skills needed to manage normal (uncomplicated) pregnancies, childbirth and theimmediate postnatal period, and in the identification management and referral ofcomplications in women and newborns” (WHO, 2004).Our model can generate health professionals who complete the two basic aspects includedin the concept of skilled personnel as WHO related to normal and complicatedconditions in pregnancy, childbirth and the immediate postnatal period (outlined inbold). This model (Figure 2) includes both store and-forward - asynchronous as wellas live videoconferences –synchronous transmissions via satellite networks to provide:• E-learning support. Staff training will lay the foundations for sustainablequality healthcare by providing a framework of continuous improvementthat will ensure the quality of care. The e-learning system will enable boththe dissemination of training documents and the illustration of teaching themthrough videos and video conferencing, not only acting in normal situationsbut the implementation of assisting and teaching them about timelyidentification of danger signs and management at different levels.• Real-time remote training/assistance. The personnel may make a request bytelephone, or streaming video in real time, allowing someone more qualifiedto assist remotely, indicating that it should do in this case.• Support and assistance to midwife, nurse or medical decision making. Thisassistance consists of a decision tree to guide the staff in each of the stepsthat will be given according to the situations that may be presented.Our model can provide great benefits for the mother and her baby if we consider thefollowing figures for the causes of maternal and babies deaths and birth-related disabilities:• Mortality during neonatal period is considered a good indicator of bothmaternal and newborn health and care. Figure 2 shows the current situation(UNICEF, 2008; WHO/UNICEF/UNFPA/The World Bank, 2008).• As a result of prenatal care deficiency are included untreated hypertensivedisorders leading to death and disability, unmarked mal- or sub-nutritionand iron deficiency anemia. The last, among pregnant women, is associatedwith some 111,000 maternal deaths each year. Otherwise, at least 20% of theburden of disease in children below the age of 5 is related to poor maternalhealth and nutrition, as well as quality of care at delivery and during thenewborn period. Also, some 17 per cent of infants in developing countrieshad low birth weight in 2003, and these babies are 20 times more likely to

Part IV : Management of International Projects 499die in infancy (UNICEF, Millennium development goals)• SSA has the highest maternal mortality rate (MMR) at 920 maternal deathsper 100,000 live births (UNICEF, 2008). If nothing is done to change currenttrends is estimated to produce 2.5 million maternal deaths and as manychildren as well as 4.5 million women with disabilities in the next 10 yearsin SSA (Dzadeyson, 2007).• A woman in SSA has a 1 in 16 chance of dying in pregnancy or childbirth,compared to a 1 in 4,000 risk in a developing country (Goal: Improvematernal health Target by 2015, UNICEF, Millennium development goals).Pooled data suggest as a cause of maternal death in SSA are hemorrhage (19percent), puerperal sepsis (13 percent), hypertensive disorders of pregnancy(7.8 percent), and ruptured uterus (7 percent) (Jamison et al., 2006). Thebirth-related disabilities affect many more women and go untreated likeinjuries to pelvic muscles, organs or the spinal cord (UNICEF, Millenniumdevelopment goals).• Evidence shows a close association between maternal deaths and newborn/perinatal survival and well-being. Children tragically left motherless are 10times more likely to die within two years of their mothers’ death (UNICEF,Millennium development goals).80Graphic 9. Maternal mortality ratios (MMR) per 100,000 live births (2005). Source: UNICEF,2008.Management of International Projects Worldwide, there were 5.9 million perinatal deaths, almost alll of whichoccurred in developing countries and 30% of them in the t least

500Guide of Good Practices TEMPUS CORINTHIAM−Worldwide, there were 5.9 million perinatal deaths, almost all of whichoccurred in developing countries and 30% of them in the least developedcountries alone. Stillbirths accounted for over half of all perinatal deathsand according to 2000 estimates, one third of stillbirths took place duringdelivery (OMS, 2007). As such means number of deaths during the first 28completed days of life per 1,000 live births in a given year or period. Takinginto account that the neonatal period commences at birth and ends in 28completed days after birth, neonatal mortality, in turn, can be divided into:(a) early neonatal deaths, occurring during the first seven days of life, and (b)late neonatal deaths, occurring after the seventh day but before twenty-eightdays of life. The causes of death, as provided by health providers and facilityrecords, include: birth asphyxia (suffocation during birth), 40%; prematurityand low birth weight, 25%; infections, 20%; congenital defects, 10%, andacute surgical conditions, 3% (Dzadeyson, 2007).

Part IV : Management of International Projects 501Graphic 10: “Life bridge project” logical data model.

502Guide of Good Practices TEMPUS CORINTHIAMNOTE:Entity: Represents a self-standing object (one which exists per self). It can be classified in:strong (its existence does not depend on some other entity type) and weak (its existence dependson some other entity type).Attribute: Represents characteristics of entities or of relationships. Attribute can be multivaluedif it includes several values or monovalued if it includes a single value.Identifier: Information that characterizes exactly one entity within a specific context. It can befull (defines an individual uniquely) or partial (does not define an individual uniquely).Relationship: Represents an association among entities.Returning to the WHO definition of skilled health worker, “…education and trainingto proficiency…” involves not only providing care but also resource/care management.In this regard our model allows:−−Care management: The system provides a mechanism for managing theunits in which assistance is given for staff working in them and staff whoare associated with tele-care. This management will allow for example toquantify the material and the need for it in the care units, report any incidentswhich occur in them, give performances that manage each of the professionalsin the unit, number of interventions, and so on.Standardized birth histories and vital records: This aims to createa medical history of each of the children born as well as their respectivemothers. This is intended not only to keep track of medical history but also apersonal record, because a high proportion of the population is not registered.Maintaining it can also serve an improvement not only for individual cases,but also for the health of the global maternal and child population. The reasonis that the medical records will allow us to identify and understand in depthwhat are the major problems that occur in each geographic region for action

Part IV : Management of International Projects 503and identifying areas for improvement, and etc. For the development ofthat history, will follow the international standard HL7 (health level seven).Specifically, we use HL7 CDA (Clinical Document Architecture). HL7 is aset of standards for electronic exchange of clinical information. This is thestandard international benchmark for the development of medical software.It is intended to give the application the ability to interact with other medicalapplications following the standard, to enable information sharing andanalysis, and possible future integration of our application with another ofsimilar characteristics.This feature is of outstanding importance because vital records such as births anddeaths are deficient in SSA. 70% of deliveries take place in the community wherematernal and newborn births are usually not recorded (Dzadevson, 2007). The acquisitionof vital data is the goal of organizations such as WHO and governments inSSA countries (Jamison et al, 2006) but few countries in Africa have vital registrationsystems that are more than 50 percent complete. The standardized birth histories collectedby the Demographic and Health Surveys (DHS), conducted in over 58 developingcountries, provide information on neonatal deaths by day of age at death. However,these data have not been systematically analyzed because of concerns about dataquality, the possible omission from birth histories of children who die in the neonatalperiod and a tendency to systematically misreport age at death, “heaping” deaths ontoage seven days at the expense of neighboring days (Hill and Choi, 2006).Also, our project can help to provide community data on maternal mortality and itscauses, key elements for effective prevention. This aspect is of particular interest sincethe available studies on maternal mortality are mostly from hospital data (80%) representingtwo drawbacks. First, mortality may be overestimated given the concentrationof maternal high risk and emergency cases are probably concentrated in hospitals.Second, better emergency care in hospitals can prevent more deaths compared to thecommunity (Jamison et al., 2006).In conclusion, our project aims to provide adequate training and operationalizing theuse of available standard protocols for mother-child quality care and an efficient dataand information managementBibliographyDzadeyson E. (2007) Study on maternal mortality and neonatal morbidity in Africa.http://www.who.int/pmnch/topics/health_systems/rirs_ghana/en/index.htmlHaile S. (2010) Part 1. Availability, accessibility and affordability of reproductivehealth services in sub-Saharan Africa. In: Provision of reproductive health servicesin Sub-Saharan Africa: Lessons, issues, challenges and the overlookedrural majority.Population Programme Service. FAO Women and PopulationDivision http://www.fao.org/sd/wpdirect/WPan0044.htm

504Guide of Good Practices TEMPUS CORINTHIAMHill K and Choi Y. (2006) Neonatal mortality in the developing world.Demographicresearch; 14: 429-452. http://www.demographic-research.org/Volumes/Vol14/18/DOI: 10.4054/DemRes.14.18Jamison DT, Feachem RG, Makgoba MW, et al., editors. (2006) Disease and Mortalityin Sub-Saharan Africa.2nd edition. Washington (DC): World BankKifle M, Mbarika VWA, Datta P. (2006) Interplay of Cost and Adoption of Telemedicinein Sub-Saharan Africa: The Case of Telecardiology in Ethiopia. InformationSystems Frontiers, 8(3), pp. 211-223.Kifle M, Mbarika VWA, Datta P. (2005) Telemedicine in Sub-Saharan Africa: TheCase of Teleophthalmology and Eye Care in Ethiopia. JASIST; 17(10): 1383-1393Kifle M, Mbarika VWA, Tsuma C, Dilkerson D, Tan J.A (2008) Tele Medicine TransferModel for Sub-Saharan Africa.Proceedings of the 41st Hawaii InternationalConference on System Sciences. http://www.keewu.com/IMG/pdf/30750244.pdfKifle M. Mbarika V, Tan J. (2007) Telemedicine transfer in sub-saharan africa: investigatinginfrastructure and culture Proceedings of the 9th International Conferenceon Social Implications of Computers in Developing Countries, SãoPaulo, Brazil, May.Mutual Review of Development Effectiveness in Africa: 2011 Interim Report. A jointreport by the Economic Commission for Africa and the Organisation for EconomicCo-operation and developmentt http://www.uneca.org/gpad/publications/mdre2011/MRDE%202011_Interim_EN.pdfUNICEF, Progress for Children: A Report Card on Maternal Mortality (2008). http://www.childinfo.org/maternal_mortality.html. http://www.childinfo.org/index.htmlUNICEF. Milenniun development goals. http://www.unicef.org/mdg/maternal.html.Accessed 13 june 2011.United Nations. (1999) Report of the Ad Hoc Committee of the Whole of the Twenty-firstSpecial. Session of the General Assembly.New York: United Nations.General Assembly´WHO/UNICEF/UNFPA/The World Bank. Maternal mortality in 2005. Estimates developedby WHO, UNICEF, UNFPA and The World Bank. Geneva: WHO;2008.World Health Assembly (2006).World Health Organization (2008) Department of Reproductive Health and Research.Proportion of births attended by a skilled health worker updates. Geneve:WH0. http://www.who.int/reproductivehealth/publications/maternal_perinatal_health/2008_skilled_attendants/en/index.html.

Part IV : Management of International Projects 505World Health Organization (2004) A joint statement by WHO, ICM and FIGO. Makingpregnancy safer: the critical role of the skilled attendant. Geneva: WHO;(http://www.who.int/making_pregnancy_safer/documents/92415916692/en/index.html, accessed 12 August 2011).World Health Organization (2006) Global Atlas of the Health Workforce. Geneve:WHO. http://www.who.int/globalatlas/default.asp.Accessed 19 july 2011.World Health Organization (2010) Making Pregnancy Safer. Quarterly Report. Geneve:WHO; Family and Reproductive Health Cluster. http://www.afro.who.int/en/clusters-a-programmes/frh/making-pregnancy-safer/mps-publications.htmlWorld Health Organization (2004) Neonatal and perinatal mortality: country, regionaland global estimates / Elisabeth Åhman and Jelka Zupan. 2007. http://whqlibdoc.who.int/publications/2007/9789241596145_eng.pdfWorld Health Report (2005) Make every mother and child count. Geneva: WHO ;2005:200–203.World health report (2006) Working together for health. In: health work force. Geneve:WHO; 2011. http://www.who.int/hrh/whr06/en/index.htmlWorld health report (2006) Health workers. Chapter 1: Global profile. Geneve: WHO.World Health Report (2006) Selected statistics on health workforce demographics. In:Global Atlas of the Health Workforce. Geographic distribution by occupation.Geneve: WHO. http://apps.who.int/globalatlas/docs/HRH/HTML/Geo_occ.htm; accessed 18 august 2011.World Health Report (2010) Análise dos recursos humanos da saúde (RHS) nos paísesafricanos de língua oficial portuguesa (PALOP). In: Human resources forhealth observer. Geneve: WHO; Issue 2.

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Guide of Good PracticesTEMPUS CORINTHIAMPROJECT NO. 159186-2009-1-BE-SMGRVolume IIPart VCrossing Borders: Student mobility and the EuropeanCredit Transfer SystemEdited by:Jos BeelenAnne BoddingtonBirgit BrunsMartin GlogarCarlos MachadoTempusEuropean Commission

Guide of Good PracticesTEMPUS CORINTHIAMPROJECT NO. 159186-2009-1-BE-SMGREdited by:Jos BeelenAnne BoddingtonBirgit BrunsMartin GlogarCarlos MachadoTempusThe publication of this guide represents one of theobjectives of the Tempus CORINTHIAM Project

ISBN: 978-84-695-6409-7Depósito Legal: C 665-2013

General IntroductionThe development of international relations and the implementation of the BolognaProcess have been increasingly given attention by Higher Education Institutions inthe Middle East region through the TEMPUS and Erasmus Mundus programmes. Theproject partners were keen to learn about elements of the Bologna Process that wouldtheir students, faculty and citizens to benefit from mutually enriched cooperation withthe European Higher Education Area (EHEA), such as the implementation and recognitionof ECTS and diploma supplements.Through a series of workshops, seminars and pilot projects, the CORINTHIAM projecthas attempted to reinforce the understanding of the process of Internationalisationand Internationalisation at Home and strengthen the cooperation mechanisms to facilitatethe mobility of students and scholars between the EU and the Middle East region.The CORINTHIAM project has benefitted member institutions by facilitating theopen access to information and knowledge about EHEA, a deeper appreciation forquality of services delivered by the departments of International Relations, and thetraining of specialists in EHEA and Bologna issues.These handbooks may be considered as a reflection of the sustainable structure thathas been obtained through the outcomes of the above mentioned project. Each of thesections focuses on a distinctive pillar of the project: management of internationalrelations, management of international projects, Internationalization at Home, qualityof internationalisation and learning experiences of piloting ECTS at third-country institutions.The lessons learned during the three years of the project will provide institutions,teachers and students with a s better understanding of the EHEA as it concernsIsrael and the Palestinian Territories, whereby strengthening cooperation between theMiddle East region and the EHEA in the years to come.Carlos Machadoproject coordinatorVrije Universiteit Brussel

Guide of Good PracticesTEMPUS CORINTHIAMPROJECT NO. 159186-2009-1-BE-SMGRPart VCrossing Borders:Student mobility and the European CreditTransfer SystemEdited by:Anne BoddingtonTempusThe publication of this guide represents one of theobjectives of the Tempus CORINTHIAM Project

CollaboratorsABUZAHRA, NimerHebron University, PalestineAMIR, MosheBen-Gurion University of Negev, IsraelAPPEL, NoaBezalel Academy of Arts and Design, IsraelBALABAN FROMOVICY, RachelBen-Gurion University of the Negev, IsraelBODDINGTON, AnneUniversity of Brighton, United KingdomBRUNS, BirgitUniversität Oldenburg, GermanyFANNOUN, SufianHebron University, PalestineGLOGAR, MartinMasaryk University, The Czech RepublicGORNOSTAEV, TatianaThe Hebrew University of Jerusalem, IsraelKENNEDY, DeclanUniversity of Cork, IrelandNAJAJREH, YousefAl-Quds University, PalestinePALMON, AaronThe Hebrew University of Jerusalem, IsraelPASTA, FrancescaUCSC, ItalyQVIST MATHIESEN, UlrikaLund University, SwedenTURNER, MichaelBezalel Academy of Arts and Design, IsraelZAHAVI, HilaBen-Gurion University of the Negev, IsraelZIMMERMAN, EricIDC Herzliya, Israel

Nimer A. AbuzahraNimer A. Abuzahra holds a doctorate of Philosophy, majoring in American literatureand language, from the United States of America. Professor Abuzahra joined HebronUniversity in 2005. Currently he is serving as the Vice President for external affairs.Before this post, he was the Dean of Faculty Graduate Studies. Prior to this, ProfessorAbuzahra worked as assistant and then associate professor at Clark Atlanta University,USA, from 1993-2005. His publications include: Langston Hughes: An Introductionand Poems (Jerusalem: Al Sharq Publication Company, 2001) and Global Literature:One World, Many Voices, Vols. I & II (Chicago, IL: Harcourt Brace CollegePublishers, 1998).Moshe AmirMoshe Amir is Director of the Bologna Training Centre at Ben-Gurion Universityof the Negev (BGU). He served in various senior positions at BGU and the HebrewUniversity of Jerusalem, and is a member of several professional organizations andMinisterial committees. In 2006 he was invited to organize the establishment of theOffice of International Academic Affairs at BGU, and later was appointed as its firsthead (2007-2011).Noa AppelNoa Appel is a practicing architect, trained at ‘De la Ville et des Territoires’ School ofArchitecture in Paris, France. She is an adjunct lecturer in the first year Architecturestudio at Bezalel Academy of Arts and Design in Jerusalem. Since May 2010, MsAppel has been functioning as the TEMPUS CORINTHIAM project coordinator atBezalel Academy and responsible for the Implementation of ECTS pilot in the Architecturedepartment in Bezalel.Rachel Balaban FromovicyRachel Balaban Fromovicy is part of the team who established the Office of InternationalAcademic Affairs at Ben-Gurion University (BGU) in 2007. She is responsiblefor Bi-Lateral agreements between BGU and universities worldwide. She managesErasmus Mundus projects (starting with External Cooperation Window in 2008), actingalso as an international and exchange students adviser. For the past 11 years Rachelhas been working at Ben-Gurion University of the Negev, in various positionsincluding research grants coordinator in Research and Development Authority andvisits coordinator in the Department of Public Affairs.Anne BoddingtonProfessor Anne Boddington is Dean of the Faculty of Arts at University of Brighton.She is an architect and cultural geographer, and a Fellow of the Royal Society ofArts. From 2005-2010 she was Director of the Centre for Excellence in Teaching and

Learning through Design (CETLD). Anne is a member of the AHRC Advisory Boardand its Peer Review College. She has extensive international experience of academicand research leadership and management in Higher Education, particularly with referenceto design, innovation and knowledge exchange in the creative and culturalindustries. http://arts.brighton.ac.uk/staff/anne-boddingtonBirgit BrunsBirgit Bruns M.A. started her career in the field of internationalisation as deputyhead of the international office at Leibniz Universität Hannover before she took upher work at the Fachhochschule Ulm where she established an international office.She now works as the director of the international relations office at Carl von OssietzkyUniversität Oldenburg. During the past decade she has coordinated variousTempus projects and has also worked as Tempus external expert for the EuropeanCommissionSufian FannounSufian Fannoun has ten years of experience in teaching, managing, planning, developing,consulting, and analysing. He has professional experience as Director, ProjectManager, Team Leader and Consultant. He has an MSc in Digital Enterprise Managementfrom the University of Westminster in London. In addition, he has solid leadershipand communicational skills and experience in managing, planning, designingand building development programmes and projects. He is an expert on the Bolognaprocess as well as internationalisation of higher education institutions. He participatedin many seminars, conferences and training sessions in Palestine, Turkey, Cyprus,Sweden, the Czech Republic, Ireland, Italy and the UK.Martin GlogarMartin Glogar has been working at Masaryk University for the past six years in variousroles. His professional responsibilities have related to a wide range of mobilityprogrammes, organizing short study stays for international students and providing supervisionand support to the Masaryk University faculty members involved in variousEU or regional projects. In addition to his participation in the CORINTHIAM project,he was also a member of the teams for the Joiman and JOI.CON projects, both dealingwith issues connected with joint programmes.Tatiana GornostaevDr. Gornostaev accomplished her DMD studies in 2010 in the Hebrew Universityof Jerusalem. In the years 2010-2012 she coordinated the Tempus Project inthe Faculty of Dental Medicine. Following this project she performed a researchevaluating the outcomes of the Bologna Process implementation in the Facultyof Dental Medicine. In 2013 she joined the teaching and learning center of theHebrew University.

Declan KennedyDeclan Kennedy graduated from University College Cork with a BSc in Chemistry, aPostgraduate Diploma in Education and an MSc in X-ray crystallography. He subsequentlystudied science education at the University of York, England and graduatedwith a Masters Degree in Education and a PhD in Education. He spent over 20 yearsteaching science in Colaiste Muire Secondary School, Cobh, Co Cork. He was appointedlecturer in science education at University College Cork in 1998 and waspromoted to senior lecturer in 2006. His main work involves training of student scienceteachers, providing continuing professional development courses for practisingscience teachers and carrying out research in the area of science education. He is theprogramme co-ordinator of the Professional Diploma in Education (Science), MastersDegree in Science Education, BSc in Science Education and the Postgraduate Certificate/Diplomain Primary Science at University College CorkYousef NajajrehYousef Najajreh Ph.D. (Associate Professor) is Dean of Scientific Research, Head ofthe Anticancer Drugs Research Lab at the Faculty of Pharmacy at Al-Quds University-Palestine.Dr. Najajreh gained his Ph.D. in medicinal chemistry from the Schoolof Pharmacy at the Hebrew University. He is a medicinal chemist who has experiencein organic as well as inorganic synthetic chemistry. Following his recruitmentto the Faculty of Pharmacy at Al-Quds University, Palestine Dr. Najajreh establishedan active research lab focusing on anticancer drugs discovery and research as well asobesity related problems. He is co-inventor of four patents and is co-author of morethan 30 published articles, reviews and book chapters in renowned international peerreviewed journals. In September 2011 Dr. Najajreh was appointed as the Dean of ScientificResearch and International Cooperation.Aaron PalmonProf. Palmon was born in Israel and trained at the Hebrew University, where he receivedhis DMD diploma in 1988. He then pursued graduate studies in cellular biologycompleting his Ph.D in 1991. Following a two-year postdoctoral appointmentat the Weizmann Institute, he joined the Institute of Dental Sciences at the Hebrewuniversity. Prof. Palmon is currently serving as the Head of the Hebrew UniversityTeaching and Learning Center and the Head of the Institute of Dental Sciences atthe faculty of Dental Medicine. Within TEMPUS-PROJECT N. 159186-2009-1-BE-SMGR, prof. Palmon implemented the Bologna agreement guidelines on a wholefaculty level in the Hebrew University.Francesca PastaFrancesca Pasta is currently employed at Università Cattolica del Sacro Cuore, Italy,working for UCSC International – Cooperation, Mobility and Internationalisation.She works on the development and implementation of the international cooperationprojects between UCSC and other European and non-European higher education in-

stitutions. She graduated with a bachelor and master degree in Foreign Languages forInternational Relations at UCSC and she has followed, together with other colleaguesfrom UCSC International, the TEMPUS CORINTHIAM project implementation.Ulrika Qvist MathiesenUlrika Qvist Mathiesen has worked at Lund University in the field of internationalrelations since 1995. Thus she has extensive experience of international cooperationwith universities and networks around the world. As coordinator for the ErasmusMundus Action 2 team (Lund as partner), Ulrika was responsible for setting up thefirst internal structure and organization for Lund University’s participation in ErasmusMundus External Cooperation Window/Erasmus Mundus Action 2.Michael TurnerProfessor Michael Turner, an architect, teaches in the graduate programme of theBezalel Academy of Arts and Design, is UNESCO Chairholder in Urban Design andConservation Studies and also serves on many professional-academic bodies. His recentresearches include the Jerusalem-Berlin Forum reviewing Divided Cities, offeringmechanisms for sustainable peace. He is actively involved in the establishing ofa National Archive for Art, Design and Architecture; the EU projects include Partnership-for-Peacewith Israeli, Jordanian and Palestinian academics, Promoting theUnderstanding of Shared Heritage, the current TEMPUS-CORINTHIAM project anda Seventh Framework consortium Designing Safer Urban Cities. With over a decadeof professional contribution in UNESCO, including consultation and capacity buildingin numerous countries, he was vice-president of the World Heritage Committee(2007-8) and currently chargé de mission to the ADG-Culture.Hila ZahaviHila Zahavi was born in 1983 and grew up in Kibutz Maayan- Zvi, Israel. She volunteeredfor one year of National Service before her army service in HaNoar haOvedVeHalomed youth movement. In the IDF Zahavi served as a Hebrew Teacher. Duringher studies at Ben-Gurion University of the Negev (Bachelor and Master Degrees),Zahavi worked on different positions in the Center for International Academic Affairsand the Bologna Training Centre. Zahavi is currently a PHD student at Ben-GurionUniversity of the Negev in the Department of Politics and Government. Her maininterest is the field of the European Studies, especially Bologna Process and ExternalRelations.Eric ZimmermanAs Academic Secretary and Director of Research at the Interdisciplinary Center(IDC), Herzliya, Dr Eric Zimmerman assists academic and governing committees toimplement policy and decisions at IDC. He is responsible for competitive research,programme grants and protection of intellectual property. He oversees appointments,promotions and tenure processes, manages academic committees and is in charge

of internationalisation agreements and study abroad programmes. A past task groupleader within EARMA (the largest European professional association of research administrators)and founding board member of euroCRIS (European-based associationon research information management), Eric is the force behind the development ofINDARD (Israel National Database of Academic Research and Development).

AcknowledgementsI would like to extend my thanks too all the contributors from Israel, from Palestineand from across Europe for their participation and for their infectious enthusiasm andlively contributions to our many meetings and to the goals of CORINTHIAM.Firstly I wish to thank all those who have given their time beyond the project leadersin all of our partner institutions for their hospitality and their frank and open engagementwith what are difficult and challenging issues and to all of the European representativeswho have offered different perspectives and contributed their expertise andgiven so generously of their time.This handbook has been generated from the many experiences observations and findingsof the participants who have reported back on the operation of European Credit TransferSystem (ECTS) and academic mobility from their different contexts and regions. In particularI would like to thank Eric Zimmerman, Moshe Amir and Isobel Creed for theircontributions to the editorial and to Professor Yousef Najajreh in Palestine for his timeand for the many hours spent discussing the contextual challenges of Palestine. Manythanks are also due to Carlos Machado for his coordination of the project and to LuciaCastro from the Compostela Group for her technical assistance in publication.Finally I wish to thank all those faculty members, administrators and students withinall the CORINTHIAM institutions who have been involved in and experienced theproject on the ground and who have been pioneers in struggling not only to grasp theconception and implications of the Bologna Accord, but also to implement the ECTSin often very challenging circumstances.I sincerely hope that the information, reflections and case studies that this handbookprovides can benefit and assist others undertaking the process in Higher Educationwithin Europe and beyond its borders. It is a sincere hope that these will in time ensurethat we can all create opportunities for student and academic mobility that helpextend cultural, social and political understandings and that enhance our collectiveapproaches to internationalization and to global citizenship.Prof. Anne BoddingtonFaculty of ArtsUniversity of BrightonNovember 2012

IndexIntroduction. Reflections on the Ects and CorinthiamEuropean Credit Transfer and Accumulation System (ECTS)..................................................20Chapter 1. Ects and learning outcomes – how are they related?ECTS – A measure of student workload....................................................................................28What are learning outcomes all about?......................................................................................30Conclusions................................................................................................................................33References..................................................................................................................................33Chapter 2. Internationalisation and Bologna in Israel2.1 Higher education in Israel....................................................................................................35International Character of the IHE .....................................................................................36The Culture Of Non-Internationalisation............................................................................36Barriers To Internationalisation/Bologna In Israel..............................................................362.2 The pilot project on implementation of the Ects System at Ben-Gurion University ofthe Negev: a case report.............................................................................................................37Background to ECTS Implementation at BGU...................................................................37Survey and Analysis of the Academic Credit system in BGU:...........................................38Syllabus Template................................................................................................................38Pre-pilot...............................................................................................................................39Academic Faculty Participation and Acceptance of the project:.........................................39Work process with the academic departments:....................................................................40ECTS calculation: ...............................................................................................................41Graphic design and publishing of syllabi............................................................................42Students’ review and lecturers’ review................................................................................42Conclusion...........................................................................................................................44Potential for future implementation of ECTS at BGU........................................................442.3 International Mobility of Students at Ben-Gurion University of the Negev: a personalperspective.................................................................................................................................47Foundation of the student mobility process including bi-lateral exchanges.......................47How to set up the criteria for students: who can study abroad?..........................................49What courses may the student take during his/her mobility period?...................................49Selection of outgoing students.............................................................................................50Action taken before the students went abroad:....................................................................51Action taken after the mobility ends....................................................................................51Conclusions.........................................................................................................................52References..................................................................................................................................53

Chapter 3. Bezalel Academy of Arts & Design, Jerusalem The Department Of ArchitectureEcts Implementation ProjectIntroduction................................................................................................................................55Academic Programmes........................................................................................................56Bachelor’s Degree Programmes..........................................................................................56Master’s Degree Programmes..............................................................................................57Bezalel does not currently offer any PhD programme........................................................57Structure – Credits versus ECTS.........................................................................................58The Pilot Project in the Department of Architecture.................................................................59Design Studio, Theoretical Studies, Technical Studies.......................................................60The syllabus...............................................................................................................................61Student evaluation......................................................................................................................62The Pilot – Work Process...........................................................................................................63Accreditation and the profession...............................................................................................64Realignment of the degree (Bachelors and Masters)...........................................................64The relation between the professional body and the academy..................................................66Quality Assurance......................................................................................................................66The Bezalel internal Quality Assurance procedures............................................................66Faculty/Teaching Survey.....................................................................................................66On-Going Review/Evaluation.............................................................................................67External Quality Assurance procedures...............................................................................67Example from the European partner institutions.................................................................67Conclusions................................................................................................................................68General conclusions - management of the project:.............................................................68Specific conclusions - Bezalel Academy Architecture Department as a case study for professionaldegrees..................................................................................................................69Appendix 1_ Syllabus existent format.......................................................................................71Appendix 2_Sylabus new format ..............................................................................................72Appendix 3_Guide for syllabi writing.......................................................................................74Directions for Formulating a Course Syllabus in the European Format – Bezalel Academyof Art & Design, Jerusalem.................................................................................................74Acknowledgements....................................................................................................................82References..................................................................................................................................82Chapter 4. Implementation of the Tempus-Project Pilot Ects at IDC Herzliya. The InterdisciplinaryCenter HerzliyaIntroduction................................................................................................................................83Academic Programmes:.......................................................................................................83Bachelor’s Degree Programmes:.........................................................................................83Conclusions................................................................................................................................89

Chapter 5. Implementation of Ects and Ds in the Hebrew University - Outcomes and Conclusionsfrom a Pilot Study at a faculty levelContext ......................................................................................................................................91Objectives ................................................................................................................................91Methods.....................................................................................................................................91Results........................................................................................................................................92Summary....................................................................................................................................92Introduction................................................................................................................................92Statistical analysis................................................................................................................94Results........................................................................................................................................94Administrative procedure....................................................................................................94Lecturers’ response time .....................................................................................................94Lecturers’ questionnaires results..........................................................................................95Student questionnaire results...............................................................................................95Discussion......................................................................................................................................96Acknowledgement ..................................................................................................................102References................................................................................................................................103Chapter 6. A View From PalestineContext.....................................................................................................................................106Palestinian Partners..................................................................................................................107Strategic requirements for internationalisation in Palestine....................................................110Policies at Hebron University: an Example ............................................................................112Palestinian Challenges.............................................................................................................115References................................................................................................................................120Conclusion. Corinthiam: The rear view mirrorReflections on the Role of Masaryk University in the CORINTHIAM Project......................130Closing Remarks......................................................................................................................133Postscript...........................................................................................................................135CORINTHIAM Futures.....................................................................................................135

Introduction.Reflections on the Ects and CorinthiamANNE BODDINGTONThis handbook is the fifth and final publication and marks the completion of the Tempusproject N. 159186-2009-1-BE-SMGR entitled CORINTHIAM which focusedon sharing knowledge and extending the Bologna network and key pillars to ‘thirdcountry partners’. CORINTHIAM focused specifically on Israel and Palestine and onstimulating the management and organisation of Internationalisation, Quality Assurance,the European Credit Transfer and Accumulation System (ECTS) and implementationof the European Diploma Supplement.These key pillars were developed within Israel and Palestine and EU partners andthird countries shared their experiences, providing new perspectives and ideas thatcrossed borders and revealed a number of paradoxes and challenges in the processesof implementation and management.This volume explores internationalisation and the implications of introducing ECTSwithin Israel and Palestine in more detail through a series of case studies and a numberof reflections on the challenges presented by the local policy landscape, politicsand the academic cultures of different regions. The first section of this handbook willexamine the implementation of the ECTS system and the consequent introduction ofnew pedagogic approaches to teaching and learning and research, as well as how thesehave been applied across subjects and the challenges this has posed.This introduction, alongside Declan Kennedy’s paper on the History of Bologna, ECTSand Learning Outcomes provides the context to the handbook, and is followed by aseries of case studies by the Israeli partners. This handbook provides both academicand operational perspectives on the implementation of ECTS and aims to outline thepositives, the challenges and the culture change required to deliver a fully operationalembedded ECTS system. Clearly for maximum effectiveness Bologna requires governmentalengagement: it must be embedded in national policies if it is to be successful inthe longer term. The implementation of Bologna is also important in increasing the opportunitiesfor mobility available to students not only within Europe, but within a growingnumber of countries across the world and thus providing them with internationallearning , new cultural perspectives, experiences and understanding.

20Guide of Good Practices TEMPUS CORINTHIAMIn addition to exploring the ECTS system in more depth, this final volume will alsoreflect on internationalisation issues more broadly and how these impact on the advancementof Bologna beyond Europe and its extended and growing partner networks.European Credit Transfer and Accumulation System (ECTS)ECTS is a credit system or currency that has been regularised through the BolognaAgreement and the formation of the European Higher Education Area (EHEA), thehistory of which is outlined by Declan Kennedy in Chapter 1 of this volume. Thesystem was designed to build in compatibility to higher education assessment andto enable and encourage student-mobility, life-long learning and the development ofcommon national frameworks. It was intended to encourage a shared and more objectivequality assurance framework between partners and across national and internationalborders, to facilitate easier transactions and to establish a shared language andunderstanding of terms and processes.There are a number of challenges associated with Bologna and with the introductionof ECTS, as well as a number of strategic and philosophical issues that have to be addressedif academic colleagues as well as university managers and administrators areto engage in the process and benefit from its implementation.Bologna has always been an ambitious objective and one that, in principle, the majorityof governments and higher education agencies and academics would endorse as ameans to enhance internationalisation. On the face of it, it is indeed difficult to arguewith such clear objectives, but their impact on academic institutions and their cultures,as seen in the examples in this volume, are profound. Although positive in many waysthey do also raise significant questions about the way Bologna is presented as a ‘system’to be applied, without unpacking the significant changes to institutional culturesand pedagogies that may result. The pilot studies and the experiences of the Israeli andPalestinian institutions documented here, reveal some of these challenges and howthey may be addressed from an operational, managerial and academic perspective.The Bologna Agreement and particularly the implementation of ECTS represents formany higher education institutions a fundamental pedagogic transformation that willpermeate through the entire institution from its strategic priorities to the way thatevery student is taught and expected to learn. For many institutions this change, evenonce implemented, is one of learning a new language and culture and a new way ofplanning and thinking about the way education is conceived and delivered.ECTS is a system that focuses primarily on the student and on a generic model ofstudent effort. It focuses on what a student does and what they are expected to know,understand and be able to do by the end of a package of learning or module. It isassessed against learning outcomes (see Chapter 1) and how well these have been

Introduction 21achieved and integrated. Bologna and in particular ECTS focuses primarily on undergraduateand postgraduate study and aims to provide a systematic and shared structureto a student’s learning journey that is transferable across institutions and internationalborders and spans from undergraduate to doctoral study.As a currency ECTS focuses on student rather than academic time and each credittherefore represents the time (notional study hours) needed to undertake packages(modules) of learning activity. It places the student at the centre of the learning experienceand not the academic or academic time.It sets as its core standards a simple framework as follows:• 60 credits = 1 academic year• One academic year equates to between 1500 and 1800 hours of studentlearning activity. This incorporates all forms of learning including contacthours with academics and time spent in various forms of independent studyand other forms of learning activity, whether practical or academic.• 1 ECTS credit = 25/30 hours of student work depending on the university/country.It is therefore incumbent on the university to articulate these once this currency isestablished.Credit can therefore be allocated to an award in total and also to individual componentsof the award. To ensure transparency it is equally important that the apportioningof credit also represents the academic balance and assessment of the award.ECTS aims to reveal and structure the steps on a learning journey for students and willfor many research-intensive organisations also impact on research and research trainingas these pertain to undergraduate and postgraduate study. For many organisationsthe bringing together of these two strands of university activity remains a challengeas the cultures of scholarship and research are variable both across disciplines andacross institutions.The principles of ECTS are built on a student-centred pedagogy that shifts the focusfrom one that is broadly based on the transmission of knowledge (the sage on thestage) to one that is focused on the co-production of knowledge, between students andother students and between students and their teachers (a community of practice). It isa pedagogy based on the principles of knowledge construction and of learning how tolearn and how to form critical judgments in the navigation of knowledge. This transformationsuperficially appears to undermine academic authority and to challengewhat for many has long been the heartland of university pedagogies: that academicsprovide information and are the keepers of knowledge, and that students are presentto be taught by wise people. ECTS distinguishes quite clearly between information

22Guide of Good Practices TEMPUS CORINTHIAMthat is accessible in many ways and through many different media, and knowledge asthe construction of different forms of knowing that may be learned through rhetoric,argument and a range of epistemological frameworks that are often discipline specific.If these different ways of learning are not explored more broadly this can in fact limita student’s capacity for effective learning. Therefore, while ECTS is stated as a modelof student choice, precisely how these choices are made and how the student may beguided through these choices and elect a study pathway is a vital and changing role ofthe university in the twenty-first century.ECTS also makes a number of key assumptions that are not always valid and whichmay fundamentally change the way that courses are structured and delivered.These include the assumptions that:• Students understand their learning and how to learn• Students are able and wish to move between universities• Academics are professional teachers and have been taught how to teach aswell as being experts in their disciplineMany academic colleagues also perceive the implementation of ECTS as a loss ofacademic authority or control of a holistic educational immersion and the shaping ofstudents’ knowledge. To some degree such a model does challenge the overarchingauthority of academics by placing the student at the centre of their learning experienceand the choices they make, but it is proposed that this can be addressed througheffective course design and the development of the students’ independent learningskills and capabilities. The application of ECTS and the creation of courses within aconsistent framework is extremely beneficial to the possibilities of prospective partnershipsbetween higher education institutions in different countries. Pedagogies andapproaches to research are often the vital link to developing and testing the sharedvalues essential for building good academic collaborations, hence the introductionof a consistent framework for these areas encourages institutions to feel confident intheir ability to form such partnerships.‘The more that is taught the less that is learned’(Albers, 1971)The shift that occurs when ECTS is implemented is a shift from a language of instructionfocused primarily on teaching, to one that principally addresses learning andwhat the student will be able to learn to do through the processes of teaching, as wellas how will this be evidenced through assessment. Often referred to as ‘constructivealignment’ this requires the triangulation of the aims of a course, the learning outcomesand how the evidence of learning (the assessment task(s)) is tested to ensure

that the delivery ‘mechanisms’ produce the required learning and the evidence thatthe student has learned. Bologna is then also an evidence based system and one thatis designed to bring academic rigour to the pedagogic processes, in the same way thatit is considered vital to academic research. Given this, the significant degree of resistanceoften encountered in the process of implementation would appear inconsistentwith the academic principles of evidence-based research.Similarly, although for entirely different reasons, many practical or practice-basedfields of study initially find the ECTS system difficult to accommodate particularlywhere iterative learning processes and crafting of many forms of practical learning onaverage require 10,000 hours before mastery of a discipline is achieved and debatedby Richard Sennett in his book ‘The Craftsman’ (Sennett, 2008)Within ECTS as well as in terms of learning, this provides a challenge to the incorporationof iterative processes as these forms of learning are perceived as both differentand generally secondary to ‘academic’ learning. This can, and often does, significantlyreduce the levels of academic contact hours that can be provided within ECTS andincorporated as part of the academic award. How such hours are recorded is addressedin different ways in different fields and some of these issues are addressed within thecase studies. These confusions are also explored in the concluding chapter.Critically the focus on ‘notional student effort’ is vital for ECTS because it does notinterfere with the contract arrangements, economics or differing character and missionof individual universities either within a country or indeed across borders.For many universities, and particularly where their academic portfolio includes professional,vocational and traditional academic degrees, a key element of ECTS is theidea of competencies that aim to ensure that students learn holistically a combinationof knowledge, understanding, skills, abilities and approaches. If fostering thesecompetencies is the objective of the process of learning, then the learning outcomesas outlined in Chapter 1 will identify the level of competence attained by the learner.The packages of learning, generally referred to as modules, provide the basic levelsof competency at any stage of learning and these are then assessed and graded withreference to the degree to which they have been achieved. It is also important to notethat credit modules cannot be broken up and the learning disaggregated. These principlesare therefore vital to understanding the application of the process and how bestto respond to the underlying principles of the ECTS model.A summary of these might be outlined as follows:• Competencies are clusters of integrated learning• Learning outcomes are what the students are expected to learn and providecompetencies attained by the learner

24Guide of Good Practices TEMPUS CORINTHIAM• Credits are the currency that provide a notional method of students’ effortand learning• Cycles are the award stages of the learning ‘staircase’ or framework and aseries of named awardsFirst cycle qualification (undergraduate) 180-240 ECTSSecond cycle qualification (postgraduate) 90-120 credits with a minimum of60 ECTS credits within any second cycle programme.The implementation of the ECTS also has other implications for university policiesand for national guidelines on how to evolve and support good practice. From experiencethese include but are not limited to the following:The introduction of learning agreements that develop local contracts and foster anunderstanding between the institution and the student or between the module leaderand the student. They are in effect local agreements or memoranda of understandingthat articulate the expectations, roles and responsibilities and the parties and that supplementany strategic agreements between institutions.The development of institutional policies focusing on assessment and on the judgementof academic standards of achievement and feedback. These will also include thecreation of clear criteria developed against the grading model.The development of clear policies and criteria for Accredited Prior Learning (APL)which identifies students’ academic learning outside of the module and creates modelsfor mapping the academic achievements of individual students and the AccreditedPrior Experiential Learning (APEL) that recognises other forms of learning that mayhave occurred within the workplace or other learning environments.The development of a meaningful and effective model for the evaluation and refreshmentof named awards and courses that includes internal and external benchmarkingand scrutiny.On the surface the Bologna framework is straightforward, its intentions easily understoodand it appears easy to implement. However because it changes the ways thatstudents learn and power in the relationships between academics and the studentsthey teach, there are some underlying challenging precepts which may take years tobecome embedded in the “DNA” of a university. Universities are increasingly institutionsin which knowledge is interrogated, shaped and shared, between students,between students and academics and between academic colleagues across the world.University systems have very rapidly transformed from ‘one to many’ to the ‘many tomany’ model and consequently are now out of the control of any specific institutionalstructure, system or authority. Bologna and ECTS in particular provide the clarity, cur-

Introduction 25rency and infrastructure to enable higher education systems to share knowledge moresystematically and effectively. In addition they place a methodological frameworkand evidence base around what many institutions would class as their core business,which is the education and development of good citizens and subsequent generationsof scientific, social, economic and cultural leaders.Albers, J. (1971). Josef Albers at The Metropolitan Museum of Art: An Exhibitionof his Paintings and Prints, exh. cat., New York, The Metropolitan Museum of Art, 1Sennett, R. (2008). The Craftsman, London, Penguin Books, 20

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 27Chapter 1Ects and learning outcomes – how are they related?DECLAN KENNEDYThe signing of the Bologna Agreement in 1999 has major implications for all involvedin third level education throughout the world. Since 2010 in the 46 countries that havesigned up to the Bologna process, it is a requirement that all modules and programmesin third level institutions must be described in terms of ECTS credits and learningoutcomes. This chapter covers the background to the concept of ECTS and LearningOutcomes and discusses their relationship.In June 1999, representatives of the Ministers of Education of EU member states convenedin Bologna, Italy to formulate the Bologna Agreement. This led to the establishmentof a common European Higher Education Area (EHEA). The overall aim of theBologna Process is to improve the efficiency and effectiveness of higher education inEurope. One of the central ambitions is to improve on the traditional ways of describingqualifications and qualification structures. As a step towards achieving greaterclarity in the description of qualifications, it was specified that by 2010 all modulesand programmes in third level institutions throughout the European Higher EducationArea had to be written in terms of ECTS and learning outcomes. To date, mostcountries have achieved this target to varying extents. In an analysis of progress beingmade in the implementation of the Bologna Process in 48 countries, Rauhvargers et al.(2009) found that approximately 25% of the countries surveyed had fully implementedthe learning outcomes approach in setting up a National Qualifications Framework(NQF), approximately 50% of countries were in the process of implementing NQF intheir country and approximately 25% of countries had not yet initiated this process.The authors of the report comment that steady progress has been made since 2007 andaccept that the deadline to have completed the implementation of NQFs for highereducation by 2010 appears to have been too ambitious.The importance of learning outcomes has been clearly stated by the Council of Europe:

28Guide of Good Practices TEMPUS CORINTHIAMLearning outcomes are important for recognition … The principal questionasked of the student or the graduate will therefore no longer be “what didyou do to obtain your degree?” but rather “what can you do now that youhave obtained your degree?”. This approach is of relevance to the labourmarket and is certainly more flexible when taking into account issues oflifelong learning, non-traditional learning, and other forms of non-formaleducational experiences.(Council of Europe, 2002)To date, all 27 countries of the EU and 19 other countries have signed up to the Bolognaprocess. In addition to these 46 countries, many countries outside the Bolognaprocess are aligning their third-level educational systems to be compatible with theBologna process in order to facilitate description of qualifications, mutual recognitionof degrees and mobility of students.A number of follow-up meetings were held after the meeting in Bologna to movethe process of implementation forward. At the Berlin meeting in 2003, the Ministersfor Education issued a communiqué on the position of the Bologna Process. Theyemphasised the creation of a common model for Higher Education in Europe andspecified that degrees (Bachelor and Masters) would be described in terms of learningoutcomes, rather than simply number of credits and number of hours of study:Ministers encourage the member States to elaborate a framework of comparableand compatible qualifications for their higher education systems,which should seek to describe qualifications in terms of workload, level,learning outcomes, competences and profile. They also undertake to elaboratean overarching framework of qualifications for the European HigherEducation Area.(Berlin Communiqué, 2003)Thus the Bologna Process has put the focus on learning outcomes in terms of thisconcept being a “common language” to describe third level programmes in countriesthroughout the world.It will also be noticed in the above quotation that the ministers refer to the concept ofworkload. Thus we need some method of measuring workload and the ECTS systemwas chosen to measure workload of students.ECTS – A measure of student workloadThe ECTS system was originally set up in 1989 as a pilot scheme within the Erasmusprogramme to facilitate recognition of study periods undertaken by students in thirdlevel institutions abroad. Originally the acronym ECTS referred to “European Credit

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 29Transfer System” but with the advent of the Bologna Process and the emphasis on studentmobility and mutual recognition ECTS now stands for “European Credit Transferand Accumulation System”. The ECTS system is one of the cornerstones of theentire Bologna Process as it fulfills one its principal objectives i.e. the establishmentof a system of credits as a proper means of promoting the most widespread studentmobility (ECTS Users’ Guide, 2009: 9)The key point to remember about ECTS credits is that they are based on the studentworkload needed to achieve the learning outcomes of the modules that make up theoverall programme. A total of 60 ECTS credits are attached to the workload of a studentover one academic year. Workload refers to the time students need to completeall learning activities, e.g. lectures, workshops, tutorials, project work, self-study, examinations,etc. It is calculated that the entire student workload for an academic yearranges from 1500 – 1800 hours. Hence, one ECTS credit corresponds to between 25– 30 hours of work.(ECTS Users’ Guide, 2009: 9).One of the great advantages of the ECTS system is that it can be applied to all typesof programmes, regardless of their type of delivery, e.g. full time, part time, formallearning, informal learning, etc.Another great advantage of the ECTS system is that it is closely linked to learningoutcomes. The link between ECTS and learning outcomes is emphasised in the ECTSUsers’ Guide:ECTS is a tool that helps to design, describe, and deliver programmes and award highereducation qualifications. The use of ECTS, in conjunction with outcomes-basedqualifications frameworks, makes programmes and qualifications more transparentand facilitates the recognition of qualifications.and also(ECTS Users’ Guide, 2009: 7)ECTS is a learner-centred system for credit accumulation and transfer based on the transparencyof learning outcomes and learning processes. It aims to facilitate planning, delivery, evaluation,recognition and validation of qualifications and units of learning as well as student mobility(ECTS Users’ Guide, 2009: 11)In view of the close link between ECTS and Learning Outcomes, let us now considerthe concept of Learning Outcomes.

30Guide of Good Practices TEMPUS CORINTHIAMWhat are learning outcomes all about?The traditional way of designing modules and programmes in our universities was tostart from the content of the course. A module is defined as a self contained fractionof the students’ programme workload for the year with a unique examination and aclear set of learning outcomes and appropriate assessment criteria (Kennedy, 2007).Traditionally, teachers decided on the content that they intended to teach, planned howto teach this content and then assessed the content. This type of approach focussedon the teacher’s input and on assessment in terms of how well the students absorbedthe material taught. Course descriptions referred mainly to the content of the coursethat would be covered in the classroom and in lectures. This approach to teaching hasbeen referred to as a “teacher-centred approach”. Among the criticisms of this type ofapproach in the literature surrounding the subject (Gosling and Moon, 2001) is that itcan be difficult to identify precisely what the student has to be able to do in order topass the examination.International trends in education show a shift from the traditional teacher-centred approachto a student-centred approach, i.e. the focus is not only on teaching but also onwhat the students are expected to be able to do at the end of the module or programme(Kennedy et al, 2006). Hence, this approach is commonly referred to as an “outcome-basedapproach”. Statements called intended learning outcomes, commonlyshortened to learning outcomes, are used to express what it is expected that studentsshould be able to do at the end of the learning period.There are various definitions of learning outcomes (Jenkins and Unwin, 2001; Moon,2002; Morss and Murray, 2005) but they do not differ significantly from each other.The following definition of a learning outcome is considered a good working definition:Learning outcomes are statements of what a learner is expected to know,understand and/or be able to demonstrate after completion of a process oflearning.(ECTS Users’ Guide, 2005)The “process of learning” could be, for example, an individual lesson or lecture, amodule or an entire programme.It is important to distinguish between the terms ‘aims’, ‘objectives’ and ‘learning outcomes’.The aim of a module or programme is a broad general statement of teachingintention, i.e. it indicates what the teacher intends to cover in a block of learning. Aimsare usually written from the teacher’s point of view to indicate the general contentand direction of the module. For example, the aim of a module could be “to introducestudents to the basic principles of atomic structure”.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 31The objective of a module or programme is usually a specific statement of teachingintention, i.e. it indicates one of the specific areas that the teacher intends to cover.For example, one of the objectives of a lesson could be that “students would understandthe concept of chemical bonding”.One of the problems caused by the use of objectives is that sometimes they are writtenin terms of teaching intention and other times they are written in terms of expectedlearning, i.e. there is confusion as to whether objectives belong to the teacher-centredapproach or the outcome-based approach. The situation is nicely summarised byMoon as follows:Basically the term ‘objective’ tends to complicate the situation, because objectivesmay be written in terms of teaching intention or expected learning… This means that some descriptions are of the teaching in the module andsome are of the learning … This general lack of agreement as to the formatof objectives is a complication, and justifies the abandonment of the use ofthe term ‘objective’ in the description of modules or programmes.(Moon, 2002)Most teachers who have worked on the development of objectives for modules orprogrammes have encountered the above problem. One of the great advantages oflearning outcomes is that they are clear statements of what the student is expected toachieve and how he or she is expected to demonstrate that achievement.Full details of the guidelines for writing Learning Outcomes are given in Kennedy(2007) and Kennedy et al (2006). Some examples of module learning outcomes andprogramme learning outcomes are given in Tables 1 – 3.Table 1.1 Examples of learning outcomes in the cognitive domain.• Recall genetics terminology: homozygous, heterozygous, phenotype, genotype,homologous chromosome pair, etc.• Relate energy changes to bond breaking and formation.• Apply principles of classroom management to maintain an atmosphere of learningin the classroom.• Debate the economic and environmental effects of energy conversion processes.• Compare the classroom practice of a newly qualified teacher with that of a teacherof 20 years teaching experience.• Summarise the main contributions of Michael Faraday to the field of electromagneticinduction.• Evaluate the key areas contributing to the craft knowledge of experienced teachers.

32Guide of Good Practices TEMPUS CORINTHIAMTable 1.2. Examples of Learning Outcomes in the affective and psychomotor domainAffective Domain• Accept the need for professional ethical standards.• Display a willingness to communicate well with parents of your pupils• Embrace a responsibility for pupils in your care.• Participate in discussions about your progress with your mentor teacher.Psychomotor Domain• Operate the range of instrumentation safely and efficiently in the laboratory.• Perform titrations accurately and safely in the laboratory.• Construct simple scientific sketches of geological features in the field.• Deliver an effective lecture demonstration to your fellow student science teachers.In addition to writing module learning outcomes, we are also required by the BolognaProcess to write programme learning outcomes. An example of the programmelearning outcomes written for the Bachelor of Science Education degree in UniversityCollege Cork are given in Table 3.Table 1.3 Programme Learning Outcomes for BSc(Ed) degree programme in University CollegeCork.• Recognise and apply the basic principles of classroom management and discipline.• Identify the key characteristics of excellent teaching in science.• Develop comprehensive portfolios of lesson plans that are relevant to the sciencecurricula in schools.• Evaluate the various theories of Teaching and Learning and apply these theories toassist in the creation of effective and inspiring science lessons.• Critically evaluate the effectiveness of their teaching of science in the second-levelschool system.• Display a willingness to co-operate with members of the teaching staff in theirassigned school.• Foster an interest in science and a sense of enthusiasm for science subjects in theirpupils.• Synthesise the key components of laboratory organisation and management andperform laboratory work in a safe and efficient manner.• Communicate effectively with the school community and with society at large inthe area of science education.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 33Further examples of learning outcomes as well as a discussion on programme learningoutcomes, are covered in more detail in a separate publication (Kennedy, 2007). In addition,a discussion on the relationship between Learning Outcomes and Competencesis covered in another publication (Kennedy et al., 2009)ConclusionsInternational trends in education show a move away from the sole emphasis on a“teacher-centred” approach to a more “outcome-based” approach to education. Thismovement has gained increased momentum from the Bologna Process with its emphasison student-centred learning and the need to have more precision and clarity inthe design and content of programmes in our universities.One of the great advantages of the Bologna Process is that it is helping to bring someorder into the methods used to describe modules and programmes in our third levelinstitutions. Student workload is expressed in the “common currency” of ECTS creditsand programmes are described in the “common language” of learning outcomes.Students are awarded ECTS credits when they achieve the learning outcomes of themodules they have studied.As an external examiner for a number of programmes in UK universities, I find it refreshingthat increasing numbers of universities have embraced the Bologna Processand are using learning outcomes to describe their programmes and to highlight the“celebration of student learning” (Allan, 2006). In addition, increasing numbers ofuniversities in the UK are using ECTS credits in conjunction with CAT credits to describecredit accumulation in their degree programmes. This is particularly importantfor international recognition and student mobility. Long may this continue!ReferencesAllan, J (1996) Learning Outcomes in Higher Education. Studies in Higher Education,21 (1) 93 - 108Berlin Communiqué (2003). Available online at: http://www.bologna.ie/_fileupload/publications/BerlinCommunique.pdfCouncil of Europe, Seminar on Recognition Issues in the Bologna Process, 2002 Lisbon.Available at: http://www.coe.intECTS Users’ Guide (2005) Brussels: Directorate-General for Education and Culture.Available online at: http://ec.europa.eu/education/programmes/socrates/ects/doc/guide_en.pdf

34Guide of Good Practices TEMPUS CORINTHIAMECTS Users’ Guide (2009) Brussels: Directorate-General for Education and Culture,47. Available online at:http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdfGosling, D. and Moon, J. (2001) How to use Learning Outcomes and AssessmentCriteria. London: SEEC Office.Jenkins, A. & Unwin, D. (2001) How to write learning outcomes. Available online at:www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.htmlKennedy D, Hyland A and Ryan N (2006) Writing and using Learning Outcomes,Bologna Handbook, Implementing Bologna in your Institution, C3.4-1, 1 – 30.Kennedy, D. (2007) Writing and Using Learning Outcomes: A Practical Guide. UniversityCollege Cork: Quality Promotion Unit. (Available from www.NAIRTL.ie)Kennedy D, Hyland A and Ryan N (2009) Learning Outcomes and Competences, BolognaHandbook, Introducing Bologna Objectives and Tools, B2.3-3, 1 – 18.Moon, J. (2002) The Module and Programme Development Handbook. London:Kogan Page Limited.Morss, K and Murray R (2005) Teaching at University. London: Sage PublicationsRauhvargers, A et al. (2009) Bologna Process Stocktaking Report, Brussels: EU Educationand Culture, Brussels. Available online at: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/Stocktaking_report_2009_FINAL.pdf

Chapter 2Internationalisation and Bologna in IsraelMOSHE AMIR2.1 Higher education in IsraelEdited version of original chapter by MOSHE AMIR first published in Handbook 3Internationalisation, in terms of studies abroad, student exchange, active universitybilateral agreements and joint degree programmes is non-existent in Israel. Wherethese activities exist, the numbers are so small as to be statistically insignificant.While Europe has set itself a goal to achieve a 20% annual level of student mobilityby 2020 (the current level is between 4 and 5 %), the number of Israeli students whostudy abroad annually just slightly exceeds one-tenth of 1%. Of the seven universitiesin Israel, there is not one that, by formal policy or design, actively encouragesits students to experience study abroad as part of their education. The single Israelihigher education institution with a tradition of systematically encouraging its studentsto study abroad during the course of their studies is the Bezalel Academy of Arts andDesign in Jerusalem. Ben-Gurion University of the Negev was the first institution toofficially establish an international office (in 2007) and, until today, (2012) it remainsthe only formally established IRO in the country.While many of the Institutions of Higher Education (IHE) in Israel (all of the universities)have traditionally engaged in various ‘international’ activities (such as overseasstudent programmes aimed at generating revenue or small, English taught MAprogrammes), these initiatives are uncoordinated and insignificant in number. Hereinlies a paradox: while internationalisation as commonly conceived in the world todayis virtually non-existent in Israel, the Israeli Institutions of Higher Education are, inmany other aspects, highly international, often to a far greater degree than in manyother countries; the existing international activities, however, did not carry a title ofinternationalisation.

36Guide of Good Practices TEMPUS CORINTHIAMInternational Character of the IHEIsrael’s universities are research oriented and a high proportion of their research programmesare international. Israel has established, with a number of countries, sizeablebi-national research foundations to fund joint research projects, most significantlywith Germany and the United States, but also on a smaller scale with Canada, Australia,France, Italy, UK, Japan, China and others. Since 1996 Israel has been an associatemember of the European Union’s Framework Programme for Research andTechnological Development (FP).The IHE host a respectable number of post-docs from countries around the world.With a total of about 4300 faculty positions in the seven IHE, there are 1000 to 1200post docs to be found in Israel at any given time, the majority of them from abroad(55 countries). This is considered a high post-doc/faculty ratio and the recruitment ofpost-docs and increasing their numbers is considered a high priority in all the universities.Most Israeli-trained PhDs with academic ambitions go abroad for post-doctoralexperience of two to four years. This is considered virtually essential in order to pursueacademic careers and obtain positions in the IHE. The universities in Israel have ahighly developed sabbatical system in place so that, at any given time, 12-15% of thefaculty members are working in universities abroad (research and teaching).The Culture Of Non-InternationalisationThere was no prior commitment in Israel to Bologna or internationalisation on thepart of the universities or the government. There are a variety of reasons for Israel’sdistance from internationalisation/Bologna, among them the fact that Israel is not amember of the EU or of the Council of Europe. Israeli society and the academic communityin particular have not been inculcated into the values, benefits, obligations andmethodologies of internationalisation and the Bologna Accord.From the Israeli perspective the pivotal question was therefore not how best to implementinternationalisation and Bologna but whether to implement them at all and whyshould it be done, what are the benefits for Israel and/or its institutions!Barriers To Internationalisation/Bologna In IsraelA major barrier to internationalisation in Israel is that Israel is devoid of a nationalpolicy framework or advocate for internationalisation. There is an almost completelack of strategic planning, policy and perspective at the institutional level concerninginternationalisation and Bologna reforms. There is a lack of sufficient knowledge,awareness and understanding at the level of institutional leaders, academic staff andother stakeholders concerning Bologna and internationalisation and, consequently, aserious lack of commitment.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 372.2 The pilot project on implementation of the Ects System atBen-Gurion University of the Negev: a case reportHILA ZAHAVIBackground to ECTS Implementation at BGUIn 2007 Ben-Gurion University took a strategic decision to establish an “Office ofInternational Academic Affairs” (OIAA), reporting to the Rector, to be centrally responsiblefor coordination of mobility matters – incoming and outgoing – for theuniversity and to develop all aspects of internationalisation. The decision to createthe Office of International Academic Affairs reflected a university commitment tobroaden and deepen its international character and to incorporate bilateral exchangesat all levels from undergraduate to postdoctoral and faculty.During its first year of operations OIAA participated in a successful project proposalunder a new (then), EU programme (Erasmus Mundus External Cooperation Window)which, for the first time, expanded the European Erasmus programme beyondEuropean borders. Under this ground breaking programme BGU has thus far participatedin successful applications that have facilitated outgoing and incoming mobilityfor the last five years at all levels from undergraduate students to faculty.During these years, the OIAA staff was exposed to the concept of the Bologna Processand its implementation in Europe. Furthermore, we began to understand some of thebarriers arising from Israeli higher education institutions’ ignorance of the BolognaProcess. As a result, BGU was one of the initiators and partners of the TEMPUSCORINTHIAM project (TEMPUS -PROJECT N. 159186-2009-1-BE-SMGR). Theproject’s main purpose was to introduce elements of the Bologna Process into Israeliinstitutions and to examine the consequences, advantages, and possible barriers ofthe implementation of parts of the Bologna Process in the Israeli higher educationsystem. A high level of cooperation and coordination among the Israeli partners wasfacilitated by an ongoing dialogue generated in the Israel CORINTHIAM Networkestablished at the beginning of the project (see below).As part of the TEMPUS CORINTHIAM, the Office of International Academic Affairsat Ben-Gurion University of the Negev (BGU), conducted a pilot project on theimplementation of the ECTS in several departments of the university. This paper willsummarise our experience in the implementation of ECTS at BGU and the conclusionsdrawn therefrom.A methodology was developed for conducting the ECTS Pilot which involved severalconsecutive stages:

38Guide of Good Practices TEMPUS CORINTHIAMSurvey and Analysis of the Academic Credit system in BGU:During this stage the TEMPUS CORINTHIAM team first tried to understand the existingsystem in BGU, to decide on the optimal approach for implementing the ECTS,and the suitable methods of work to convert the existing system. Therefore, the teamof the pilot held a series of meetings and interviews with administrators and academicstaff in BGU from the different faculties, as well as some in central positions. Themeetings included interviews focusing on the subjects of regulations and work methodsused in the faculties regarding the academic credit system at BGU.At the end of this process a report was published to summarise this exercise. The mainconclusions were: first, there is an existing credit index which is implemented in alldepartments and faculties, and published in the university’s yearbooks. However, theimplementation of the credit index is flexible and considerable flexibility was foundin all faculties in several areas (such as tutorials, study tours, and practical internship).Second, “The accepted credit index of the existing system is based on the work of studentsin class and does not take into calculation the work of students at home. Accordingto this policy, and in view of other findings of this report, there is no importanceto the volume of learning material and there is no correlation between the workloadof the student and the credits” (Report on the Survey and Analysis of the AcademicCredit System in BGU, 2010). In fact, it was found that there was not a clearly definedand well-structured system; rather, there was a general “approach”, largely based onthe concept of frontal teaching hours.During the survey, we also realised that the syllabus format and content changes fromdepartment to department, with each syllabus including very basic information requiredby the university’s administration. Each lecturer and each department addedother information which was perceived as “relevant” in their eyes. This led to a substantialdifference in the components and content of the syllabi in the different departments.These realizations led to the next stage.Syllabus TemplateThe lack of uniformity among the syllabus formats and the differences from syllabiof European Higher Education institutions led to an attempt to design a Europeanorientedgeneral template to use in our pilot. The European Higher Education Areadoes not publish any recommended required syllabus format (as it does in the caseof the Diploma Supplement). Therefore, the TEMPUS CORINTHIAM team at BGUhad to learn, study and compare different attitudes toward the syllabi componentsused in different European and non-European institutions. Based on this research asyllabus template was designed in BGU, by the TEMPUS team, to be used in the pilot.Together, all the Israeli TEMPUS CORINTHIAM partners decided to include thelearning outcomes in the new format of the syllabus and implement the learning out-

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 39comes as part of the pilot project, together with the implementation of the ECTS.This was a wide consensus, since all partners understood that “while the ECTS creditsystem is the common currency for education, Learning Outcomes are the commonlanguage for education” in the EHEA, and therefore should not be implemented separately(Kennedy, 2010).The template built, based on the experience of leading universities in Europe, usesEuropean terminology (module VS course, cycle VS degree level, etc.) and includesEuropean indicators (such as learning outcomes), which were lacking in the syllabiexamined at BGU. This template received highly positive feedback from our EuropeanPartners and Bologna Experts, and was adopted as a basic template by all IsraeliCORINTHIAM partners for the pilot project.Pre-pilotTo develop our strategy for the pilot the TEMPUS CORINTHIAM team first conducteda pre-pilot on one module to understand the difficulties, obstacles, and barrierswhich would have to be faced, and the best ways to approach them. The modulethat was chosen for the pre-pilot was taught by an Israeli professor with a Europeanorientedacademic background. It was chosen due to the relative cooperativeness ofthis professor who recognised the potential benefits of the pilot, but also because thismodule belongs to one of the academic programmes which were intended to be includedin the pilot at a later stage.A booklet detailing this exercise and the template was published, to help us introduceour project to other faculty members. This pre-pilot was used as an example for thelecturers in later stages. A survey of all the participating lecturers was performed at theend of the pilot and most lecturers mentioned the pre-pilot example that was given tothem as a helpful and informative tool in the implementation of the pilot.Academic Faculty Participation and Acceptance of the project:It was decided to implement the pilot in two academic departments at BGU: TheGinsburg-Ingerman Overseas Students Programme (OSP), and the Department ofPolitics and Government. Both departments run English teaching programmes andthere would be an obvious benefit to the departments from the project. Also, bothhave English-speaking staff, which would ease the language barrier. In addition, bothdepartments are relatively new and innovative, with relatively young academic staff.This was considered as a positive element in the implementation, because of the opennessexpected from the staff in young departments. These choices allowed the pilotteam to focus on the content and methodology rather on issues of language barriersand uncooperative attitude. In the scenario of an overall institutional implementation,those kinds of problems would have to be faced as well.

40Guide of Good Practices TEMPUS CORINTHIAMThe OSP actually incorporates two distinct academic programme areas. Its main academicactivity is the provision of a series of modules, mainly from the fields of Humanitiesand Social Sciences, oriented primarily at exchange and other non-degreeforeign students. In addition, the OSP is responsible for BGU’s Hebrew Language Ulpan– the programme for teaching Hebrew as a second language. In the Ulpan classes,Hebrew language is taught at up to seven levels (depending on student numbers). TheDepartment of Politics and Government offers modules in the field of political sciencefor all cycles, including an international MA programme. Hence, by including thosedepartments, a focus on Humanities and Social Sciences was created for the pilot, aswell as an interesting variation with the language teaching modules which evokeddifferent challenges in their implementation. Focusing on particular academic fieldsand disciplines was intended: each Israeli partner of the TEMPUS CORINTHIAM focusedin its ECTS pilot on different disciplines in order to get a varied, overall pictureof the different challenges in the different disciplines in the Israeli higher educationsystem.Work process with the academic departments:The TEMPUS CORINTHIAM team at BGU had multiple meetings with the deans,the heads of departments, and the academic and administrative staff of the departments.In these meetings the TEMPUS CORINTHIAM team introduced the ECTSpilot and received approval and cooperation regarding the implementation of the pilotin these departments.As mentioned, the staff of these departments is generally internationalisation oriented(having international programmes), so the initial reaction from the staff was enthusiastic,as they understood the overall picture of the university’s internationalizationobjectives and the benefit and value of such implementation.After receiving the blessing of the heads of departments and the faculty, a series ofone-on-one meetings were held with the relevant lecturers. The meetings could havebeen larger (2-3 lecturers in each meeting and even more), but the personal schedulesof the individual lecturers prevented this. This increased the investment of time required.The syllabi were prepared ahead of time by an administrative worker (the TempusCoordinator) before the meetings, according to the designed template. During themeetings, the lecturers heard a presentation on Bologna Process, ECTS, and LearningOutcomes. The ECTS credits were calculated by the lecturer and the Tempus Coordinatortogether (to be elaborated). The learning outcomes were written by the lecturerwith the advice of the Tempus Coordinator. After the meeting, the Tempus Coordinatordiscussed the outcomes with the lecturer via email. She then gathered all the materialand edited it into a complete and coherent syllabus, approved academically by the

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 41lecturer. The work period on each module with each lecturer usually ranged from oneto four weeks.During the work process with the lecturers, their feedback and reviews (emails, oneonone and informal conversations) were collected. (This was independent of the surveyof the lecturers, which was subsequently performed at the end of the pilot – to beelaborated). Generally speaking, most of the relatively young lecturers with limitedteaching experience testified that the pilot methodology helped them to build andtighten their syllabi and improve their teaching module. They were not aware of anyother function at the university which provided such services.Lecturers with international backgrounds or lecturers who collaborate with Europeaninstitutions or colleagues tended to be more enthusiastic and cooperative. However,some of the lecturers saw this project as a burden: an extra procedure and extra work,leading to a lack of motivation, even if they understood the overall benefit of it. Anotherproblematic attitude was the desire to „finish and go“ (implement the ECTSonly on paper), without considering the deeper consequences of the implementation.This, combined with our insistence on comprehensive implementation, sometimesalso led to a lack of motivation among these lecturers. These two different attitudesboth ignore the pedagogical benefits of the process. Also, both attitudes delayed ourwork because of the lack of motivation among those lecturers.ECTS calculation:Based on the university’s requirements for number of credits\ECTS the student shouldtake through his semester, year or degree, it is possible to conclude that the standardequation for converting BGU credits to ECTS is: 2 BGU credits = 3 ECTS. However,for the pilot the equation was used only as a guideline, and the ECTS was calculatedin the European manner for each individual module with the formula: workload(hours)/25. The constant=25 was chosen, as most European states do, although theconstant can range from 25 to 30.In practice the ECTS was calculated by the formula with each lecturer, and then comparedwith the equation. When a significant gap was found between the outcome ofthe formula and the equation, the lecturer and the Tempus Coordinator discussed thepossible reasons for the gap. Depending on the possible reasons, and the lecturers’ attitude,the lecturer decided (with the advice of the head of department and the TempusCoordinator) what should be done with the problem indicated by the gap. In somecases the lecturer decided to change the credit given to the module on one of the creditsystems (ECST\BGU credits) or to change the module’s requirements or format. Inother cases, for various reasons, neither the module content nor the credit assigned toit were changed despite the gap. When calculating the sum of ECTS of the degreeprogramme, no problem arose from this gap, since the very few gaps balanced themselves.

42Guide of Good Practices TEMPUS CORINTHIAMGraphic design and publishing of syllabiAfter all the lecturers approved the ECTS syllabi, a new graphic design was implementedto shorten the new ECTS syllabus and make it easier for the reader to find therelevant information. These final ECTS syllabi were uploaded to the relevant universitywebsites, and booklets of all syllabi of the pilot were published in order to getfeedback from partners and colleagues.Students’ review and lecturers’ reviewAt the end of the semesters when the ECTS syllabi were first in use, two surveys wereconducted, among students participating in the modules that were part of the pilot,and among the lecturers participating in the pilot. The students’ survey was essentialbecause some of the lecturers were not confident as to how to estimate the students’workload for calculating the ECTS with the formula. To strengthen the reliability ofthe calculation, a student survey was conducted which dealt only with the workloadof the students in the module, aiming to compare the lecturer’s estimations regardingstudents’ workload with the students’ estimations regarding their workload in themodule. Unfortunately, the number of students registered for the modules which werepart of the pilot was low (about 5-15 students per module). This, in addition to alow survey compliance rate (about 10- 50% of the students) led to results that maybe questionable (due to the small number of participants). Still, it can be said thatgenerally, in most modules, the students’ estimations regarding their workload weresmaller than the lecturer’s estimations. This can be explained by the instruction givento the lecturers: to calculate students’ workload by estimating what should be requiredof the average students to get a good grade. Since most students do not get a goodgrade, but an average grade, it is natural that the students’ estimations would be lowerthan the lecturers’. Still, this is an area which requires more thorough and systematicexamination.The lecturers’ review was conducted with a high participation rate of 87.5% (21 out of24 lecturers). The lecturers’ review tried to focus on two subjects, the first part focusedon the satisfaction of the lecturers with the ways and methods used by the TEMPUSCORINTHIAM team to conduct the pilot. The second part focused on the outcomes ofthe project, trying to examine the relevance (in the eyes of the lecturers) of the knowledgethat the lecturers acquired in the process of the pilot, and the influence of thechanges made in the syllabus on the students of the module.The questions on the first part of the review got positive feedback: most lecturers stronglyagreed that the presentation and the meeting with the Tempus Coordinator were clearand helpful for their part of the pilot. All lecturers agreed (or highly agreed) that theinstructions and examples they got from the Tempus Coordinator by email were clearand helped to complete their part of the pilot. Also, the lecturers agreed that rewritingparts of the syllabus for the pilot took a reasonable time (according to their definition);the average time taken by a lecturer to rewrite the syllabus was 2.8 hours. According

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 43to this data the lecturers were highly satisfied with the methods used by the TEMPUSCORINTHIAM team to conduct the pilot and the function of the pilot.The second part of the review, dealing with the outcomes of the pilot, was less consensualin some of its parts. Fifty-seven per cent of the lecturers agreed (or highly agreed)that rewriting the syllabus according to the ECTS and the instructions of the pilot madethem rethink the module’s programme, assignments, or assessment, while 19% of thelecturers disagreed. It is difficult to comprehend this disagreement, since it is impossibleto rewrite the syllabus according to the instructions of the pilot without rethinking partsof the syllabus, like the module’s programme, assignments, or assessment. It is possiblethat some of the lecturers answering negatively to this question actually answeredthis way because of their concern that their original syllabus might be perceived asinadequate before the pilot (not necessarily consciously). Another option is that thoselecturers did not fulfil the requirements of the pilot, and therefore answered negatively.In any case, as mentioned above, 57% of the lecturers did agree with our assumptionthat the pilot helped the lecturers rethink and review their syllabus, a positive processwhich does not typically occur in the existing framework of the university’s regulations.The lecturers were asked to estimate if the changes made in the syllabus affected thestudents of the module and their attitude to the module and its assignments. Forty-fourper cent of the lecturers were neutral and could not estimate it, while 33% disagreed and22% agreed that the change affected the students.Most lecturers (52%) agreed that their students better understand what is expected fromthem in the module, according to the new syllabus format (written in the pilot), while15% disagreed (the rest were neutral). This is an important issue as the syllabus is anagreement, an informal contract, between the lecturer and his/her students regarding themodule, and the expectations of the lecturer from the students. If most of the lecturersbelieve the implementation of the pilot on their module improved this agreement, it is anissue that should be considered as an overall policy-making concern for the university.Unfortunately this data cannot be compared with a review from the students’ perspective.Even if it is impossible to estimate how the change affected the students’ attitudetoward the modules’ content, we do know that the implementation of the pilot did helpEuropean exchange students getting their studies at BGU accredited properly whencoming back to their home university. So it could be said that the implementation clearlyhelped a certain group of students.The review was summarised with two questions regarding the additional benefits andthe knowledge outcomes the pilot provided the lecturers. Eighty per cent of the lecturersagreed that some of the methods taught in the pilot project can help young lecturers tobuild and improve their syllabus. This links to a similar feedback the TEMPUS CORIN-THIAM team got from young lecturers participating in the pilot (see above). Thisimportant issue has drawn the attention of BGU management. As a result, the Center

44Guide of Good Practices TEMPUS CORINTHIAMfor Excellence in Teaching at BGU decided to incorporate the presentation given inthe pilot in its training for new lecturers at BGU, from the year 2013.The most influential indicator examined in the lecturers’ review was in respect of thefuture use by the lecturers of the tools and methods they acquired in the pilot. Eightyper cent of the lecturers agreed that in the future, when they plan a new module, theywould be likely to use some of the methods they learnt in the pilot project, while only14 % disagreed.It can be said that the lecturers’ review indicates the pilot was successful. The positiveresults reflect on both the high quality of the implementation of the pilot itself, and theremarkable knowledge outcomes and skills outcomes of lecturers who participated inthe pilot.ConclusionIn general, the CORINTHIAM team at BGU is satisfied that the ECTS pilot itselfwas successful, according to the lecturers’ review and the use of the syllabi by thelecturers, the students and the university system. The pilot and its outcomes got positivefeedback from European and non-European partners, as well as from Bolognaexperts. Furthermore, in the course of the ECTS pilot much valuable experience andknowledge were acquired that will be indispensable for any further activities or implementationof the ECTS.The modest scope of the pilot saved the TEMPUS CORINTHIAM team from facingmany of the possible barriers for the implementation of ECTS at BGU. The pilot waslimited to two chosen and cooperative departments, which were motivated to participatein the pilot. This fact saved the TEMPUS CORINTHIAM team the advocacywork (and possible resistance) within the wider university system, and promised arelatively positive attitude from the side of lecturers.As mentioned, the TEMPUS CORINTHIAM team at BGU did encounter negative oruncooperative attitudes on the part of some of the lecturers during the project. Someof this is related to an anti-European perspective (or maybe just pro-American) oflecturers, and some to lack of interest and even lack of time resources of the lecturers.This uncooperative attitude led to inefficient use of the time of the TEMPUS team andheads of departments. In the scope of this modest pilot the waste of time resourceswas relatively reasonable, but in a future potentially wider scope such waste of resourceswould cause a problem.Potential for future implementation of ECTS at BGUIn addition to some of the barriers mentioned, the TEMPUS CORINTHIAM teambelieves that an overall implementation of ECTS at BGU might face some other ob-

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 45stacles related to the nature of Israeli higher education system and BGU’s specificacademic and administrative system.Apart from the obstacles related to the lecturers’ attitudes mentioned above, the pilotalso faced other barriers related to the nature of the ECTS and the Israeli highereducation system. In the Israeli academic world the concept of “academic freedom”is sacred. In many places in the world, this term is limited to the area of the researchand the freedom of researchers to research without any restrictions or external influence.But in some cases in Israeli higher education the term of “academic freedom”is used in relation to the teaching activities of faculty members. Frequently, thiscauses an attitude of total freedom in the teaching activity, which prevents any involvementof central management or restrictions regarding the teaching activity ofprofessors.Throughout the pilot the TEMPUS CORINTHIAM team had to work cooperatively,closely and diplomatically with the lecturers, and sometimes limit its activity tothe most technical issues, to prevent any resistance from the lecturer’s side and accusationsof interference in their academic freedom. Any further implementation ofECTS will have to deal this matter; the most probable and effective solution willprobably be the issuance of firm and unambiguous guidelines by the university’ssenior leadership.Another problem could arise from the implementation of the ECTS calculation itself:the calculation implemented in the pilot for each separate module caused aproblem when two modules have the same number of BGU credits but differentECTS credits. In the scope of the pilot this did not raise any problems, but in a widerscope of the academic system, having those two parallel credits systems working atthe same time could cause problems from students’ perspective, but so far has not.Another related problem that might occur is a possible excess of ECTS credits ina whole degree programme. While the programme is based on the Israeli creditsystem, the conversion is done independently for each module using the formula(workload/25) instead of the equation (2 BGU credits = 3 ECTS). So the credit calculationof the whole programme might reach more or less than 180 ECTS for thefirst cycle, and more or less than 60/120 ECTS for the second cycle.One issue that was not dealt with at all within the modest scope of the pilot is theincorporation of the ECTS into the computerised system of the university (modulescomputerised data, students’ registration, students’ evaluation etc.). This issuemight raise more problems and barriers, including technical difficulties.The ECTS pilot at BGU, as part of TEMPUS CORINTHIAM, can be seen as asuccessful project, and the lecturers‘ survey is the evidence. As can be seen in thelecturers’ review, the lecturers that participated in the pilot learned new and useful

46Guide of Good Practices TEMPUS CORINTHIAMmethods to be used in their teaching career in the future. Those methods could leadin the long and wider scope to an improvement of the teaching in the university.The ECTS pilot was successful, among other reasons because it involved differentlevels of the university: senior and young academics, as well as different levels ofthe university‘s administration, from the department secretaries to the academicsecretariat. Throughout the project, all those staff members have been exposed tothe Bologna Process and to the system of ECTS and its advantages.The TEMPUS CORINTHIAM team believes that the ECTS system, as many otherparts of Bologna Process, is an important and effective tool in the improvement ofhigher education. This kind of international process (and its components) cannot beignored or left behind by Israel’s higher education institutions. It should be learnedand studied, to understand its benefits and implement its relevant parts.Although the TEMPUS CORINTHIAM team at BGU believes the implementationof ECTS has a great potential for curriculum improvement at BGU, it is importantto remember that it would be a long and difficult process in such an academicallydecentralised and diverse university. There is no doubt that a deep and comprehensiveimplementation would require much research, involving all of the university‘sacademic and administrative levels.I would like to conclude this chapter with the story of one of the professors whotook part in the pilot. This professor, a devoted, experienced and skilled lecturer,although being highly cooperative with the pilot, was extremely critical regardingthe methods and the ideas standing behind the ECTS and the learning outcomes.A few months after the pilot was completed, while summarizing and concludingthe pilot, this professor was appointed to be the vice-rector at BGU. As a result,the professor was exposed to the global trends and the present challenges of theuniversity; in particular, as vice-rector, he is responsible for the preparation andcoordination of the international evaluation and review of academic departmentswhich is performed by the Council for Higher Education (each department is evaluatedevery fifth year). From this new vantage point, as the professor tells it, thelogic, methods and ideas standing behind the pilot, the ECTS and the LearningOutcomes became much clearer to him, and he became one of the greatest advocatesof the pilot at BGU. In addition, as part of his new position as vice-rector,the professor adopted parts of the pilot and its conclusions, with the help of theTEMPUS CORINTHIAM team, to be implemented at BGU. This story demonstrateshow local resistance of lecturers to reform can be affected by their positionin the system and their exposure to different challenges and decisions in theuniversity and in the higher education system.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 472.3 International Mobility of Students at Ben-Gurion Universityof the Negev: a personal perspectiveRACHEL BALABAN FROMOVICYMy employment at the Office of International Academic Affairs (OIAA) began inJune of 2008 while the office began its activity only eight months before. My knowledgeof studying abroad was based on my previous experience while I was living inthe UK for three years and the simple understanding that if students want to studyabroad they can easily do so; the only thing they need to do is to choose the universityin which they are interested in studying.I was amazed to discover that although numerous agreements of cooperation withother universities existed (150 at the time OIAA was established in 2007), studentmobility at Ben-Gurion University of the Negev (BGU) was an uncommon phenomenonand only a few agreements had ever been implemented. There was no universitystandard related to the mobility issue. At that specific time there were two acceptedpractices in terms of student mobility at BGU: the traditional one – incoming, feepaying,non-degree students, mostly from North American universities, who spenta semester or a year in Israel; the other kind of mobility was of Israeli students whotransferred to BGU after studying a year or two in other Israeli universities or colleges.There were as yet no exchanges between institutions enabled by signed Bi-Lateralagreements. Not only was outgoing mobility a rare event, but students and facultyalike were surprised by the fact that students would consider going abroad for a periodof a semester or even a year.Prior to beginning their university studies, it is very popular for young Israeli menand women to travel abroad for a few months or even a year upon completion oftheir compulsory national service. But the notion of studying abroad was apparentlyunfamiliar and unclear. Students who heard about the option were truly excited by theopportunity to study abroad and they flocked to my office in droves, eager to hear allthe details I could provide them with.Foundation of the student mobility process including bi-lateral exchangesTo establish the office, a few basic steps had to be taken related to students’ mobility.Although BGU did not actively operate student mobility, International Agreementswhich had been signed included students’ exchange mobility. Therefore, the first stepwas classification of existing international agreements to find out if they were stillvalid, and relevant to students. Another important decision we made was that theOverseas Student Programme (OSP) would manage all issues connected to the incomingexchange students.

48Guide of Good Practices TEMPUS CORINTHIAMThe next step taken was the establishment of a central academic committee, the SteeringCommittee, chaired by the deputy-rector, which would make all the decisions on academicissues of the students’ exchange. The committee members were representativesof each faculty nominated by the dean. They were responsible for representing the facultyin the committee and raising any issues which were crucial to the faculty. Anothertask of the representatives was to inform the dean and faculty on the decisions taken atthe committee. Other members of the committee were: the deputy-rector for academicaffairs, a representative from the Albert Katz International School for Desert Studiesand the staff of the international office. Each representative had to be sure that the decisionswhich were taken had to comply with the faculty rules in issues which dealt withcompleting the degree on time. I was responsible for liaising between the faculties, andtheir regulations, and the demands of the individual departments.The steering committee had to set regulations for the process of students’ mobility. Acritical approach had to be set up on the different questions arising, such as: how cana student know if the courses he studies abroad will be recognised at BGU as part ofhis academic degree? How will the credits from different universities be recognised atBGU? Will the grades be recognised at BGU as a grade or only on a pass/fail basis?Should there be a minimum of credits/courses a student should study abroad?The difficulties we encountered during the process can be divided into two: internaland external. Internal difficulties were those encountered at BGU with the faculty andadministration. In order for students to study abroad they must prepare a programmeof courses (named Learning Agreement) they are interested in studying abroad andreceive approval from the head of the teaching committee at their department for eachcourse. In order to receive the approval the students need to present the head of teachingcommittee with the syllabi of each course, and then the head of the teaching committeecan decide if the courses will fit into the specific students’ degree programme(further explanation is provided below).External difficulties are on the international level, enrolment as an exchange studentinto university system of each university has its own deadlines and red tape. Usually,the application deadlines for enrolment in September-October are in February orMarch of that year. It means that BGU students need to receive approval from the headof the teaching committee to study abroad based on the syllabi of each course and arrangeother administrative documents, six months in advance. Most of the syllabi donot exist six months in advance, and if they do they are not online, therefore studentshave to work very hard in achieving their goal of studying abroad on an exchange.At this time we were bombarded with requests from foreign students to help themfind and enrol on courses taught in English as they could not do it on their own. Therewere six programmes taught in English at BGU. I started checking with other programmestaught in English if the difficulties our students encounter were similar to thedifficulties of other students from abroad in other programmes taught in English; when

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 49the answer we received was yes, we understood that if all the students from abroad areexperiencing similar difficulties it would be best if we established a committee whichidentified the difficulties and tried to solve all them in one go instead of the practice atthe time of each programme trying to find solutions independently. With this notionin mind, another committee was established: an Operational Committee which dealtwith administrative difficulties occurring on a daily basis. This committee included administrativerepresentatives from all programmes taught in English at BGU includingthe OSP, the Medical School for International Health, Albert Katz International Schoolfor Desert Studies, The Honors Master of Business Administration programme, TheMasters of Arts Programme in Middle East Studies (MAPMES), Politics of Conflict,Department of Foreign Literature and Linguistics and the OIAA office personnel. Duringthese meetings we were dealing with difficulties each of the programmes had onan individual basis and explaining the motivation behind the regulations the steeringcommittee has decided upon. This was the first time that all the programmes taught inEnglish had met and discussed difficulties which all of them encountered and decided tojoin forces in order to examine and ultimately solve these problems.One of the main issues which were encountered in all the programmes taught in Englishwas due to the fact that all the administrative systems in BGU are in Hebrew only,that is why students who don’t speak the language cannot enrol in courses, change thecourse enrolment, make payments, find syllabi of courses, etc. The foreign student hasto be helped by the administrative staff to complete each step, which doubles the workand puts a lot of pressure on the administrative staff.How to set up the criteria for students: who can study abroad?The Steering Committee decided only students who completed at least one semesterat BGU and received grades for all the courses they had studied at BGU could beeligible for study abroad. In addition, to ensure a high academic level, they decidedthat the candidate should have a minimum average grade of 80 (the grading scale atBGU goes from 0 to 100, a pass grade for undergraduate is usually 56. A good gradeis considered 75 and up).The Steering Committee also came to the conclusion that a student without an adequateknowledge of English could not survive an academic programme abroad and returnwith good grades. Therefore, they decided that the minimum requirement shouldbe exemption on the English part of the psychometric exam (which entitles the studentto an exemption from English as a foreign language courses at BGU or completion ofthe Advanced English level with the final grade of 80).What courses may the student take during his/her mobility period?To prevent academic difficulties in the future students were required to present an academicpre-approved programme expressed in a ‘Learning Agreement’ which would

50Guide of Good Practices TEMPUS CORINTHIAMinclude courses approved by the chair of the departmental teaching committee andthe credits they would earn towards their degree at BGU. This pre-approved learningagreement would ensure accreditation of courses taken at the host university aftercoming back to BGU. In order to approve the learning programme (list of courses tobe taken at the host university) students have to provide the chair of teaching committeewith the syllabi of each course. The chair has to check if the subject taught isrelevant for the student’s studies at BGU, and sign the agreement to accredit thesecourses as part of the degree approved by BGU. If students are interested in takinggeneral (elective) courses like language courses they should consult with their facultyto check if these courses would be considered as general courses or not and will theybe accredited for their degree. Sometimes, the office staff have to take a decision notto let the student go for an exchange period if the chairs of the teaching committeeagree to recognise only two to three courses for studying abroad.Selection of outgoing studentsThe process of application includes different mechanisms to help the office team rankthe students, such as interviews (official and non-official), motivation letters in whichthe students should explain why they would like to study at the university of theirchoice and curriculum vitae. After the students go through the process of application,the office team decides how to rank the applicants by the following indicators (byorder of importance):Academic benefit – only students who will benefit academically from the mobilitywill be given the chance of an exchange. Therefore all students must get the approvalof their department’s teaching committee chair to accredit at least 6 different coursesstudied in the host university as part of their degree programme.1. Merit – as mentioned, only students with average grades of 80 and higher cango as outgoing students. In addition, the students with higher average gradeswill have priority.2. Degree – students of advanced degrees would have priority. Students in senioryears will have priority over less senior students as less senior students willhave another chance to apply for study abroad during the next academic year3. Diversity among faculties and departments – the outgoing students shouldrepresent a variety of faculties and departments.4. Gender balance – as far as possible, we try to maintain gender balance ofoutgoing students.5. Extracurricular and Community activities – students who participate inextracurricular activities (volunteering action, sport teams etc.) would havepriority.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 51We believe that the sum of those different indicators helps the team of the Office ofInternational Academic Affairs to choose the most appropriate students to representBGU while studying abroad.Different procedures had to take place in order for OIAA manage the exchange students’programme. These procedures are expressed as actions below.Action taken before the students went abroad:After the students are chosen by OIAA and accepted by the host university, the officeteam invites the students to a preparation meeting. In the meeting the students meetother students who are going to the same institution/city as them, and hear the experiencesof other outgoing students who have returned from the same institution/ city.Some technical regulations are clarified during the meeting such as the regulationsregarding health insurance, security and the connection with the embassies regardingarranging visas.The office team tries to provide the outgoing students all the information needed regardingtheir stay and studies abroad, and especially regarding representation of BGUabroad in the university or city they would stay at. For that purpose the office teamprovides the students with an information package and promotional material of BGU.In some universities and cities there are contacts who can help students applying forscholarships and financial aid (or even social help, like “buddies” system). In otherplaces, there are people with sympathy and connections to BGU, Beer-Sheva and Israel,who would like to help the students in any relevant way. If the students are goingto a city in which other BGU students have already studied, they receive a documentwith tips from other students. The office team tries to provide all the relevant informationto the outgoing students but this service should be developed further.Action taken after the mobility endsBefore the students return to BGU, our office sends them a reminder email to go theInternational Relation Office at the host university and finalise all their bureaucraticand academic duties.After the students come back, they prepare two different reports for OIAA: one generalreport on the academic and administrative issues they had to face, for the use ofthe office, and one specific report to give relevant and updated information for futureoutgoing students.After receiving the transcript of grades from the host university, the students checks toconfirm that there are no mistakes and submits their transcripts to the administrationoffices at their faculty with the Learning Agreement approved and signed by the chair

52Guide of Good Practices TEMPUS CORINTHIAMof the teaching committee of the academic department before going abroad. In case ofspecific bureaucratic problems, the office team try to do their best to assist the student,subject to the university’s regulations.ConclusionsThe Office of International Academic Affairs does not stand alone but is part of abigger picture which is BGU. In order to accomplish the goal of sending studentsabroad there must be support from the university heads which should seep through alllayers, starting with the deans and ending with the student’s secretaries. The students,who face all the obstacles before going abroad should not encounter any obstacles atall when they return. The management of OIAA can only understand the difficultiesfaced by students and staff by establishing good communication between the team.The International Office team must share their knowledge between their own membersand staff and be flexible enough to react to the everyday surprises which must bedealt instantly and in a professional way.There must also be close communication between the OIAA team and the staff of internationaloffices abroad. Conferences can be a good way of understanding colleagues’work techniques while individual professional meetings can promote interpersonalskills and understanding of your partners’ difficulties while also conveying your own.Building and improving communication is best done by face-to-face meetings ratherthan in e-mails. Conferences are also good ways of exploring if a specific agreementor cooperation can be established and how cultural differences can be overcome.Studying abroad has huge and diverse advantages for students. The impact of onlyfour years of academic exchanges has already been felt at BGU, with students returningto the university and sharing their experiences. Although the average Israelistudent is older than their European colleague as a result of the melting pot of compulsorynational service and recreational travel abroad, the experience of being alonein another country, of everyday life with its difficulties, a different language differentteaching methods and the cultural shock, changes them, makes them more aware ofthe diversity of life and gives them a better understanding of what can be achieved.The student goes through this experience is in many ways has a broader and richeroutlook than one who has completed the entire degree in one place. A student who isinterested in study abroad should not be considered a weak student but on the contrarya strong one whose wish to try a different way of studying should be encouraged.Mobility is an educational phenomenon which is growing on a yearly basis andspreading all over the world. Students returning to their country of origin can bestpromote your university by word of mouth, and increasing awareness that if you studyat BGU you can study abroad for one semester and gain experience in living abroad,taking courses which are unavailable at BGU and offering students the opportunity tobecome immersed in the international world we live in today. Encouraging dialogue

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 53between Israelis and their neighbours can play a vital role in helping us find friends inother countries and advance BGU in the world.If I could sum up my thoughts in one sentence I would say: students, take my advice– go and study abroad; universities – diversity and mobility are institutional strengths:take advantage of mobility at all the levels.ReferencesThe Israel Council for Higher Education website. http://www.che.org.il/english.aspxZahavi, H (2010) Report on the Survey and Analysis of the Academic Credit Systemin BGU, 7. Available online at: http://www.tempuscorinthiam.org.il/tempus/products/implementation/BGU/Credit_system_at_BGU_report.pdf

Chapter 3Bezalel Academy of Arts & Design, JerusalemThe Department Of ArchitectureEcts Implementation ProjectNOA APPELUnder the supervision of MICHAEL TURNERIntroductionThis document summarises our experience of the implementation of ECTS (EuropeanCredit Transfer and Accumulation System) as part of the Tempus CORINTHIAM project(N. 159186) conducted as a pilot project at Bezalel Academy of Arts and Design,Jerusalem.

56Guide of Good Practices TEMPUS CORINTHIAMWe chose the Department of Architecture (DoA) as the pilot case study for severalreasons, one of them being that the programme in the DoA together with other schoolsof architecture had recently been subject to a Quality Assurance exercise of the IsraelCouncil for Higher Education (CHE), and the issues of professional degrees andtheir accreditation is currently on the national agenda of the registrar of architects andengineers in Israel. Furthermore, the current five year programme is similar to theolder European formats and therefore we thought it might be more easily adapted tothe Bologna Process. Indeed, all the issues raised from the pilot case study have beenshown to be very important and highly relevant for other departments as well and forprofessional degrees in general.The first part of the chapter will describe and analyse the existing situation in Bezalel.The second part will describe the pilot project process; the way it was executed inthe department in order to find the most suitable method to adapt the ECST system inparallel to the existing credit points. In the final section we will debate other generalissues relating to the Bologna Process such as professional studies and quality assurance.It will conclude with the insights we have gained into the process and some openquestions that we think should be elaborated and discussed in a larger consortium andshould be presented to the National Tempus Office (NTO) in the Council for HigherEducation.Academic ProgrammesThe academic curricular system at Bezalel consists of two curricular programme categories:• Bachelor’s degree programmes (4 and 5 years)• Master’s degree programmes (2 years)Bachelor’s Degree ProgrammesStudies for a bachelor’s degree are focused in the various departments with core studiesprovided by the Academy by the Department of History and Theory. The actualcurriculum is determined in accordance with the year of study and the specialist subjectof the programme, while the core studies are determined to be 20 per cent of theexisting credits.The bachelor’s degree programmes at Bezalel are four years in all departments, exceptthe DoA, where studies take five years to complete. In accordance with the decision ofthe Council for Higher Education, the Bezalel Academy of Art and Design is authorisedto award the degrees Bachelor of Fine Arts (B.F.A), Bachelor of Design (B.Des)and Bachelor of Architecture (B.Arch) according to the criteria outlined below:

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 57Bachelor of Fine Arts (B.F.A.) – this degree is awarded upon completion of a fouryearcurriculum in the following departments: Fine Arts, Jewellery and Fashion, Ceramic& Glass Design, Screen based Arts and Photography.Bachelor of Design (B. Des.) – this degree is awarded upon completion of a four-yearcurriculum in the Visual Communication and Industrial Design Departments.Bachelor of Architecture (B. Arch.) – this degree is awarded upon completion of afive-year curriculum in the Architecture Department.Master’s Degree ProgrammesIn accordance with the decision of the CHE, the Bezalel Academy of Arts and Designis authorised to confer academic degrees as follows:Master of Industrial Design (M. Des.) – this degree is awarded upon completion ofa two-year curriculum in the Industrial Design Department.Master of Fine Arts (M.F.A.) – this degree is awarded upon completion of a two-yearcurriculum in the fine arts master’s degree program.Master of Urban Design (M.Urb.Des) – this degree is awarded to holders of a bachelors’degree in Architecture or Landscape Architecture (B.Arch or B.L.A. or equivalent)and other disciplines after preparation courses, who complete the two year studyprogramme in urban design.Master in Policy & Theory of the Arts – will be granted to graduates of the two yearstudy programme (pending the decision of the CHE)Bezalel does not currently offer any PhD programme.The Study Programme for a Bachelor of Architecture (B. Arch.) DegreeThe curricular programme at the DoA of the Bezalel Academy of Arts & Design hasbeen qualifying graduates for a bachelor’s degree in Architecture (B. Arch.) since1992, when the degree was approved by the Council for Higher Education. This extendedthe old four-year bachelor programme in environmental design (B.EnvDes).The curriculum is a single-class programme with several curricular units focusing onspecialised professional and thematic subjects in the higher years. The programmeextends over five academic years with a clear division into two stages. The first threeyears provide the basic studies, while the last two years enable students to choose curricularunits according to their personal preferences. The breakdown of the curricularprogramme into two stages reflects the department’s desire to prepare for a situation

58Guide of Good Practices TEMPUS CORINTHIAMin the future in which the first years would eventually develop into a programme fora theoretical bachelor’s degree in architectural studies, while the last two years wouldgradually evolve into a programme for a professionally specialised master’s degree,as is the case in various institutions of higher education around the world in accordancewith the Bologna Process.Structure – Credits versus ECTSThe existing credit points system is based on contact hours and the work of studentsin class (1 credit point equal to 1-2 contact hours) and does not take into considerationthe work of students at home as in the ECTS. Similar to other practitioner programs,many modules in the curriculum are based on the students work and experiences andnot frontal lectures. The application of the ECTS system, therefore, is very attractiveas the credits are based on the workload students need in order to achieve expectedlearning outcomes.In Bezalel students are required to take 96 credits in their department (120 in the DoA)and 24 credits in the History and Theory department (30 in the Architecture department).To understand the conversion from the Israeli credit points to the ECTS system, weshould first compare the two systems:Table 3.2Department of Architecture Credit Points ECTS3 years 120 –Arch Dept. 60 X year = 1802 years 30 – History &Theory Dept. 60 X year = 120Total 150 = 300As can be seen, the ECTS system appears to double the actual Bezalel credit pointsbut after analysing each course type we can see that adjustments are needed in orderto find the exact equilibrium between the frontal hours, the workload and the numberof ECTS credit. (For detailed course credit table - see appendix 2.1)While the directive calculates that one ECTS is equal to 25-30 hours our first impressionis that Israel will have to adopt the lower figure due to the demands of armyreserve duty and older students with family and social responsibilities. For Israel, werecommend calculating one ECTS as 25 hours and therefore 1500 hours per year. Thiswill have to be discussed within the wider TEMPUS project.To complicate matters, the total number of credits point required is not equal for allschools of architecture in Israel for the same degree and in some cases they are not

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 59even calculated in the same way; in some cases they are not calculated by using creditpoints and semesterial hours as a calculating key. The first stage of mobility is that ofmobility between institutions within the country. We compare two examples in Israel,the Technion and Tel Aviv University below.The bachelor’s degree in the Technion (Haifa) is a five year programme based on aninternal structure of 1+2+2 years. The first year is an introduction year, the secondand third years are the foundation knowledge and contain all the compulsory courses,and the fourth and fifth years are dedicated to professional experience and specialisation.A full study programme is 10 semesters with 200 credit points1st 39 credits2nd 403rd 414th 405th 40Total = 200 creditsWhen the hours are reviewed, it can be seen they are divided into 67.5 hours (30%) oflectures and 157 hours (70%) of tutorials, project and laboratory work which gives atotal of 225 contact hours.In the Azrieli School of Architecture at Tel-Aviv University the study programme isalso five years (10 semesters). It has 260 semestrial/hours when this year it was increasedto 285 sem/hours for students who start their first year in 2011-2012.1st 61 semestrial /hours2nd 603rd 534th 535th 44Total = 271 semestrial hours(Tel-Aviv University and the Technion web sites, April 2012)The Pilot Project in the Department of ArchitectureThe Pre- PilotIn the first stage of the project, within the framework of the department academiccommittee, it was decided to initiate the preparation of a pre-pilot activity. This in-

60Guide of Good Practices TEMPUS CORINTHIAMcluded re-writing the syllabi according to the European format required by the Bolognaprocess and the application of the ECTS for the student workload. This wascritical in order to provide a sustainable process and develop new standards in thedepartment, and to help us to understand the difficulties and obstacles we would faceas well as other pedagogical issues involved in the pilot project itself.Three different types of courses were identified in the programme – the design studio,seminars and technical/professional courses, and one in each stream in the secondyear was chosen. These three courses represent the main degree components, andtherefore, represent a large percentage of the overall courses studied and cover thebasic teaching methods used in the DoA.Design Studio, Theoretical Studies, Technical StudiesThis action was undertaken in order to work together with the faculty to initiate theconceptual changes needed by the application of the Bologna process including thebasic transformation to a student-centred pedagogy. After completing the initial stage,the results were studied before extending the implementation of the ECTS format tofurther modules.We took advantage of the re-writing of the syllabi to evaluate the programme objectives.The re-writing affects not only the quality of the syllabus itself but also assistsin examining the relationship of each course to the whole system.Diagram 1 presents an on-going relationship between the process of writing the syllabiwriting and the ECTS, as one feeds into the other. The syllabus presents the‘what’ and the ECTS the ‘how’ and looked at together helps us to understand the waystudents learn in a learner centred system.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 61Fig. 3.4 Diagram # 1: The Pre pilot process in the Department of Architecture.The syllabusBefore starting the ECTS pilot the departmental syllabi contained basic informationabout the course, presenting a brief description and objectives, the course layout andtimetable, the course requirements and the bibliography. Most of the courses haveonly Hebrew syllabi. It is important to mention that there is not just one standardformat for the syllabus but many and they vary from one institution and from onediscipline to another, even in Europe. Therefore, while working on the ECTS pilotwe designed a template that was compatible with the Bezalel degree, based on theexperience of our relevant European partners, using the European terminology andintegrating the European indicators such as learning outcomes and student workload.The new template, provides students with much more information about the modulesand what will be required from them in a specific module. (For syllabi formats - seeappendices 3.1-3.3). Exchange students can easily choose their modules to be theequivalent of the requirement in their home countries.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 63• Evaluation parameters are not clear.• Because of the disparity between workload and expectations, the syllabuswas not the factor for course selection by the student. Most of the studentschose their courses and lectures based on previous experience, graduateopinion, the workload and the requirements of the course.The Pilot – Work ProcessFor the main part of the pilot, we decided to proceed in the same way, choosing modulesfrom the three main types; the design studio, theoretic modules and technical/professional modules from each year, covering the whole five years curriculum.We started by discussing the project with each lecturer and sent them all a draft of thesyllabi, prepared in advance by the Tempus Coordinator according to the templatetogether with a written explanation of the ECTS system and the process of writing oflearning outcomes. For some, a simply email exchange was sufficient, for others weheld a series of one-on-one meetings.The ECTS credits were calculated by the lecturer and the Tempus Coordinator together.The learning outcomes were written by the lecturer with the advice of the TempusCoordinator. The Tempus Coordinator gathered all the material and edited it into acomplete and coherent syllabus, approved academically by the lecturer.The meetings could have been larger (2-3 lecturers in each meeting), but the personalschedule of the lecturers did not allow for this. This caused a general waste of time,resources and a reduction in the exchange of ideas between the faculty.Generally speaking, most of the relatively young lecturers testified that the pilot methodologyhelped them to build and tighten their syllabi and improve their teachingmodule. Lecturers with international backgrounds or lecturers who collaborate withEuropean institutions or colleagues tended to be more enthusiastic and cooperative.However, some of the lecturers saw this project as an extra procedure and extra work,leading to a lack of motivation, even if they understood the overall benefit. Anotherproblematic attitude was the will to “finish and go” (implement the ECTS only “onpaper”), without considering the deeper consequences of the pedagogical changes. Acontributing factor may be that most of the faculty are part-time professionals and areremunerated on an hourly basis and not according to monthly salaries.Furthermore, as Bezalel is an arts and design academy, most of the faculty membersare professionals, artists and architects, and they do not have the basic background inteaching as most of the academic staff in other universities. Some of them are not usedto writing syllabi and it was more difficult to work with them than with those withexperiences in other academic environments.

64Guide of Good Practices TEMPUS CORINTHIAMLanguage was another source of difficulties; all the existing syllabi were written inHebrew, as most of the modules at Bezalel are taught in Hebrew. For some of the lecturersit was more convenient to adopt the new format in Hebrew first and then translateit into English. (For Further information about English courses at Bezalel, youcan look at the chapter about Bezalel in the handbook ‚Internationalisation at Home‘.)All of the above-mentioned reasons – the lack of motivation, the extra efforts on thelecturers, the difficulties with language and translation – delayed our work.Accreditation and the professionRealignment of the degree (Bachelors and Masters)A further component of the pilot project deals with the question of the implementationof the 3+2+3 years’ curriculum in professional degrees in general and in the field ofarchitecture in particular. While the humanities in Israel are already organised in threeyears B.A and two years M.A, Architecture studies are five years long and lead to aB.Arch. degree while other science based degrees, engineering and professions arein the four-year structure. Medical Studies pose yet another challenge. Any decisionsthat are made on the structure of the degree will consequently have implications forall the professional degrees such as engineering (B.Sc) and all the professional artsand music degrees.Many alternative formats exist to realign the studies. (For detailed course credit table -see appendix 2.1.) One of the main advantages of the ‚Bologna model‘, adapted by 47countries (European and non-European), is the ‘exit point’ that allows students to finishthree years of studies and change direction, or simply have a BA in ArchitecturalStudies without being practicing architects.The ‘medicine model’, which leads directly to an MA after five years of study, willequalise the situation and students completing the same length of studies will attainequivalent degrees.The American model of a four-year BA plus two years post-graduate programme providesa sufficient base for most of the disciplines and enhances the creation and developmentof various MA degrees. In our opinion this model can be easily adapted formany of the professional degrees in Israel.A further option is a five-year programme, which currently exists, plus one year forthe MA (three semesters or one full calendar year). In this case the MA would becomethe professional degree. It is important to mention that any change in the format wouldrequire an in-depth study and the decision of the Council for Higher Education. Itwould be a major transformation and would have to be accepted nationally and appliedconsistently. With this in mind, we brought forward the dissemination module,

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 65creating a forum for discussion by inviting the representatives of all the schools ofarchitecture in Israel with the TEMPUS partners to debate the pros and cons of theapplication of the Bologna protocol in the professional degrees as a whole and theirimplications for the structure of the degree programme for architecture, in particular.We also took advantage of a joint Russian-Israeli seminar, ‘East meets West’’, in anexchange programme between Moscow Architectural Institute (Academy of Architecture)MArchI and Bezalel Academy to learn from the Russian experience of implementingBologna recently. Together with all Israeli partners and NTO representatives,we discussed the obstacles they faced and the conclusions they formed as a result ofthe process.It also had significant implications with regard to professional training in architecture,engineering and medicine and allied disciplines (law, psychology), which all includeperiods of internship.Institutions cannot force students to take a period of internship during their studies, asthey cannot provide credit points for practical experience and so can only recommendthat they do. In most of the European countries the professional training is now doneafter the studies and regulated by the professional body.Diagram 2 explains the relationship between academic and professional and the implicationsof applying the 3+2+3 format in Israel.If the 3 + 2 system were to be adopted, the curriculum will be restructured so that mostof the professional studies would be taken in the 4th and 5th year.Fig. 3.5 Diagram # 2: The relationship between professional and theoretical studies in the twodifferent educational structures of an architectural degree: 5 years (current) and 3+2 years (EU).

66Guide of Good Practices TEMPUS CORINTHIAMThe relation between the professional body and the academyAnother important point refers to professional registration and the relation betweenthe professional body and the academy. In the field of architecture, in order to workin Israel as an architect, the graduate must register at the Registry of Engineers andArchitects in the Ministry of Industry Trade and Labor after graduation.The registration phase gives the architect the authorisation to design projects less thanfour storeys in height, then in order to qualify for the license, the young architect mustpractice for at least three years in a certified office to fulfil his work experience periodand apply to take the National License exam.Architecture and Engineering are in a ‘grey’ area as the professional registration ispartially involved in the academic curriculum, while in Medicine the professionaldegree is the academic degree and in Law they are completely separate.As already mentioned, in most European countries the professional body and the registrationphase are clearly separated from the academy. The academy preserves itsfreedom and the professional body is not involved in academic content.Quality AssuranceThe Bezalel internal Quality Assurance proceduresThe internal QA procedures are related mainly to teaching activities and take severalforms:Faculty/Teaching SurveyAn Academy-wide faculty/teaching evaluation survey is carried out at the end of eachsemester. All of the department’s courses are evaluated in the context of this survey.The results of this review are announced through the Academy’s website and enteredin the personal files of the lecturers. Personal meetings are held as required.General surveys are conducted every several years in addition to the faculty/teachingsurvey. The latest exercise conducted among the students, the alumni (who graduatedin the last ten years) and among the lecturers was made in 2008. The objective of thesesurveys is to determine what the department’s image is and how it is perceived generally,and in addition, information about its operations, the curriculum and departmentalfaculty – during the period of study as well as in retrospect, after the alumni havebeen integrated in the labour market.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 67On-Going Review/EvaluationThe Department Head visits the various courses regularly to obtain a first-hand impressionof the lecturers’ teaching performance and subsequently discusses his impressionswith the lecturers. The Department Head holds also regular meetings withrepresentatives of the Department’s students regarding the quality of the courses andthe teaching standards.External Quality Assurance proceduresThe Council of Higher Education (CHE) is the responsible body for Quality Assuranceand since 2003 has performed a national review of selected disciplines (differentin each year) at all academic institutions. This supervision, by an external overall authority,ensures that academic programmes are relatively uniform across the differentinstitutions in Israel.Their process is composed of four stages:1. A self-evaluation process at the institutions being examined, accompaniedby the preparation of a self-study report.2. Quality assessment of the study programme at the institutions being examined,carried out by an external committee appointed by the CHE, whose workwill be based on the self-evaluation reports and visits to the institutions. Atthe conclusion of the evaluation process, the committee present a summaryreport to the CHE.3. Discussion and decision-making by the CHE.4. Publication of the CHE’s decisions.The DoA in Bezalel was assessed in 2008 and the CHE recommendations serve asguidelines to the future development of the department. (Leatherbarrow et al., 2009)Example from the European partner institutionsAs a part of the project the ECTS Project Coordinator took part, as an observer, inthe Royal Institute of British Architects (RIBA) Validation Board at the Universityof Brighton. The RIBA is the professional body for architects and one of its roles isto keep standards of teaching high by assessing and validating architectural degreecourses at British universities. RIBA Validation is a peer review process that monitorscompliance with internationally recognised minimum standards in architecturaleducation and encourages excellence and diversity in student achievement. Its aimis to establish a global benchmark for standards in architecture education. Validationboards to schools are held every five years.

68Guide of Good Practices TEMPUS CORINTHIAMLike the CHE Quality Assurance procedure, the validation is composed of a reportwritten by the institution and a visit to the institution in which the board see an exhibitionof student works, portfolio samples of all students and meet with differentmanagement figures, students, and the external Examiners that constitutes the internalQA system.External examiners are academics from peer institutions who are experts in theirfields. They are appointed by the university with a primary responsibility to providefeedback on the standard of academic work produced and awards being made, and theappropriate operation of assessment procedures. In their code of practice, the QualityAssurance Agency (QAA) state that ‘external examining provides one of the principalmeans for the maintenance of nationally comparable standards within autonomoushigher education institutions’.ConclusionsGeneral conclusions - management of the project:• Before starting the project of implementing ECTS, the institution shoulddecide the breadth and depth at which they want to conduct the project. Itcan be done with a very broad approach across the whole institution, or witha slightly more narrow focus, just in one department or one year or unit.Whatever the approach, we believe that there is just one answer regardingthe question of depth; this cannot have the same diversity in range. It shouldreflect the didactical philosophy of learning outcomes and student workloadand therefore cannot be superficially applied, as just a ‘translation’ of creditpoints.• The level of involvement of the academic leadership such as head of schoolor department is also very important as it reflects the faculty and the way theywill approach and collaborate with the process.• For the same reason, we believe it is important that the person who isgoing to conduct the project should be a ‘professional’ coordinator, andsomeone who is involved in the academic subjects. This person will not seethe implementation as a ‘technical’ issue but will be able to bring a deeperreflection on the study programme. This contact between the administrativeissues of a project to the content of the study programme is very importantto ensure quality.• Another important point to consider is whether the institution wants toconduct the project as an experiment or as policy – as a long term objective.A corresponding method of introducing the changes should be adopted. Afterour experience in the DoA, we would recommend a pre-pilot as a first step asit brings up all the issues and difficulties that must be confronted in the future

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 69by the full implementation across the institution. For this the ‘bottom up’system is most suitable. When it becomes a policy for the whole institution,we believe the ‘top down’ approach is more appropriate.• The involvement of students in the process is crucial when talking abouta student centred system. The students are the ‘target audience’ and theyalone can provide feedback on the process, and determine its usefulness andbenefits.• When implementing the ECTS it is recommended that a framework forthe whole curricular programme is created initially – formulating learningoutcomes for the entire programme (by year and/or by theme). It will helpthe lectures to focus on the aims and objectives and it will improve the levelof the programme. Each lecturer will develop his/her own detailed syllabuswithin the framework. It will emphasise the ‘what’ and give academicfreedom for the ‘how’. It will increase flexibility, as it is easier to changecourses or lecturers if needed.• It is also important to have a quality assurance process for the pilot projectand to learn from the experience before starting major changes.We are currently doing a survey among the faculty members that took part in theproject. The results will be analysed and brought to the attention of the head of thedepartment.Specific conclusions - Bezalel Academy Architecture Department as acase study for professional degreesWith regard to the ECTS and the credit point system, we think that the institutionwithin Israel should take advantage of the European experience and create at least aninternal common credit system. They should harmonise their credit point system inorder to facilitate the exchange within the country. It can be done in parallel with fullimplementation of ECTS.• Under the influence of the Tempus project a steering committee for thecurriculum programme in the DoA started working on integrating some ofthe project’s tools, which has been a very positive process. The first stagewas to re-examine the aims and objectives of the programme regarding eachtype of studies (the design studios, the technical and the theoretical studies).Currently another forum of the coordinators of each year of studies (1st to5th) are re-thinking and writing the learning outcomes of each year. Thisprocess reflects a deep understanding of the importance of learning outcomesdefinition and will improve the curriculum structure and its relevance.• Bezalel is currently working on the translation of the course descriptions forall of the departments, and on a small number of courses (with the objectiveof two courses in each department) to be taught in English. We recommend

70Guide of Good Practices TEMPUS CORINTHIAMthat a special effort is made for the courses for which the target audience isexchange students to be translated into English.• Another element of the ECTS is the Diploma supplement. The DSaccompanies the existing diploma but provides a standardised descriptionof the nature, level, context, content and status of the studies completed byits holder. Bezalel Academy regards the DS as an important element and iswilling to give their graduates the DS to help them to gain the recognitionof their degree abroad. The implementation of the DS will require specificfunds and the approval of the Academic institutions.• Additional questions raised by the 3+2+3 system are: what is the future of theexisting MArch as post professional degrees and what are the motivation forthese programmes? The structure of the Bologna Process does not encouragestudents to continue in the research orientated or post-professional Masters,as legally they can start to practice in the profession after the new five-yearMasters degree.• One of the most important subjects that was raised by the reflection onthe Bologna Process in the DoA relates to the relationship between theprofessional bodies, the Academy and the Council of Higher Education. Asdescribed, the professional body currently gives its validation to the studiesin a form of registration before the ‘training period’ and the license. In thatway the professional body interferes in academic life and freedom.In Europe we can still see a range of approaches to this issue but what seems to be the‘key element’ is the need for a separation between the academic and the professional.We would recommend that the discussion of this subject is continued and elaboratedon in a forum or ‘think-tank’ of Israeli architectural school leadership and Europeanexperts. We would also suggest conducting another pilot project on the question ofprofessional degrees.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 71Appendix 1_ Syllabus existent formatBACHELOR OF ARCHITECTURE PROGRAMBezalel Academy of Arts & Design, JerusalemCourse TitleLecturer:Year:Academic Year:Semester:Number of Annual Hours & Credit Points:Course Description & ObjectivesCourse Layout & TimetableCourse Requirements & Grading MethodBibliography

72Guide of Good Practices TEMPUS CORINTHIAMAppendix 2_Sylabus new formatBACHELOR OF ARCHITECTURE PROGRAMMEBezalel Academy of Arts & Design, JerusalemModule Title (Name of the course)Number of Module: (Code)Lecturer: (Name and contact details)Year:Academic Year: (In which academic year the module is being taught)Semester:Hours of instruction: (The hours in which the module takes place)Number of Annual Hours & Credit Points (ECTS): (ECTS are based on the workloadstudents need in order to achieve expected learning outcomes).Prerequisites: (The academic prerequisites that students should complete before theirregistration to the module).Level: (The level of the module regarding the degree program: basic, obligatory, optional,advanced, seminar)Language of Instruction:Office hours: (days and hours when the lecturer and\or assistant are available at theoffice for the students)

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 73Module Description: Aims & Objectives (a statement of the teaching intention inthe module)Learning Outcomes: (statements of what student is expected to know, understandand\ or be able to demonstrate after complete the process of learning of the module)On successful completion of the course, the student should be able to:Module Layout & Schedule (the content and structure of the module including detailedsubjects, and their order).Teaching Methods: (the methods of instruction in the module and any other arrangementregarding teaching and learning activity)Assessment Methods: (how the students will be assessed in the module, includingdates of examination and due dates, Attendance regulation).Total Student Workload: (indicates the time students typically need to complete alllearning activities required such as lectures, seminars, projects, practical work, selfstudyand examinations)T:TP:PL:TI:* T: Theoretical Lectures; TP: Theoretical-practical Lectures; S: Seminars; TU: Tutorials;E: Placements; TO: Guidance Works; O: Other Works; TI: Independent Workand Assessment; h: Hours.Selected Bibliography / filmography: Arrange the items in alphabetic order accordingto the example:Book: author (surname + name), book title, publisher, place, dateArticle: author (surname + name), “article name” from: book title, publisher, place,date, page number.Film: Director (surname + name), film title, production, place, dateLast update:

74Guide of Good Practices TEMPUS CORINTHIAMAppendix 3_Guide for syllabi writingBACHELOR OF ARCHITECTURE PROGRAMBezalel Academy of Art & Design, JerusalemDirections for Formulating a Course Syllabus in the European Format– Bezalel Academy of Art & Design, JerusalemAs part of project Tempus at the Architecture Department and our efforts to establisha quality academic system at the Bezalel Academy, we enclose the directions for formulatinga syllabus for the Department’s courses in accordance with the Europeanformat.The following auxiliary materials are enclosed:1. Basic format for formulating a syllabus in the European format (Hebrew +English) + explanation of the items to be filled.2. A sample syllabus of a similar course from a European university and asample syllabus from a second-year course at the Department, formulated inthe context of the pre- pilot last year.3. Learning Outcomes Presentation (PDF)4. The following are some of the highlights regarding the new syllabus elements:a. Learning Outcomes‘Learning Outcomes’ is a specific statement of what the student should know or be capableof doing as a result of the learning process. Learning Outcomes may be specifiedfor a lecture, a course, a curricular unit, a curricular year or a complete programme.How to write Learning Outcome? See attached LO presentation.Directions for Formulating Learning OutcomesThe Learning Outcomes should be described clearly, in a few specific lines for eachcourse/semester (Note: it is recommended that the Learning Outcomes be broken

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 75down and formulated using a brief statement for each exercise or task assigned to thestudents or for each frontal lesson).The Learning Outcomes should be backed by a suitable examination method, so thatthe lecturer may verify that the student had actually acquired and assimilated theknowledge.b. ECTS (European Credit Transfer System)The European credit transfer points refer to the total work the student is required tocomplete during the course (refer to sub-paragraph c. below), in frontal lessons aswell as in practical tasks, group work, library research, preparation of reference lists,etc. This credit system constitutes a significant change of concept. Each ECTS pointequals 25 hours.Generally, it seems that the number of ECTS points is twice as high as the number ofcredit points currently in use at the Department, but adjustments will be required insome cases.In order to understand the complete picture, note the following comparison:Architecture Department Credit Points ECTS PointsBachelor’s degree (3 years) 120 at the Architecture Department 180 = (60 per year)Master’s degree (2 years) 30 at the History & Theory Department 120 = (60 per year)Total 150 300The calculation is based on 1 ECTS point = 25-30 hours.60 ECTS points per year = 1,500-1,800 hours per year.c. Student WorkloadThis parameter denotes the average time required by the student in order to completethe tasks assigned to him/her, according to the lecturer’s estimate (reading hours, preparinga seminar, working on a project over the course of a week, etc.).Please follow this format and comply with the various items.Contact: Noa Appel, Tempus project coordinator at the Architecture Department(appel_n@bezalel.ac.il) for any questions or clarifications.Thank you in advance for your cooperation

76Guide of Good Practices TEMPUS CORINTHIAMFig. 3.7

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 77

78Guide of Good Practices TEMPUS CORINTHIAMFig. 3.8 Appendix 4_Courses Credit Table*HoursECTS[if X2]עגמ תועש תיבב הדובע תועשCP/yearCreditPointsAcademichoursSem code Name of ModuleYear ofStudy100 4 842 3 AB 7203-1 Graphic Expression 1100 4 56 42 2 3 A 7130-1 Technology and Techniques 1 150 2 15 28 1 2 AB 7421-1Introduction to ArchitecturalTheories1300 12 190 110 6 6 A 7100-1 Introduction to Architecture A 127150 6 84 3 3 A 7103-1 Basic Design 1 1100 4 42 84 2 3 AB 7900-2 Drawing 1100 4 56 42 2 3 B 7129-1 Technology and Techniques 2 1300 12 190 110 6 6 B 7102-1 Introduction to Architecture B 1150 6 84 3 3 B 7131-2 Basic Design 2 1100 42 2 AB990050-1/3Introduction to Western Culture 1100 4 6 2 2 AB 110/ 2-4 Modern Art 1100 4 44 56 2 2 AB History of Architecture 11650 66 593 724 33 33 38 Total 11317 **

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 79HoursECTS[if X2]עגמ תועש תיבב הדובע תועשCP/yearCreditPointsAcademichoursSem code Name of ModuleYear ofStudy100 4 28 282 2 A 7300-1 Structural Engineering 1 2150 6 80 45 3 3 A 7133-1 Technology and Techniques 3 2300 12 190 110 6 6 A 7104-1 Introductory Studio C 2150 6 32 42 3 3 A 7134-1 Basic Design 3 2Intro.to Computer Aided Design-50 2 8 42 1 3 A 7127-1229Autocad100 4 28 28 2 2 B 7144-1 Structural Engineering 2 2150 6 82 43 3 3 B 7311-1 Technology and Techniques 4 2300 12 190 110 6 6 B 7125-1 Introductory Studio D 250 2 28 1 2 B 7416-1 The City History 2100 4 2 Foundation - Elective 2100 42 AB History of Art 2200 8 162 39 8 4 2 AB Pro-Seminar 2100 4 2 AB Modern Architecture 21850 74 800 515 37 37 Total 21315 **

80Guide of Good Practices TEMPUS CORINTHIAMHoursECTS[if X2]עגמ תועש תיבב הדובע תועשCP/yearCreditPointsAcademichoursSem code Name of ModuleYear ofStudy100 4 282 2 A 7135-0 Israeli Architecture 3200 8 44 5601-3 month ofwriting424 2 A 71081-0 Seminar - Eletive 3100 4 28 2 2 A 7304-1 Structural Engineering 3 3150 6 42 3 3 A 7199-1 Technology and Techniques 5 3300 12 196 112 31 6 10 A 7317-0 Studio A 350 2 42 1 3 A 7265-1Intro.to Computer Aided Design-Rhino150 6 84 84 3 3 B 7110-2 Technology and Techniques 6 33300 12 140 6 10 B 7310-0 Studio B 3100 4 2 Rav/Duo General Bezalel 3100 4 2 Rav/Duo General Bezalel 3200 84 Seminar [Eletive] H&T department 37150 6 3 Optional advanced classes 31900 76 324 574 38 38 Total 3898 **200 8 564 4 A 7167-1 Technology and Techniques 7 4100 4 56 28 2 2 A 7037-0 Therory course within the studio 4300 12 294 140 19 6 10 A Studio 4th 4300 12 210 154 6 10 B 7464-0 Studio 4th 450 2 1 Presntation course 4

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 81HoursECTS[if X2]עגמ תועש תיבב הדובע תועשCP/yearCreditPointsAcademichoursSem code Name of ModuleYear ofStudy250 105 AB Optional advanced classes 49200 8 4 AB Seminrar [Elective] 41400 56 560 378 28 28 Total 4100 4 24 28938 **2 2 B 74805-0Progress of Planning andConstruction300 12 140 14 6 10 A 7533-2 Studio5th year 55300 12 140 6 10 B 7533-2 Final Project 5700 28 24 308 14 14 Total 5332 **7500 300 4800 120 150 Total30History & Theory Unit Curricular ProgramGeneral Bezalel modules* This table was a tool and helped us to compare the current credit points system with what it would be if simply double the actual CP.

82Guide of Good Practices TEMPUS CORINTHIAMAcknowledgementsWe wish to thank all those who helped;Prof. Yaarah Bar-On – Deputy President for Academic Affairs, Bezalel Academy ofArts and Design, JerusalemArch. Yuval Yasky – Head of Department of Architecture, Bezalel Academy of Artsand Design, JerusalemLiat Ben-Harush – Head of Students Administration, Bezalel Academy of Arts andDesign, JerusalemThe steering committee: Arch. Liat Brix Etgar, Arch. Ori Schialom, Arch. DanielMintz, Arch. Ifat Finkelman, Arch. Sharon Rotbard, Arch. Erez Ella, Arch. Alon BenNun, Arch. Anat Almog.The students’ delegates: Inbal Heltzer (2nd year) Omer Franck (3rd year), NaamaAvishay (4th year), Omer Fener (5th year)The forum of head of Architecture schools; Dr. Arch. Eran Neuman, David AzrieliSchool of Architecture -Tel Aviv University, Prof. Arch. Yehuda Kalay- Faculty of Architecture–Technion, Arch. Irit Zeref Netanyahu- Department of Architecture -WIZOHaifa, Arch. Beni Reuven Levy- School of Architecture - Ariel University Center,Prof. Arch. Baruch Baruch- Israel Association of United Architects, Prof. Arch. ZeevDruckman- MUrbDes graduate programme Bezalel Academy of Arts and Design, Jerusalem,Prof. Arch. Zvi Efrat- Bezalel Academy of Arts and Design, Jerusalem.The Department of Architecture administration: Sarah Cohen and Elinor DrexlerAll the faculty members and students who took part in the project.ReferencesChyutin, B., Gelick, M., Kalay, Y., Leatherbarrow, P., Margaleth, M., Maver, T., TheDepartment of Architecture, Bezalel Academy of Art & Design, Jerusalem,Evaluation Report, November 2009. Available at:http://www.che.org.il/template/default_e.aspx?PageId=322Technion. Available at:http://architecture.technion.ac.il/Tel-Aviv University. Available at:http://arts.tau.ac.il/departments/index.php/lang-en/architecture/home

Chapter 4Implementation of the Tempus-Project PilotEcts at IDC HerzliyaThe Interdisciplinary Center HerzliyaERIC ZIMMERMANIntroductionThis chapter summarises IDC Herzliya’s experience as part of the TEMPUS-CORIN-THIAM project to implement the ECTS into our curriculum. We initially chose theNew School of Psychology because of their successful English-language programme,pro-active dean and cooperative faculty.Academic Programmes:The academic curricular system at IDC Herzliya consists of two curricular categories:• Bachelor’s degree programmes (3 and 4 years)• Master’s degree programmes (1-2 years)Bachelor’s Degree Programmes:The Bachelor’s degree programmes at IDC Herzliya are 3 years in all schools, exceptfor the LLB programme in Law, which takes 4 years to complete.IDC Herzliya is comprised of 8 academic Schools:Radzyner School of LawArison School of BusinessEfi Arazi School of Computer ScienceLauder School of Government, Diplomacy, and StrategySammy Ofer School of CommunicationsSchool of Psychology

84Guide of Good Practices TEMPUS CORINTHIAMSchool of EconomicsSchool of Sustainability founded by Israel Corp., ICL and ORLIDC does not currently offer any PhD ProgrammesThe Raphael Recanati International School provides full-degree English languageacademic programmes:MA & MBA Programmes in English:MA In GovernmentGlobal MBAOrganisational BehaviourBA Programmes in EnglishBusiness AdministrationGovernmentCommunicationsPsychologyIDC does not currently offer any PhD Programmes.The IDC Credit System:The existing credit points system is determined by hours of frontal teaching. Eachcourse is worth between 2-7 credits. A 2-credit course meets 90 minutes per week andruns for 13 weeks. The exact number of hours is decided by the dean and authorisedby the Council for Higher Education in Israel. ECTS is a completely different calculationwhich evaluates how the student is required to take a course, including hours offrontal teaching, practice, writing papers, studying for exams at home, and test executionhours.The Pilot Project in the School of PsychologyAs part of the TEMPUS-PROJECT at The Interdisciplinary Center (IDC) Herzliya, apilot project on the implementation of the ECTS was conducted in the internationalpsychology BA programme. We chose the School of Psychology because we knew itwould be the easiest in terms of faculty collaboration. We did this because the maindifficulty, as noted from the universities in Europe during the summer workshop heldin Ireland, was faculty collaboration in terms of the change in syllabi, ECTS conversion,and Learning Outcomes.The Undergraduate Programme in the School of PsychologyThe School of Psychology at IDC Herzliya was launched in the 2007-2008 AcademicYear in accordance with the Council for Higher Education in Israel. The undergradu-

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 85ate programme leading to a BA in psychology consists of 125 credits. The programmeis designed to be completed over a period of three years, or six semesters (consistentwith the ECTS system). In addition to their psychology studies, which consist of 101credits, students are expected to complete a minor consisting of 16 credits in a complementaryarea (Business Administration, Communication, Government, or SocialThinking) to be taken mostly during the third year of studies. Moreover, studentstake eight credits worth of general electives during the programme. The interdisciplinarynature of the curriculum – with an emphasis on the interface of psychologywith communication, politics, business, economics, law, health, and education, createsexposure to innovative fields of study and research in psychology during the B.A.degree. The curriculum is intended to put emphasis on both psychology as a scienceand as a profession, while providing students the opportunity to conduct independentpsychological research and offering them basic professional experience in clinical,educational, health, and business settings.Accreditation & The ProfessionBachelor’s degree programmes in Israel focus solely on the degree of study, as opposedto the American Bachelor’s degree which includes a wide range of courses. Oneis required to hold a Masters degree in Psychology in order to register as a practicingpsychologist.The requirement for a BA degree in Humanities, Education, and Social Sciences is aminimum of 120 credits, or 120 semester hours (6 semesters).The SyllabusAt present, lecturers at IDC Herzliya are preparing their own syllabi, without bindingguidelines. Currently, there is a list of recommended categories for use in syllabusdevelopment which has been published by the Office of the Provost. As part of theproject’s conclusions, we have decided to apply a uniform syllabus to courses at IDCHerzliya. In the coming months, we will begin implementation of the syllabi on thecourse websites.

86Guide of Good Practices TEMPUS CORINTHIAMFig. 4.1The Work ProcessThe below bullets succinctly list the order in which the pilot was conducted.Fig. 4.2

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 87Requirements from Faculty:• Little investment of time and effort• Format conversion by administrative team• Administrative team accompanying ECTS and LO drafting• Collaboration only with Faculty staffWe did not require:• Long training process• To alter the syllabus content• To apply the new format – in parallelDifficulties:• Small department: no replacement for uncooperative lecturers• Lecturer’s cooperation: worked voluntarily• Manpower allocation• Administrative leading rather than academic leadingWhat went wrong?• Setting expectations: from the beginning of the pilot we aimed to apply to 20modules only, which allow very little room to manoeuvre when dealing withuncooperative lecturers.• Cooperation from lecturers is not always easy in regards to ECTS andlearning outcomes training. This required a lot of energy, time and flexibilityfrom the project coordinators which they were not always willing to give.• The lecturers were required to invest their time in the project, even when itprovided no personal benefit which sometimes made it difficult to get themto do the work.• Manpower allocation: the need to hire and train administrative workforce, tobe devoted to the task, was unclear in the beginning. The original idea wasto use existing personnel to deal with the extra assignments. It took a fewmonths to realise the need to devote a person specifically to the task.What have we learned from the pilot project?• IDC, and similarly our partner institutions, cannot implement the ECTSalone, since we are committed to The Israeli Credit Points system. Therefore,

88Guide of Good Practices TEMPUS CORINTHIAMimplementing ECTS is not one of the top priorities at the IDC. That said werealise we must be in a position to provide ECTS-compliant transcripts tostudents.• We have become acquainted with the European method regarding LLL andhigher education.• We were exposed to:o Key elements in the Bologna process.o The way of thinking, which places the student at the centre of the learningprocess, focuses on the student’s actions, workload and learningproducts.o The European terms regarding higher education, like ECTS, WorkLoad and Learning Outcomes.• We have learned:o How to calculate the ECTS.o How to write Learning Outcomeso How to write a form of syllabus, which contains all the important detailsthat are necessary for the students.IDC Herzliya: specific conclusions:• The process required training of lecturers, changes in attitude and willingnessof teachers to invest time and work. We learned how to approach these issues,how to achieve collaboration and to minimise the lack of cooperation.• Understanding the importance of a uniform syllabus: students receive manydifferent versions of syllabi. It is difficult for them to find specific informationthis way and sometimes information is missing. Some students are not awareof the ethical and behavioural expectations of their specific lecturer, whichcan lead to conflict.• The IDC aims to introduce a uniform syllabus format, to some extent based onthe format we learned during the TEMPUS pilot project, while maintainingthe academic freedom of lecturers. Uniformity will relate mainly to technical,ethical or behavioural issues, to the order of items in the syllabus and thelevel of detailing, rather than to academic affairs.What will help us in the long term even if we do not adopt ECTS?• Long term, the IDC will be assisted by knowledge gained – regarding howto write and use the Learning Outcomes. There is a growing tendency to usethis method in Israel in order to define the learning goals.• ECTS conversion: will facilitate our students/graduates when applying toEuropean higher education institutions.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 89• How to manage a TEMPUS/EU pilot – the organisational aspects; scheduling,assigning and training personnel for the task; presenting the subject insideand outside of the organization; contacting external partners and managingcollaborations; decision-making in the partner’s group etc.What Have We Learned?• Key elements in the Bologna process: ECTS, Diploma Supplement andLearning Outcomes• Students are at the centre of the learning process• How to write and use Learning Outcomes; and how to train lecturers to writeand implement Learning Outcomes, and why they are an important aspect ofthe quality assurance process.• How to develop a fully detailed syllabus• How to calculate ECTS, and how to convert the Israeli Credit Points Systemto the ECTS credit system.• Close cooperation with other HEIs in Israel is very beneficial to ourunderstanding of common issues.Conclusions• Regarding implementation of the ECTS credit point system and learningoutcomes, it is important that higher academic management be involved infuture pilots.• The importance of a uniform syllabus. This will be implemented during thenext academic year (2012-2013).• IDC Herzliya’s credit system should include an ECTS credit conversionmechanism• A Diploma Supplement should be adopted; it is a very useful added-benefitdocument for graduates.

Chapter 5Implementation of Ects and DS in the HebrewUniversity - Outcomes and Conclusions from aPilot Study at a faculty levelTATIANA GORNOSTAEVAARON PALMONContextThe 1999 Bologna Declaration established a common platform aimed at integratingand standardising the higher education curriculum and improving students’ mobilitybetween institutions. Based on the Bologna Process guidance, in 2011 the HebrewUniversity began an investigation into the goodness of fit of this programme at afaculty level in the Faculty of Dental Medicine. This was among the first attempts toimplement Bologna Programme in Israel, and first in the field of medical professions.ObjectivesThe goals of this study were to (I) establish a faculty complete book of modules forB.Med.Sc, D.M.D and MSc, a Diploma supplement for each degree and an interactiveinternet web site. (II) To assess the level of satisfaction of lecturers and students fromthe implementation procedures.MethodsA procedure consisting of management-oriented phases and executive-oriented phaseshas been established to promote the process of implementation. Questionnaireswere given out in order to assess the level of satisfaction of lecturers and studentsfrom the end product of the implementation procedures.

92Guide of Good Practices TEMPUS CORINTHIAMResultsOne hundred and twenty syllabi were collected for three academic degrees and presentedas an ECTS book of modules and also as an internet interactive website. Afterwards,a Diploma Supplement for each degree was prepared. The results of thelecturers’ questionnaires showed that they were content with the procedure and theprogramme as a whole, and predicted that its implementation would be beneficial forthe students and faculty. The results of the students’ questionnaires showed that theypreferred the new syllabus format, written according to Bologna Process guidelines,and that they believed its implementation within the faculty would be advantageousfor them within the university and for enhancing their future professional mobility.SummaryThe Bologna guidelines suggest an alternative system for presenting academic programmesin the Israeli environment which seems to be accepted as beneficial by bothlecturers and students.IntroductionIn June 1999, in Bologna, Italy, ministers of education from 29 European countrieslaunched a programme designed to create a common European learning environmentby 2010 (Kennedy, Hyland and Ryan, 2008). This programme was called the ‘BolognaProcess’, and according to their plan, achieving this goal would be based on theadjustment of local study curriculums into a uniform model.To meet the objectives of the Bologna program, it was necessary to create a convenientand easy system that will allow the comparison of degrees (Rauhvargers, 2004),encourage academic mobility and cooperation for quality assurance and creditationmethods of the various modules. Several tools have been developed for these purposes(Cumming A. et al., 2008) such as ECTS, Learning Outcomes and DiplomaSupplement (Patricio M. et al., 2010; Sanz M., 2003). The programme was successfullyimplemented in various European academic institutions during the last decade(Bologna Process Implementation Report, 2012). However, its integration with curriculaof medical professions appeared to give rise to difficulties, especially in relationto switching over to the two-cycle structure (Bologna Process Implementation Report,2012; Onur et al., 2005).As part of Tempus project, the Hebrew University management decided to examinethe goodness of fit of this programme at a faculty level. This was driven both by thewish for better organisation of academic modules and to enhance influx and outflowstudent mobility with the European Union countries. Consequently, in January 2011,

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 93we began the procedure of implementing the Bologna programme in the Hebrew UniversityFaculty of Dental Medicine. Another goal of this work was to examine the expectationsand levels of satisfaction of lecturers and students of the Bologna outcomesafter experiencing the process itself.In this work we describe the administrative procedures involved in implementingECTS and DS at a faculty level, the outcomes of this procedure and examine its acceptanceby the students and lecturers of the Faculty of Dental Medicine.ןולימםצע םשdoubtsupplierquestionpurveyorcatererdilemmadistributorsufficiencyabundancepossibilityםשה ראותsatisfactoryenoughBottom of FormMethodsA procedure consisting of three main parts was formed to adjust the former academicprogramme to the requirements of the Bologna process and its evaluation: Part I includedmanagement-oriented phases, in which administrative approvals in the facultyand on a university level are accepted. Part 2 included executive-oriented phases,for example the preparation of syllabi templates, explanations about writing the newsyllabus, submission of the material to lecturers, individual guidance of lecturers ifnecessary, revisions, editing a module-book and editing a diploma supplement. Part 3included an evaluation step that began after collecting the newly edited syllabi from

94Guide of Good Practices TEMPUS CORINTHIAMthe lecturers. The lecturers were asked to complete a questionnaire, in which they hadto express their agreement with 10 statements, related to their satisfaction with theguidance they received, their feelings and expectations from the programme, and thebenefits they thought the students and faculty experience as a result of the programme.The lecturers completed a questionnaire with a modified Likert scale 1 (complete disagreement)to 4 (complete agreement). In addition, a two-part questionnaire was givento the students: in the first part, two syllabi of the same module were presented to students,the first written in the current format and the other in the Bologna ProgrammeFormat. The students were asked whether they agreed with eight statements concerningthe extent of their understanding of the module and their expectations of themodule, for each syllabus separately. The second part contained general questionsabout focal issues in the Bologna programme e.g. mobility of students between academicinstitutions and standardisation of academic knowledge. The students did notreceive explanations about the Bologna Process at any stage of the survey.Statistical analysisForty-two students and 32 lecturers responded to the questionnaires. Averages werecalculated for the answers to questionnaires and to the response times of the lecturers.p

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 95Lecturers’ questionnaires resultsThirty-two lecturers responded to the questionnaires. Average syllabus preparationtime was 2.01 ± 3.05 hours, as reported by lecturers. Questionnaires revealed that94% of lecturers agreed or fully agreed that the guidelines and examples they receivedwith the syllabus’ template were clear and helpful when writing the syllabus, and 87%of them agreed or fully agreed that writing the syllabus according to the tempus project’sguidelines took them a reasonable time.About 35% of lecturers agreed or totally agreed that after writing the syllabus they feltmore committed to teach the module material as it appears in the syllabus, comparedto the old syllabus (Figure 1A) and half of them agreed or totally agreed that after editingthe new syllabus they re-evaluated the relevance of some of the module contentto the programme (Figure 1B). Eighty-seven per cent of lecturers agreed or totallyagreed that successful implementation of the project will increase the prestige of thefaculty in the long run (Figure 1C) and 80% agreed or totally agreed that the processas a whole is an important and useful one (Figure 1D).Approximately 90% of lecturers agreed or totally agreed that the success of the Bolognaproject within the faculty will be advantageous for the students that will try applyingfor internship or post-doctoral programmes in Europe (Figure 2A), and nearly80% of them agreed or totally agreed that the success of the programme will give anadvantage to students who wish to work in Europe (Figure 2B). In contrast, only 43%of lecturers agreed or totally agreed that the programme will attract students fromEuropean countries to the faculty (Figure 2C).Fifty-six per cent of lecturers agreed or totally agreed that students will have a betterunderstanding of what is expected of them during the module by reading the new syllabus,compared to the old one (Figure 2D).Student questionnaire resultsForty-two students responded to questionnaires. Students were asked to answer a twopartquestionnaire: in the first part they were asked to express their agreement withvarious statements related to their understanding of two syllabi of the same modulewhen written in an old format or according to Bologna guidelines (figure 3). In thesecond part the students were presented with general statements about the importancethat they attribute to adjustments of the syllabus to European standards, and abouttheir desire to study and work abroad (figures 4).Regarding the old syllabi, 24%-45% of the students reported agreement or total agreementwith statements that they can properly understand the content, requirementsand objectives of the module (figure 3(A-C)). However, regarding the new syllabus,between 95% - 97.5% of students reported agreement or total agreement with thesestatements.

96Guide of Good Practices TEMPUS CORINTHIAMForty-five per cent of the students agreed or totally agreed that they can understandwhat the knowledge and tools they are supposed to derive from the moduleby reading the old syllabus, but about 95% of them agreed or totally agreed withthis statement after reading the new syllabus (figure 3D). Approximately 64% ofstudents agreed or totally agreed that the information appears in the old syllabus isrelevant to them, compared to 100% agreement regarding the information in the newsyllabus (figure 3E).About 81% of students agreed or totally agreed that important information about themodule is missing from the old syllabus, while only 5% of them agreed with thisclaim regarding the new syllabus, and none of them expressed total agreement withthis statement (figure 3F). Twenty-seven per cent of students agreed or totally agreedthat they know what to expect from the module, from reading the old syllabus, on theother hand, approximately 97.5% of them agreed or totally agreed with this statement,regarding the new syllabus (figure 3G).When asked regarding teacher attitude as it was reflected from the syllabus, 43% ofthe students agreed or totally agreed that the lecturer ‘took them seriously’ when writingthe syllabus. In contrast, approximately 97.5% of students agreed or totally agreedwith this statement following the reading of the new syllabus (figure 3H).As for the students comments about the importance that they attribute to the Bolognaprocess we found that students of all academic tracks agreed with the various statementsin this section of the questionnaire. Most students were interested, to somelevel, in experiencing study or work abroad (figures 4A and 4B, respectively). Inaddition, students attributed importance to adjusting the structure of curricula andsyllabi to European standards and to the translation of syllabi into English (figures 4Cand 4D, respectively). Generally, students preferred the syllabi to be presented in themodule book according to Bologna standards.DiscussionThis work summarises the process of a pilot implementation of the Bologna programmein the Hebrew University Faculty of Dental Medicine. It should be noted thatthe Bologna programme dictates the provision of an undergraduate degree after threeto four years of study and a master’s degree after two additional years. The study towardsa DMD degree in the Faculty of Dentistry in Hebrew University is divided intotwo degrees of three years each. Although the scope of the studies is cumulativelycompatible with the Bologna programme requirements, its distribution is different.In addition, compared to other places in the world, and particularly in Europe, it seemsthat despite its advantages, implementation of the Bologna programme in medicaleducation institutions is fraught with difficulties. Until 2005, only 14 out of 620 works

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 97on the Bologna process were relevant to the medical professions (Onur et al., 2005),and in 2005 only 7 out of 41 countries that are signed up to the Bologna agreement beganimplementation in medical schools (Onur et al., 2005). The main problem relatedto medical professions is switching over to the two-cycle structure. Many considerthis transition as regression, because it returns to the traditional separation betweenbasic science studies and clinical studies. Representatives of European medical student’sorganisations claim that switching to the two-cycle structure will prevent anearly integration of basic and clinical studies that is necessary for training better doctors.Furthermore, a recent report (Bologna Process Implementation Report, 2012)has shown that while the introduction of the three-cycle structure in most institutionsand programmes has been one of the most significant achievements of the process,there are still programmes outside the Bologna structure in all countries. This mostoften applies to studies related to regulated professions (e.g. medicine, dentistry, pharmacyand architecture).Adjusting the timeframes of medical-profession degrees to Bologna requirementsholds problematic issues, but the results of this study showed that implementationof the programme without such adjustments also has benefits for students and for theacademic system.In addition, previous works reported difficulty in locating personnel within the universitieswho are familiar with the process and can help in adapting it to the educationprogrammes of medical professions (Patricio et al., 2008). Results of the first partof this work indicated that a top down approach administrative procedure allowedsystemic change at a faculty level (even in medical professions); when administrative,pedagogical and academic factors within the faculty and general managementparticipate in it.Our study emphasised the importance of the process implementation procedure: first,the initiative for change has been raised and substantiated by the Rector, the generalacademic director of the university. Such high-level of support reinforced the entireprogramme, and in our opinion, helped to raise awareness of the faculty staff to theprogramme. Given that awareness, it was easy to work with the lecturers in good cooperation.This collaboration was a major cause for efficiency, where most of the lecturersprepared the syllabi according to the new requirements in less than two months.The questionnaires revealed that the time needed to actually write the syllabus wasabout three hours on average. Almost 90% of lecturers also reported that they thoughtthis a reasonable time needed to prepare the syllabus. The short working time neededto write the syllabus can be also attributed to the satisfaction from the guidance theyreceived, as was reported by a vast majority of them. Preparation of the guidanceprogramme was one of the executive phases of the implementation procedure of theprocess.

98Guide of Good Practices TEMPUS CORINTHIAMQuestionnaire results indicated that after writing the syllabus in the new format, somelecturers had changed their perceptions of and attitudes towards the learning material.More than a third of the lecturers reported feeling a greater commitment to teachingthe material following writing the new syllabus, and more than half reported that theyhad reconsidered the relevance of specific module material to the programme study.These results contradicted previous works which argued that the changes were ostensibleonly (Veiga et al., 2009).The results were consistent with the goals of the Bologna Process, including increasingtransparency and commitment of the academic system to the student’s education(Nistoreanu, 2010). Built-in transparency in the new format syllabi may be the reasonlecturers felt a greater commitment to the syllabus content and module structure ingeneral. (Keeling, 2006)Another goal of the Bologna Programme is to improve mobility between academicinstitutions (Cardoso, 2007; Kehm et al. 2006). Questionaries’ answers showed thatmost lecturers expected a “unidirectional” flow of students from Israeli institutionsto Europe after implementation of the Bologna Process. About 90% of lecturers expectedan advantage for students who wish to continue studying in Europe, and 80%expected an advantage for those who wished to work there. However, only 43% ofthem had agreed with the statement that implementing the programme within the facultywould attract students from Europe to Israel. Lecturers may believe that languageand objective environment difficulties (for example the security situation in Israel)would lessen the attractiveness of the faculty to students from Europe.In conclusion, it seemed that most lecturers had a positive view of the programmeimplementation in the faculty. Eighty-seven per cent of them anticipated that the programmewill increase the international prestige of the faculty, and about 80% agreedthat Bologna process implementation is an important academic process. Such a broadconsensus of teaching and research staff in the faculty can indicate the effectivenessand importance of the process. These results were consistent with previous studies,which showed that the transition to the Bologna programme contributed to the attractivenessof the Faculty (Karseth, 2006).The students were requested to answer questions related to their feelings after readingthe new syllabus compared to the old one. Over 95% of the students felt they had aclear understanding of the new syllabus in terms of content, objectives and requirements.These results were significantly higher than those obtained for the old syllabus,and thus reinforced the importance of compiling syllabi in the new format. In addition,the results contradicted predictions of about half the lecturers, which anticipatedthe format change would have no positive effect on the students’ understanding ofthe syllabus. The students responded similarly to statements concerning the degree ofunderstanding of the knowledge and tools they were supposed to acquire during themodule. They expressed preference for the new syllabus in terms of relevancy of the

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 99information it contained compared to the old syllabus, and on the other hand claimedthat the old syllabus was missing important information about the module content.Moreover, the students claimed that they know what can be expected from the moduleby reading the new syllabus, while most of them claimed that it is impossible tounderstand that from the old syllabus.These results indicated that the new format serves its purpose in terms of presentingto the students a complete picture about the module content, requirements, learningoutcomes and skills they are supposed to attain. It can be further inferred that thestudents considered the clear, detailed format of the new syllabus to express greaterappreciation and seriousness by the lecturers toward them.Other questions in the questionnaire examined the relevance of some of the goals ofthe Bologna project for the medical and research students (Patricio et al., 2010; Sanz,2003). Most students expressed a particular desire to experience advanced studies orwork in Europe, and probably because of this, realised the importance of adapting thecurriculum accepted in Europe and in translating the syllabi into English. It should benoted that the students received only a general explanation about the programme andits implications, yet their responses indicated that the goals are coherent with their desireto remove restrictions on academic mobility and to increase openness and transparencyin the academic system. Finally, most students expressed their desire that allsyllabi in the Faculty will appear in the Bologna format. Analysis of the student questionnaireresults showed that the changes that will take place within the framework ofthe Bologna Process will match the intentions of the majority of students both in termsof academic structure and in terms of future professional benefit. These results wereconsistent with results of surveys carried out in other European academic institutions(16). Hence, and according to lecturers’ estimates that the implementation of BolognaProcess would increase the prestige of the faculty in the long run, it can be expectedthat the implementation of the programme in the faculty will attract new students.Based on the successful implementation of Bologna Process technically and its highlevel of appreciation by both lecturers and students it seems beneficial to continuewith this process in other faculties within the Hebrew University.

100Guide of Good Practices TEMPUS CORINTHIAMFigure 5.1: Lecturers’ answers to questions regarding the changes in the way they felt aboutthe curriculum following writing the syllabi according to Bologna Process requirements, andthe general importance they attributed to the process.Figure 5.1:A31.25%3.13%25.00%40.63%totally disagreepartially disagreepartially agreetotally agreeB15.63%34.38%18.75%31.25%totally disagreepartially disagreepartially agreetotally agreeCD26.67%0%13.33%totally disagreepartially disagreepartially agreetotally agree36.67%0%20.00%totally disagreepartially disagreepartially agreetotally agree60.00%43.33%A. Lecturers’ response to the statement: “Following writing the syllabus according to the Bologna processguidelines, I feel more committed to teach the module material as it appears in the new syllabus, comparingthe old syllabus”. B. Lecturers’ response to the statement: “Following writing the syllabus accordingto the Bologna Process guidelines I have re-evaluated the relevance of some of the module content to theprogram”. C. Lecturers’ response to the statement: “I think that the successful implementation of the projectwill increase the prestige of the faculty in a long run”. D. Lecturers’ response to the statement: “I think thatthe Project as a whole is an important and helpful academic process”Figure 5.2: Lecturers’ answers to questions regarding the future benefits for the students followingimplementation of Bologna Process in the faculty.Figure 5.2:A28.6%0% 10.7%totally disagreeB27.59%0%20.69%totally disagreepartially disagreepartially disagreepartially agreepartially agreetotally agreetotally agree60.7%51.72%C32.14%10.71%7.14%totally disagreeD12.50%12.50%totally disagreepartially disagreepartially disagreepartially agreepartially agree50.00%totally agree43.75%31.25%totally agree

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 101A. Lecturers’ response to the statement: “I think the success of the Bologna Process will be advantageousfor the students that will try applying for internship or post-doctoral programmes in Europe”. B. Lecturers’response to the statement: “I think the success of the Bologna Process will give an advantage for thestudents who wish to work in Europe”. C. Lecturers’ response to the statement: “I think the success of theBologna Process will attract students from European countries to the faculty”. D. Lecturers’ response tothe statement: “I think that the students will have better understanding of what they are expected to achieveduring the module after reading the syllabus in the new format”.Figure 5.3: Students’ responses to the 1st part of the questionnaire (comparison between oldand new syllabus).Figure 5.3:Aold syllabusnew syllabusBold syllabusnew syllabus80%70%60%50%40%30%20%10%0%totallydisagreepartiallydisagreepartiallyagreetotallyagree80%70%60%50%40%30%20%10%0%totallydisagreepartiallydisagreepartiallyagreetotallyagreeCold syllabusnew syllabusDold syllabusnew syllabus80%70%60%50%40%30%20%10%0%totallydisagreepartiallydisagreepartiallyagreetotallyagree80%70%60%50%40%30%20%10%0%totallydisagreepartiallydisagreepartiallyagreetotallyagreeEold syllabusnew syllabusFold syllabusnew syllabus80%70%60%50%40%30%20%10%0%totallydisagreepartiallydisagreepartiallyagreetotallyagree80%70%60%50%40%30%20%10%0%totallydisagreepartiallydisagreepartiallyagreetotallyagreeGold syllabusnew syllabusHold syllabusnew syllabus80%70%60%50%40%30%20%10%0%totallydisagreepartiallydisagreepartiallyagreetotallyagree80%70%60%50%40%30%20%10%0%totallydisagreepartiallydisagreepartiallyagreetotallyagree

102Guide of Good Practices TEMPUS CORINTHIAMA. Students’ response to the statement: “ I feel I have a good understanding of module content”. B. Students’response to the statement: “I feel I have a good understanding of module requirements”. C. Students’response to the statement: “I feel I have a good understanding of the module aims”. D. Students’ responseto the statement: “I can understand from the syllabus which tools and knowledge the module should giveme”. E. Students’ response to the statement: “I feel that the syllabus gives me relevant information aboutthe module”. F. Students’ response to the statement: “I think the syllabus lacks some important informationregarding the module”. G. Students’ response to the statement: “I think I know what to expect from thecourse after reading the syllabus”. H. Students’ response to the statement: “I feel I was taken “seriously” bythe teacher while writing the syllabus”.Figure 5.4: Students’ responses to the 2nd part of the questionnaire (general questions about focalissues in the Bologna program).Figure 5.4:AB54,76%11,91%9,52%totally disagree52,38%14,29%11,91%totally disagreepartially disagreepartially disagreepartially agreepartially agree23,81%totally agree21,43%totally agreeCD50%0%16,67%50%4,76%14,29%totally disagreetotally disagreepartially disagreepartially disagreepartially agreepartially agree33,33%totally agree30,95%totally agreeA. Students’ response to the statement: “I would like to experience in the future a specialisation or continuingeducation programme in the EU”. B. Students’ response to the statement: “I would like to experience infuture working as a dentist or researcher in the EU”. C. Students’ response to the statement: “I think it is importantthat the syllabi in our faculty are formatted according to the EU standards”. D. Students’ response tothe statement: “It is important that the syllabi and the educational programmes are translated into English”.AcknowledgementThis research was supported by Tempus– CORINTHIAM (TEMPUS-PROJECT N.159186-2009-1-BE-SMGR).

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 103ReferencesCardoso AR., Portela M., Sa’ C., Alexandre F.(2007). Demand for higher educationprograms: the impact of the Bologna process. CESifo Economic Studies 54:229–247Cumming A., Ross M. (2007). The Tuning Project for Medicine – learning outcomesfor undergraduate medical education in Europe. Medical Teacher 29: 636–641The European Higher Education Area in 2012: Bologna Process Implementation Report.Available at: http://eacea.ec.europa.eu/education/eurydiceKarseth B. (2006). Curriculum Restructuring in Higher Education after the Bolognaprocess: A new pedagogic regime? Revista Española de Educación Comparada.12: 255-284Keeling R. (2006). The Bologna Process and the Lisbon Research Agenda: the EuropeanCommission’s expanding role in higher education discourse. EuropeanJournal of Education 42(2): 203–223Kehm BM., Teichler U. (2006). Which direction for bachelor and master programmes?A stocktaking of the Bologna process. Tertiary Education and Management12(4): 269-282Kennedy, D. et al. (2007). Writing and using learning outcomes: A practical guide.University College CorkMechtenberg, L. et al. (2006) The Bologna Process: How student mobility affectsmulti–cultural skills and educational quality. SFB 649 Discussion PaperNistoreanu BG., Hornoiu RI., Nistoreanu P. (2010). The Adjustment of PerspectiveAmong Students Regarding Protection of Educational Services’ Consumer.Amfiteatru Economic 12(28): 348-359Onur O., Westbye HJ., Kovac K. (2005). The Bologna Declaration and Medical Education.A Policy Statement from the Medical Students of Europe. MedicalTeacher 27 (1): 83–85Patricio, M., Den-Engelsen C., TsengS D., Cate OT. (2008). Implementation of theBologna two-cycle system in medical education: Where do we stand in 2007?– Results of an AMEE-MEDINE survey. Medical Teacher 30: 597–605Patricio, M., Harden RM. (2010). The Bologna Process – A global vision for the futureof medical education. Medical Teacher 32: 305–315Rauhvargers, A. (2004) Improving the Recognition of Qualifications in the Frameworkof the Bologna Process. European Journal of Education 39 (3): 331–347Sanz, M. Dental Education and the Bologna Process. (2003). European Journal ofDental education 7:43-146

104Guide of Good Practices TEMPUS CORINTHIAMThe Education, Audiovisual and Culture Executive Agency. The European Higher EducationArea in 2012: Bologna Process Implementation Report. This documentis also available on the Internet: http://eacea.ec.europa.eu/education/eurydice2012; doi:10.2797/81203Veiga, A., Amarel A. (2009). Survey on the implementation of the Bologna process inPortugal. Higher Education 57(1): 57-69

Chapter 6A View From PalestineYOUSEF NAJAJREHNIMER ABUZAHRAANNE BODDINGTONCORINTHIAM visit to Hebron.Photo: Anne Boddington

106Guide of Good Practices TEMPUS CORINTHIAMThis section of the handbook includes a report and a number of perspectives fromPalestine as presented both by Al Quds and Hebron Universities as the Palestinianpartners in the CORINTHIAM project and through the visits and discussions heldduring the workshop visits and experiences from the project meetings in Brighton,and from the workshops and reflective discussions held in Palestine as part of a visit toboth universities (October 2012) by Professor Anne Boddington from the Universityof Brighton.In hindsight and as may have been expected, the experiences of Palestinian partnersin the CORINTHIAM project were significantly different to those of our Israeli colleaguesand posed a number of different challenges for both the universities involvedand to those academics contemplating the establishment of an international officeand an engagement with the Bologna process and its implementation. These challengesare not only the internal and academic challenges of establishing an internationaloffice, operationalizing Bologna, ECTS, Quality Assurance and internationaltransformations or the impact these changes may have on their internal structures, butthe much wider political and economic issues that have served to limit mobility andthe freedom of academic partnerships enjoyed by the majority of the signatories toBologna. These cannot be underestimated and should be explored in more detail withreference to the impact that such conditions are having on the academic communityand culture in Palestine.ContextSince the initial face-to-face kick-off meeting when the European project partnersvisited Hebron University as part of their introduction to the project, there have beenrelatively few visits or opportunities for the Palestinian universities to engage as fullyin the workshop programme and to subsequently implement in full, the CORINTHI-AM propositions as originally described. Despite this, the project has clearly providedsignificant insights, learning and an enhanced perspective as to the challenges theseeducational institutions face. European project partners have made concerted effortsto engage and work with Palestinian colleagues whether through Palestinian visits toEurope, or visiting Palestine in order to share our collective knowledge and understandingof the circumstances and the real and perceived barriers to engagement andto the broader questions of internationalisation and academic mobility.This chapter therefore provides an overview of experiences as opposed to the specificsof the implementation of ECTS in an attempt to capture the learning and experiencesof CORINTHIAM and to identify more precisely the challenges and the questionsfaced.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 107Palestinian PartnersThe CORINTHIAM project included two Palestinian partner universities: Al Quds(Jerusalem) University in East Jerusalem and Hebron University in the City of Hebron.Both universities have ambitious missions to shape the higher education landscapeof Palestine and to address the broader proposition: internationalisation both ‘athome’ and overseas, despite the very real and practical challenges of mobility and ofmanaging access, visas and transit across borders, in order to travel internationally.The project objectives for CORINTHIAM outlined below need to be read and understoodin the light of broader political and economic circumstances. The key objectivesincluded:• The development of a strategy for internationalisation and the establishmentof a university office responsible for internationalisation both overseas andat home, that is also responsible for quality assurance and for the managingof credit exchange and of ECTS.• The development of key staff expertise and specialists in understandingthe EHEA including the management of EU projects, a knowledge andunderstanding of the implementation of ECTS, the Diploma Supplement andother instruments that facilitate mobility, student and faculty exchange andjoint ventures between the European Union and the Middle East region. Thisincluded opportunities for two-week internships across the European partnernetwork to enhance learning and expertise.• The introduction of quality mechanisms that are specific to the process ofinternationalisation and that support and extend the services offered by thenewly created Central Offices for International Relations.• The implementation of a series of pilot projects on ECTS so as to explore andembed these experiences within each partner university.• Dissemination of the findings and results to third parties across the MiddleEast region through websites, handbooks and events and the establishmentof Middle Eastern forums for future developmentThe experiences of the CORINTHIAM implementation in Palestine have been heavilyimpacted for different reasons by changing personnel at Al Quds and by the pressuresof the political and financial circumstances and contexts of Hebron and Al Qudsuniversities during the period.However there are a number of successes to report and these include the establishmentof strategic international offices in both universities and a clear acknowledgement andcommitment to these as a vital element of the university’s infrastructure if internationalisationis to be managed effectively both for incoming students and those wishingto undertake study abroad periods during their undergraduate degree. It is also vital

108Guide of Good Practices TEMPUS CORINTHIAMfor the long-term sustainability and survival of the Palestinian academic communitythat these opportunities are supported and maintained as there are relatively few opportunitiesfor postgraduate study and none for doctoral study within Palestine, hencecreating particular challenges for the development of academic subjects and for theadvancement of knowledge in many fields. For this reason alone CORINTHIAM hasbeen an invaluable first step in framing the issues and in articulating the challengesfaced such that they can be understood better internationally and addressed locallyand through policy channels that are helpful and productive.The establishment of the international offices and the engagement in dialogue anddebate about the relative merits of Bologna alongside the North American educationalmodels have been considerable, as the majority of Palestinian universities have, untilnow, focused primarily on a more managerial US model of credit hours rather thanon ECTS and the pedagogic concept of learning outcomes. The potential and relativemerits of the two systems raise interesting comparisons for the advancement ofknowledge and for the long-term future of higher education in Palestine. The universitiesoperate a two, sixteen-week semester, academic year.Hebron University was founded in 1971 to sustain higher education in Palestine followingthe realisation in 1967 that the Israeli occupation of the West Bank and Gazawould lead to the intellectual isolation of these areas in due course. Hebron (Al Khalil)was also established to ensure opportunities for all, but in particular for womenfrom conservative families, to study without having to leave home in order to acquirean education. Both Al Quds and Hebron faced particular challenges in the implementationof the ECTS pilot and though both considered it, there have been significantchallenges created by the lack of student mobility and hence the lack of clear incentivesfor academics to make such a transition and to undertake the related workloadalongside other activities. Despite the lack of implementation, there is a clear commitmentto undertake such a transition and to focus on the pedagogic incentives forECTS internally rather than those related specifically to international mobility giventhe challenges that accompany such activities.However, the pedagogic imperative for implementing ECTS in Palestine is potentiallysignificant because what it offers is the educational development of a more active andengaged student population and one in which the motivation and imperative to learnand for the students to take responsibility for their learning and scholarship, is a keyto the implementation of Bologna as a holistic and integrated system, and one that hassignificant long-term implications for Palestine. It is potentially a system that offersa cultural transformation and a means to mobilise future generations of students andcitizens, caught within what appears to many outside it, as a political impasse andwith limited capacity to mobilise any form of sustained and sustainable action, exceptperhaps through the active agency of learning and research and of participatory educationalmodels.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 109Despite the challenges they face, both Al Quds and Hebron universities are optimisticplaces and now support significant student numbers in very constrained conditions.Both have a comprehensive spread of faculties and disciplines that include: biomedical,physical, computer, social and political sciences, law, business, languages andlinguistics and the arts and humanities. All Palestinian universities are however challengedto provide access to, or have the resource and capacity to attract and recruit internationaland appropriately qualified academic staff to help advance their ambitiousacademic missions. These are also hindered by Israeli rules and visa restrictions thatserve to distract the efforts and strategies of the universities and hence to slow theirgrowth and limit their activities and opportunities for engagement. The following is aPalestinian summary of the issues and perceived challenges for Palestinian universitiesand their approaches to internationalisation and to growth:• Choosing strategic partnerships with qualified staff and appropriatecredentials and academic ranking.• Internal development of academic profiles within Palestine and ensuring thatthese are comprehensive, clear and accessible to potential academic partnersthrough their public profiles and documentation.• Limited and focused academic links will increase educational quality andensure that the Palestinian university benefits from the standing of theirpartner institutions.• Developing pilot programmes for international students in the fields ofhumanities and social science where there is most interest will be attractivefor international students.• Clear and comprehensive guides for international students are essentialif Palestinian universities are to attract them. These must include codesof conduct, university structures and governance, academic rules andregulations and financial requirements and essential living costs.Practically the support that should be provided to international students must include:• Establishing a code for easy access to university library, cafeteria, physicaltraining and other recreational facilities of the University.• Pastoral support and provision for international students of emergency phonenumbers is vital. Also essential is ensuring that there is an internationalrelations office and appropriately qualified personnel who can advise andassist international students and understand their difficulties.Other practical requirements that are also crucial include the need to provide housingeither within university dormitories or through private rental. All international studentsshould also be provided with support to integrate them into their host countries.(Savage, 2005)

110Guide of Good Practices TEMPUS CORINTHIAMSimilarly Luzio-Lockett (1998) referred to this process as the ‘squeezing effect’ inthat students are forced to ‘squeeze’ their own identity into the values and norms ofanother culture. She notes that language plays a critical role and that insufficientgrasp of the host language can adversely affect a student’s academic performanceand thereby also influences the student’s understanding of self (see also Moore andConstantine, 2005; Chapdelaine and Alexitch, 2004; Klomegah, 2006). Burns (1991)similarly supports the idea of ‘squeezing’ stating, ‘the additional role of being an alienexacerbates and magnifies the stress through linguistic socio-cultural-emotional difficultiesinvolved in cultural adjustment’.Strategic requirements for internationalisation in PalestineThe following summary outlines some of the strategic findings from the implementationof international offices through the CORINTHIAM Project. These offer practicalsuggestions that have emerged in the process of the project and summarise guidancefor other institutions that may consider internationalisation:In order to have an effective and sustainable internationalisation programme, it maybe pertinent for Palestinian universities to reach a collective agreement as to how torecruit international students most effectively. For example, it may be appropriate foreach institution to choose one or two disciplines for such a venture and where the universityhas the capability, capacity and imperative to focus upon internationalisation.This approach will provide each university with the opportunity to have more internationalstudents on campus in a concentrated field, as opposed to them being scatteredacross disciplines, and as a result there being very few in a particular discipline. Thismay both improve the experience for international students and mitigate the financialburden to the host institutions. It is also likely that it will provide a particular groupof Palestinian students the chance to interact with more students from more countries.In addressing this may also provide an imperative for Palestinian universities to workeffectively together and to bring their international students together each semester inorder to understand better their motivations and experiences as a means to advanceand enhance the experience of internationalisation.The possibilities of establishing specific collaborative partnerships between Palestinianuniversities and international partners should be explored, whereby the partnershipswill be complementary and tailored to the specific needs and capabilities of therespective partners and that these can comprise a bilateral agreement between singlepartners or a multilateral agreement involving more partners provided the objectivesand imperatives of all are explicit and transparent.In order to strengthen the university sector in Palestine it may be wise to develop aseries of other forms of institutional collaboration and establish a co-operation frame-

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 111work, which among other functions might include academic monitoring, intellectualdebates and the review of processes and progress on a more regular basis so as to buildcollegiality and collective strengths.It is essential to focus on and articulate the purpose of these partnerships. These mayinclude one or several of the following activities: institutional development, researchdevelopment, joint acquisition of research; staff development, curriculum and coursedevelopment, staff exchange (visits); student exchange (visits); graduate training andscholarships; summer schools, organisation of joint seminars and conferences. Thepurpose of the partnership must be clear from the outset and articulate the mutualbenefits for each partner and outline how and when any activities will take place.The experience of CORINTHIAM has identified the need to begin such programmeswith small-scale pilot projects and to expand internationalisation and collaborationinternally and with international partners incrementally over time. It is not feasibleor helpful to try and broaden the scope before the implications of any pilot are fullytested, as this may lead to negativity and to unfounded assumptions and faculty resistance.It is vital that there is a continued and collaborative process for seeking funding andto enable future activities to be sustained over time and that such endeavours are alsoincorporated within the core activities of each institution.The following is a brief summary of the policies and ideas generated at Hebron Universityas a result of the CORINTHIAM Project. Although some are speculative itis clear that there has been a significant step-change in the understanding and commitmentto internationalisation and to creating the means to seek sustainable ways toadvance and enhance higher education in Palestine.

112Guide of Good Practices TEMPUS CORINTHIAMPolicies at Hebron University: an ExampleNIMER ABUZAHRAThe governance body of Hebron University will show full support and commitmentto Internationalisation of the University. This support will foster itself through thesustainability of the program, providing the international office with the qualified staffand the equipment needed, so it can achieve its goals and duties. The governancebody will instil the concept of internationalisation into the present and future plansof the University. It will instruct the University units to coordinate with each otherand to establish a robust international programme that serves the University staff,students, community and our strategic partners.The governance body will encourage and support academic research between HebronUniversity academic staff and students and other staff and students from differentuniversities worldwide.The goal of internationalising the curriculum is to offer practical experience and bettercomprehension of different cultures and customs to students. It also prepares studentsto deal with different situations related to culture, religion and behaviour professionallyand with greater confidence. Looking at the opportunities and advantages of internationalisingwill undoubtedly encourage the University administration to overcomeall the hurdles and difficulties that the University may face in implementing an internationalisationpolicy.However, this decision requires the support and understanding of the Ministry ofHigher Education. The Palestinian Ministry of Higher Education needs to secure thefinancial and technical support and to encourage Palestinian universities to begin internationalisation.Furthermore, Palestinian universities have to make a collective effort to address thisissue. Vital in this regard is the agreement between universities about the programmesthat can be internationalised and which university is willing to adopt this system.Internationalisation is a very positive aspect that can be applied in Palestinian intuitionsof higher education. Internationalisation does not, in any way, deprive the institutionof its identity. For instance, Palestinian institutions of higher education willensure their identity, and at the same time will have the opportunity to benefit fromother partners in the fields of academic programmes, research, faculty exchange andcultural knowledge.Irizzary and Marlow (2010) stated that valuing diversity within the teaching and learningfunctions of higher education is essential as post-secondary institutions engage in

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 113one of their many avenues of internationalisation: the increased recruitment of internationalstudents to their campuses. In recent years, the recruitment of internationalstudents has become an important and highly competitive focus of post-secondaryinstitutions in both Canada and around the world. If Canadian post-secondary institutionswish to remain competitive within the international education marketplace,they should recruit international students. (Savage, 2005) Furthermore, interculturalunderstanding and relations will be dramatically enhanced through staff and studentexchange and training.Leask, (2005) stated that intercultural competence, the ‘understandings, competencies,attitudes, language proficiencies, participation and identities necessary for successfulcross-cultural engagement’ is a recurring theme in the discourses of internationalisationin higher education. Definitions of internationalisation in higher education haverepeatedly emphasised the intercultural element. The preparation of ‘faculty, staffand students to function in an international and intercultural context’ (Knight and deWit, 1995), the process of integration of ‘an international, intercultural, or global dimensioninto the purpose, functions or delivery of postsecondary education’ (Knight,2003) stress the ‘intercultural’ element as an important part of internationalisation.The descriptions that academic staff gave of their learning experiences in Hong Kongwere descriptions of dynamic intercultural learning – processes and activities, whichdeveloped their skills, knowledge and attitudes and assisted them to relate, interactand function inter-culturally.In a world where stereotypes, misconceptions and ignorance abound, internationalisationof institutions of education can reduce, challenge and change such negative anddestructive attitudes. Internationalisation can be a means to expose cultures to theviews and beliefs of different people and will instil a sense of understanding, toleranceand respect among individuals. Bringing different students from various cultures andbackgrounds together in classes, exchanging ideas, discussing different issues andbuilding strong relationships amongst themselves will be one of the outcomes of internationalisation.Moreover, establishing a special programme for teaching Arabic language to nonspeakerswill encourage international students to attend the University. This programmewill be very intensive and its duration will be up to sixteen weeks (one academicsemester). In this programme international students will be exposed to reading,writing and speaking standard Arabic language. International students will also havethe opportunity to reside with Palestinian families so that they can practice their Arabicand take the opportunity to learn about the culture of the Palestinian people. It isworth mentioning that the Arabic programme will be divided into levels and studentswho have some knowledge of Arabic will be placed in advanced levels accordingly.The University will select a few pilot projects in specific majors for the internationalisationprogramme. For example, Political Science, Islamic Studies and Media and

114Guide of Good Practices TEMPUS CORINTHIAMJournalism will be the likely subjects for internationalisation. These pilot programmeswill afford an opportunity to learn from the experience and then such programmes canbe applied to other university majors. Progress will be monitored and reviewed on asemi-annual basis.This immediate approach to internationalisation of the University will be to offersummer courses for international students that include learning Arabic. This approachdepends on recruiting students from other international universities and also offeringthem two or three courses during the summer school (about eight weeks) which willbe taught in English.As has been outlined above the Internationalisation of Palestinian universities is acomplex and challenging task. The above discussion presents the obstacles and challengesthat Palestinian universities face when implementing programmes of internationalisation.However, it is clear that there is much to be gained by Palestinianuniversities in this process and their staff and students will undoubtedly benefit academicallyin the short and the longer-term from engaging in the process of internationalisation.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 115Palestinian ChallengesANNE BODDINGTONIn October 2012, I was invited to visit Al Quds and Hebron Universities as part of theCORINTHIAM Project and to run workshops in both on the implementation of Bologna,ECTS, the Diploma Supplement and Internationalisation. Although I have visitedPalestine a number of times in the past 14 years, like many others it has generally beenas a tourist and hence observed through those eyes. My journey took me to Bethlehemfor three days and to East Jerusalem before travelling on to Hebron and then to BeerSheva and Ben-Gurion University of the Negev. This provided the opportunity toexperience and compare both Al Quds and Hebron Universities, meet and discuss theproject and ideas with faculty members and administrative staff and to see for myselfthe challenges and opportunities that Palestinian universities face and the impact ofthe CORINTHIAM project on these. This reflection then draws together my personalobservations with those from Dr Nimer Abuzahra and Sufian Fannoun from HebronUniversity and from Dr Yousef Najajreh from Al Quds University who managed thefinal stages of the CORINTHIAM project following the departure of the previousproject coordinator. I was fortunate to meet senior executives from both universitiesand to engage in a series of formal discussions and debates following the workshops.Anne Boddington, visit to HebronPhoto: Hebron University International Office

116Guide of Good Practices TEMPUS CORINTHIAMAs a Dean and an academic it was particularly interesting to discuss the relative meritsof academic structures and the perceptions held about both the North American andEuropean educational models. However it is also important to recognise particularlyin Palestine that there is increasing competition within the Arab world and that this tooimpacts on universities in Palestine and challenges their competitiveness, especiallygiven the opening of more than 30 branches of American universities in differentparts of the Arab world. This has encouraged many Arab speaking students to remainat home and attend international universities within their home country and thereforenot to venture to other countries for their education.It is however clear that the North American credit model and the pedagogic cultures ofinstruction are deeply rooted in the Palestinian universities and despite considerableinterest in the Bologna models and the concept of ECTS, the focus on learning outcomesand a student centred pedagogy, the often overwhelming political challenges,the border controls, Israeli occupation and encroachment all present such immediatepressures that it is difficult to contemplate such a conceptual transformation in thehigher education system, despite the imperative to do so. While the American modelfocuses primarily on the hours of instruction, it also has a tendency to produce modelsof instruction and to engender a passive rather than an active approach to learning andto focus students more on the acquisition of credits rather than on the educational process.It is clear that the imperative for the implementation of Bologna and particularlyfor the ECTS cannot be internationalisation but the pedagogic mobilisation of bothacademics and students.Culturally, when set alongside the continuous need for Palestine to seek internationalsupport and aid, many of our discussions focused upon the need to transform highereducation in particular in order to regenerate a culture of active learning and commitmentamong students and university staff that encouraged more collaborative, interdisciplinaryand innovative educational models. Bologna offers this potential, preciselybecause it focuses on the nature of the student effort and how this is apportioned inthe learning cycle and how this might better stimulate opportunities for internationaldialogue and engagement whether face-to-face or through other digital means. It ishowever vital that the processes of internationalisation that are quite new to manyuniversities in the Arab world in general, and Palestinian universities in particularcontinue and are developed through collaborative arrangements, active partnershipsand academic mobility for students and staff members at institutional levels.It is clear that the Palestinian universities are under significant financial constraintsand that the internal politics and policies of Palestine do not see higher education as acentral priority in the current climate and all universities are under pressure to delivermore ‘effective’ and more ‘useful’ and practical education, that is drawing a focus andresources away from research and scholarly activity. This places great strains on alluniversities to sustain internationalisation and to encourage mobility, and yet all colleaguesrecognise the imperative in so doing, such that they do not become isolated

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 117from international intellectual debates and fall victim to constraints of imposed bordercontrols.It is equally obvious that the political situation in the Palestinian territories and theIsraeli rules and restrictions hinder and complicate all long-term strategic planning.The Israeli authorities control the Palestinian borders and the visa regulations andthis is corrosive and makes it extremely challenging to sustain a focus on recruitingacademic staff or international students.Old HebronPhoto: Anne BoddingtonThis is also hampered by international media and messages such as the so-called‘warning’ issued by the State Department of the USA, which influence and discourageother countries and their citizens from visiting and engaging with colleagues inthe Palestinian territories.Below is an example of the warning issued by the United States department of State:

118Guide of Good Practices TEMPUS CORINTHIAMEntering the West Bank: The Department of State urges U.S. citizens to exercisecaution when traveling to the West Bank. Please contact the U.S. ConsulateGeneral in Jerusalem for updated guidance. See the Travel Warning forIsrael, the West Bank, and Gaza for the latest information concerning travel tothe West Bank.http://travel.state.gov/travel/cis_pa_tw/cis/cis_1064.htmlDespite the politics and an acknowledgement that these were unhelpful what wasmore surprising and less evident in the media, was a growing recognition that therewas a need for a new approach to the challenges faced, and a need for a more concertedcollective, collegiate and more instrumental effort by all Palestinian universitiesto transform their pedagogic approach and to reconsider collectively their futurestrategies, independently of the political conundrums they face on a daily basis. Insummary this focused more directly on the need to create more active and participatoryapproaches to learning and to seek to develop new forms of activism fromwithin the academic community of students and staff. There was equally a sense thatthe challenges presented by philanthropic giving and international aid and that hadevidentially supported the construction of new academic buildings and spaces, hadalso resulted both in an unsustainable cultural reliance on such models, but equallythe production of costly campus infrastructures but with little funding to maintaintheir conditions and advancement. It is notable that such philanthropy has causedparticular strains because while it can improve the outward appearance of Palestinianuniversities, it leaves them with a continued burden in supporting the core purposethat lies at the heart of educational organisations worldwide, which is to support theintellectual endeavour of its academics and students. The Bologna model has the potentialto enable this transformation from within and to engage more directly with amodel of Experience and Education as espoused by John Dewey in his book of thesame name and first published in 1938.A key aspect of the learning from CORINTHIAM is therefore a reflection on theimperatives and motivation for such change. The implementation of ECTS requires aclear motivation at all levels of the institution if it is to be successful and it is this thatcould have been more closely interrogated at the outset of the project to ensure thatits implementation can be achieved and that academics are engaged effectively in theprocesses of transformation.Despite the challenges faced by Al Quds and Hebron, both demonstrated their commitmentto their local and regional communities, and I was fortunate to visit a numberof sites and centres of excellence in East Jerusalem including the Al Quds CommunityAction Centre, which has won many international grants and awards for itswork. It is one of a number of initiatives that undertake both a social and a politicalrole from within the university. Its work however is broadly situated outside of thestudents’ core curriculum and is primarily recognised through the volunteering work

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 119students are expected to undertake as part of their university education. While thereis no doubting the value of the work, there is an increasing imperative to articulatethe potential learning that is undertaken in such centres and consider how such activitiescan be embedded within the core curriculum such that it retains a central role butdoes not become an additional cost and divert resources away from the education andresearch imperatives.Reflecting on the barriers to engagement with academics, administrators and managersthere are a number of challenges including the lack of programmes in English,French or other languages that would enable international students to visit and study.These barriers are exacerbated by the current limitations on visas to three months.Consequently international students are required to leave Palestine every three monthsfor a weekend to renew their visa. It would be advantageous and helpful if the IsraeliAuthorities would recognise international students as a category and then issue visasfor either one semester or one academic year to enable their effective mobility.These difficulties only serve to aggravate the problem of the low numbers of internationalstudents wishing to study in Palestinian universities and the consequent costsof accommodating small numbers of students in a number of different areas of anyuniversity. Such challenges do call for a more strategic and collaborative approach tothese challenges across higher education in Palestine.Leaving behind extraordinary memories of my time in Palestine and my first visit tothe church of the nativity, I remained struck by the continued optimism of academiccolleagues, but also their capacity for self reflection and self criticism and for the needto mobilise change no matter what the circumstances were that they faced. But myabiding memory was that the international communities also need to learn about therealities of Palestine and how they might really help educationally, not necessarilythrough donating funds, but by working together, sharing their knowledge and findingnew ways to collaborate. I was struck by the numbers of visitors who come to look, torecord and then to leave, with their political photographs, souvenirs and their ‘justifiedsympathies’ with the Palestinian cause.Perhaps because of my background in the arts and humanities and as an architectand a designer, or because I was affected by the optimism and spirit of those thatI met, I saw a different set of opportunities, not for an activism of political protestand belligerence: there has been, and will continue to be plenty more such action.Instead it is time to see collaboration as a means of protest as colleagues fromBezalel have done and for international academics to support and to help imagine,visualise and shape the Palestinian good life in a good society, and how that mightone day be achieved. Universities and philanthropists alike have a significant roleto play in such a vision.

120Guide of Good Practices TEMPUS CORINTHIAMCORINTHIAM findings plenary, BrusselsPhoto: Anne BoddingtonReferencesBurns, R. (1991). ‘Study and stress among first year students in an Australian university’,Higher Education Research and Development, Vol.10 No. 1, 61-77.Chapdelaine, R. & Alexitch, L. (2004). ‘Social skills difficulty: Model of cultureshock for international graduate students’, Journal of College Student Development,Vol. 45 No. 2, 167-185.Irizarry, I. & Marlowe, J. (2010). ‘Beyond Mere Presence: Making Diversity Work’,Social Work Education: The International Journal, Vol. 29 No. 1, 96-107.Klomegah, R. (2006). ‘Social factors relating to alienation experienced by internationalstudents in the United States, College Student Journal, Vol. 40 No. 2.Knight, J., & de Wit, H. (1995). Strategies for internationalization of higher education:Historical and conceptual perspectives in H. de Wit(ed.), Strategies forInternationalization of Higher Education. Amsterdam: EAIE.Knight, J. (2003). ‘Internationalization remodeled: Definition, approaches, and rationales,’Journal of Studies in International Education, 8 (1), 5-31.Leask, B. (2005). Internationalization of the curriculum and intercultural engagement– a variety of perspectives and possibilities. Refereed paper presented at theAustralian International Education Gold Coast, Qld.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 121Luzio-Lockett, A. (1998) ‘The squeezing effect: The cross-cultural experience of internationalstudents’, British Journal of Guidance & Counselling, Vol. 26 No.2, 209-226.Savage, C. (2005). The national report on international students in Canada 2002. Ottawa:The Canadian Bureau for International Education. Available at:http://travel.state.gov/travel/cis_pa_tw/cis/cis_1064.htmlwww.aucc.ca

ConclusionCorinthiam: The rear view mirrorANNE BODDINGTONBIRGIT BRUNFRANCESCA PASTAULRIKA QVIST MATHIESENMARTIN GLOGARThis concluding section combines reflections from the European partners, includingideas from the feedback of Birgit Bruns, Universität Oldenburg, Francesca Pasta ,ICSC University, Ulrika Qvist Mathiesen, Lund University, to whom I acknowledgemy debt with thanks, with a personal perspective from Martin Glogar, Masaryk University.The CORINTHIAM project emerged from an apparent need to enhance the Israeli andPalestinian understanding of credit transfer, the Bologna Accord and the processesthat underpin the implementation of a series of common tools that can facilitate internationalisation,mobility, and ensure that study programmes abroad can be recognisedand accredited. These tools were designed to ensure that degree programmesand qualifications are transferable across national borders and that there are sharedand transparent mechanisms for doing so across the European Higher Education Area(EHEA). The initial seeds of CORINTHIAM therefore lay in the need to understandcredit transfer so as to enable dialogue and effective exchange and partnerships withEuropean institutions and their students.CORINTHIAM comprised of an extensive network of European, Israeli and Palestinianpartners:European Partners• Vrije Universiteit Brussel• Carl van Ossietzky Universität Oldenburg• Compostela Group of Universities• Lund University

124Guide of Good Practices TEMPUS CORINTHIAM• Masaryk University• Universita Cattolica del Sacro Cuore di Milano• Utrecht Network• University of BrightonIsraeli Partners• Ben-Gurion University of the Negev• Bezalel Academy of Arts and Design• The Hebrew University of Jerusalem• IDC HerzliyaPalestinian Partners• Al Quds University• Hebron UniversityThe CORINTHIAM proposal was based on five key pillars of knowledge that underpinthe Bologna Accord, enable its implementation and facilitate student mobility.These were:I. The establishment of International Relations Offices (IROs)II. European Credit Transfer System pilot implementation projectsIII. Internationalisation at homeIV. Quality assuranceV. Dissemination & sustainabilityThe project has been documented and analysed in five handbooks that make up thiscollection and this final section aims to briefly summarise both the value of the projectand learning gained, the progress made, and the discussions that have been stimulatedand have led to new forms of collaboration, new friendships and academic networksas well as many opportunities for shared learning, student and staff mobilities. Importantly,it has fostered intercultural understanding and generated new questions andideas. It has also provided a robust framework for new progressive projects that underpinthe Bologna Accord and its overarching mission. CORINTHIAM also alignedmany of the goals of the Erasmus and Tempus schemes and the complementary formsof support they provide in advancing the pillars identified above and developedthrough CORINTHIAM and the continuing development of the Bologna Accord.The project has stimulated considerable dialogue within Israel and Palestine as wellas with European partners. It has resulted in many outcomes including enhanced mo-

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 125bility and infrastructural transformations within the third countries through the establishmentof international relations offices and by engaging academic colleagues andstudents in the development of a pedagogic dialogue facilitated by the pilot implementationof a common, student-centred, academic credit framework across a widerange of subjects and institutions, alongside examination of the Diploma Supplementas a means to record holistic student achievement.The early chapters of this handbook record the pilot studies undertaken to implementthe ECTS credit framework and the challenges faced by different institutionalstructures, subjects and professional education. There is also a chapter that documentsthe Palestinian experiences and some of the reasons why it has proved more difficultto implement the pilot projects in Al Quds and Hebron despite the establishment ofinternational offices and the work associated to embed these in the infrastructure ofboth universities.It is evident from the case studies, the workshops, the visits and on-going dialoguethat both Israel and Palestine have historically built systems broadly based on theNorth American credit hours and focused primarily on academic contact. It is unsurprisingthen that the presentation of structures that upend that perspective and areassociated primarily with student effort would prove contentious and challenging. TheBologna framework shifts the emphasis away from the transmission of knowledgefrom teacher to student, to a constructionist pedagogic model that is student-centredand in which the emphasis is on the managed transition from teaching and instructionto one of learning and engaging students and academics in a shared responsibility forthe co-production of knowledge.The stages and detailed learning from this project are documented throughout the fivehandbooks. These focus primarily on individual outcomes and this summary aims todraw that learning together. In October 2012, the Israeli partners hosted a round-tableplenary meeting in Brussels to present the findings to the European Commission andto reflect on the significance of the project within Israel and on the impact that it hashad in building academic partnerships and synergies with partners across the EHEA.Since the signing of the Bologna Accord in 1999, the European Higher EducationArea has been committed to strengthening mobility, transparency and accountability,sustaining academic freedom and dialogue, improving academic standards and rigourand developing the depth and breadth of research.Historically Israeli academic communities have always had a significant internationalprofile built principally on the advancement of technical and scientific research andon a culture and tradition that promoted rigorous intellectual debate and included asabbatical cycle that has encouraged Israeli academics to travel. Despite much dialogueto the contrary internationalisation with respect to study abroad and studentexchange programmes, joint awards or active bi-lateral agreements remained virtually

126Guide of Good Practices TEMPUS CORINTHIAMnon-existent for Israeli higher education institutions. For different reasons, similarcircumstances also persisted for Palestinian universities and despite many internationallinks, mobility was limited and many students either left Palestine to undertakepostgraduate or doctoral study elsewhere in the Middle East or in Europe or NorthAmerica or remained at home, where the scope and opportunities for advance studyare significantly constrained.Both Israeli and Palestinian partner institutions had, over time, evolved different, ifsimilar credit structures, and while some aspects were comparable across institutions,they lacked consistency. However, the majority were broadly aligned to North Americanmodel of credit hours and to a pedagogic model of knowledge transmission, ‘sageon the stage’ teaching.Academic cultures in both Israel and Palestine were generally built upon scientificepistemologies and models and definitions of knowledge. Pedagogic cultures and theprofessionalisation of teaching and learning beyond this were rarely discussed exceptwithin colleges of education.It is therefore unsurprising that at the outset of CORINTHIAM, the level of understandingand knowledge concerning Bologna and internationalisation was limited atall levels of the higher education systems. Consequently, from the Israeli and Palestinianperspective, the pivotal question at the start of CORINTHIAM was not how bestto embed internationalisation and the Bologna Accord, as for the majority of the areaswithin the Tempus family, but whether to implement them at all, given that for themajority of partners there was little or no immediate or evidential institutional benefitfor doing so.The transformative impact over the duration of CORINTHIAM was therefore particularlymarked in Israel. Although early meetings and workshops demonstrateda healthy degree of critical scepticism as to the value of Bologna, the experience,dialogue and learning that occurred over the three years has resulted in conceptual,strategic, structural and experiential transformations across the Israeli quartet, as wellas considerable shared learning for Palestine and European partner organisations, despitethe very marked differences in context.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 127Workshop Beit Daniel, December 2010Photo: Noa AppelThe reach and significance of CORINTHIAM in Israel is demonstrated by the formationof groups such as the Forum of Israeli Bologna and IRO Experts (FIBIE). Thisgroup of Bologna stakeholders in Israel has grown from CORINTHIAM’s network ofpartner institutions although with the support and cooperation of the National TempusOffice other universities have been invited to participate.Strategically, a key outcome from the project has been the foundation of the BolognaTraining Centre (BTC) at Ben-Gurion University as a means to sustain the ‘CORIN-THIAM Conversations’. This centre has been established as a national and internationalresource designed to examine and disseminate knowledge and expertise and tosupport institutions considering embarking on this transformative process. Its aim is:‘to facilitate the ability of all parties in the higher education arena to make informedjudgments and decisions concerning Bologna when the need arises. To this end thecenter will operate within and outside of Ben-Gurion University in its activities’.‏(‏pdf‏.ונחנא‎%20‎ימ/‏http://in.bgu.ac.il/humsos/europe/btc/Documents‏)‏Alongside implementing pilot projects, Israeli partners have, over the three years,gradually become accustomed to the structure and pedagogies of Bologna and its

128Guide of Good Practices TEMPUS CORINTHIAMconceptual framework. They have begun to advance a more embedded perspective oninternationalisation and on processes that place students at the heart of a learning andresearch experience, while recognising the opportunities as well as the implications ofsuch a proposition for institutional organisation and management. This perspectivalshift has raised many issues of consistency and comparability within Israel while acknowledgingthat the use of a common credit system as a currency for exchange andmobility allows individual institutions to retain their distinctive and nuanced identitiesbut compare and share values. All members of the quartet have also recognised thevalue of mechanisms that can facilitate partnership and collaboration supported by anunderpinning quality assurance infrastructure that can accommodate and transcenddifferent disciplinary demands, albeit with the need to reflect carefully on how thevarious mechanisms are applied to local circumstances.These pilot projects have raised strategic questions about the parity of the Israeli academiccommunities with particular reference to the European Research Area (ERA),in which Israel is included, with that of the European Higher Education Area (EHEA)in which Israel is not. There is therefore a desire on the part of the Israeli partners toseek the alignment of ERA and EHEA through this project. CORINTHIAM’s partnershave invested three years in testing the implications of the Bologna frameworkand support its systematic adoption within Israel. Adoption by the Israeli Council forHigher Education (ICHE) would clearly be a significant step and provide compellingevidence in making the case for inclusion within the EHEA as well as fostering opportunitiesfor richer and deeper levels of engagement that would enable the potentialintegration of learning, teaching and research within Israel, but equally enhance effectiveinternational collaborations.Summarising the learning from CORINTHIAM for all partners identified a series ofemerging common challenges that have become the focus for further dialogue andfuture developmental projects. These include in particular, the accreditation of professionaldegrees and how these and the professional body requirements and placementsare accommodated within the Bologna framework; the advancement of pedagogic excellenceand a revisiting of Dewey’s conception of education ‘as life itself’ and the opportunitiesto embed the learning from social and public engagement within the creditstructure. These debates have raised significant questions about the empowerment ofstudents and their role and positioning within the wider university community, as wellas important questions about the social role of the university and its purpose withintwenty-first century civil society. These issues and questions of institutional publicengagement alongside social, cultural and political activism and the appropriate educationto develop new generations of reflexive and engaged citizens have all emergedas vital considerations for future projects.Central to many debates over the three years has been the lack of familiarity witha pedagogic language and with discussions that broadly focus on quality assuranceand how quality assurance structures might be systematically developed and intro-

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 129duced over time. A key and consistent outcome has been debate about the developmentof high quality teaching skills and how these can be supportively advanced withacademic colleagues within universities, as well as shared more broadly. All partnershave begun processes to address these challenges, although pedagogic transformationacross institutions is a long and systematic process as all European partners testify.Following is personal reflection from Martin Glogar, Masaryk University, about thetransformative effect involvement in the CORINTHIAM project has had on MasarykUniversity.

130Guide of Good Practices TEMPUS CORINTHIAMReflections on the Role of Masaryk University in theCORINTHIAM ProjectMARTIN GLOGARMasaryk University (MU) had already set internationalisation as a priority in the early2000s and established the Office for International Studies (OIS) in 2000, which hasfunctioned as the main agent of this process since then. Both MU and OIS have seenfirst hand the importance of taking part in the international projects, and involvementin the Tempus programme has become one of the best indicators of progress ininternationalisation. The Tempus projects offer not just enlargement of the networkof partners beyond standard geographic limits, but also provides for the exchange ofideas and know-how. In addition, as the Czech Republic and MU were the recipientsduring the first two stages of the programme, it also affords the University an opportunityto repay the assistance it received in the 90s. As a result, both MU and OIS hadextensive experience of the Tempus projects by the time the CORINTHIAM projectbegan. However, I believe that it is not an exaggeration to say that this has been (oneof) the most successful Tempus projects for the OIS, as well as MU, ever.Overall, more people have benefited from the project within the institution. It certainlybenefited the university as a whole, the students and faculty members, but thebenefit to them was an indirect result of the project and I will deal with that later.The project’s outcomes for the OIS were more direct, as this unit was primarily involvedin the project activities. These included sharing experiences through variousworkshops, discussing internationalisation, ECTS and other important European HEIvalues, which were far less obvious in our different educational cultures, networkingwith project partners and other participants at the project meetings, as well as technicalhelp which materialised through the creation of a web depositary, and graphicsproposal for the CORINTHIAM printed materials (mainly undertaken by Amal AlKhatib). It was very important for the reach of the project that more OIS staff – notjust the internal project coordinator Martin Glogar – were involved. Active roles wereplayed by the university’s directors (the current head Dana Petrova, and the formerheads, Don Sparling and Petra Judová), Amal Al Khatib, as I have already mentioned,the contributors to the CORINTHIAM brochures, and instructors at the workshopsorganised in Brno (Violeta Osouchová, Martin Vašek, Radmila Droběnová, ZitaHrabovská and others). With so many people, all with different expertise and experience,involved, it has been easier to make the project content of value, but we havealso been able to direct it towards the priorities of MU and OIS.MU staff participated at the workshops organised locally in Brno, but also at the onesheld at other venues. In regards to the latter, Don Sparling and Martin Glogar spokeabout the Management of IRO and various aspects of internationalisation at the firstworkshop in Brussels (May 2010). Don Sparling then participated at the ECTS work-

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 131shop held in Israel and Palestine in December 2010 and Martin Glogar at the workshopon Bologna, ECTS, and Internationalisation which took place at two Palestinianinstitutions in May 2012. MU has also had the privilege of welcoming partners toworkshops in Brno. These included the following:• MUST – CORINTHIAM week (Brno, November 2011) – two representativesfrom Israel (the Ben-Gurion University of the Negev (BGU), BezalelAcademy), three from Palestine (Al Quds, Hebron Universities)• MUST week (Brno, April 2012) – representative from the Hebrew Universityof Jerusalem (HUofJ)• Workshop for the financial staff at IROs (Brno, June 2012) – onerepresentative from Compostela Group of Universities, five from Israel (theInterdisciplinary Center Herzliya (IDC), Bezalel Academy, HUofJ).Last, but not least, MU contributed to the drafting of various project handbooks. MUhas been responsible for editing the handbook on the management of IROs, and inparticular (in cooperation with Lund staff) the section on “IRO and Its Functioning”.In addition MU has contributed several chapters to other handbooks. With regards tothe latter, I would like to highlight the contribution of Štěpánka Huláková, one of thekey members of the MU International Student Club (ISC), who shared ISC experiencein the handbook on Internationalisation at Home. Representatives from other unitsand faculties (e.g. Jolana Navrátilová from the International Office at the Faculty ofSocial Studies (FSS)) also collaborated on the project activities, which helped to promotethe project internally, as well as making connections to the priorities of the unitsinvolved – in the case of FSS creating links to the Israeli institutions.To sum up, there were tangible benefits to the University as follows:1. Networking (not just within the consortium, but also with other institutional,national and international actors, e.g. Czech diplomatic delegation to Israeland Palestine).2. New partnerships – in 2009 despite some effort, MU had no direct partnershiplinks with the represented countries. The situation changed significantlyduring the lifespan of the project and a university-wide student exchangeagreement was signed with BGU, an FSS exchange agreement with IDC, andnew a Memorandum of Understanding is just being signed with HUofJ. Theultimate benefactors of these links are primarily students of the respectiveuniversities, as their mobility becomes easier to facilitate.3. New initiatives and projects – based on the CORINTHIAM experienceMU was asked and encouraged to prepare a project in the Erasmus Mundusprogramme. MU prepared a project under the name EMAIL, which wassuccessfully funded by the European Commission for the period 2010-2014, and will be again for the period 2012-2016. This project is based

132Guide of Good Practices TEMPUS CORINTHIAMon a cooperation of higher Education institutions from Israel and Europewithin a consortium, which consists of four partners from Israel (from theCORINTHIAM project it includes BGU, HUoJ, and IDC) and six partnersfrom EU, the coordinator of the EMAIL consortium is Masaryk University.Consequently, as a result of all the above-mentioned activities, a MasarykDistinguished Chair at IDC was set up by the Czech Foreign Minister in2012. This initiative enhances the links not just between the two main actinginstitutions (MU and IDC), but also between both countries and their scholarspromoting:• Better understanding of the internal principles and rules of internationalisationand the Bologna principles.• Improvement of services – through the exchange of ideas and feedback duringthe meetings (especially within the framework of the highly specialisedworkshops held in Brno).• Greater familiarity with the context of the Higher Educational scene in theMiddle East.MU has been recognised twice for excellence in its application of ECTS (and oneof its most successful tools, the Diploma Supplement, respectively), and is a proudholder of the DS and ECTS Labels. Don Sparling stated, perhaps quite heretically, that… the real value of the (DS) Label award is internal: What achieving the labelhas meant in terms of time and effort on the part of teachers and administratorsand what it will mean in saved time and effort in the future, what it means forour students and their careers in years to come, how it has contributed to, andwill continue to ensure, greater clarity and more transparency.I believe that the same benefit can be brought to the institutions which decide to applyof ECTS as a system. I am very happy to see that the ECTS pilots carried out withinthe CORINTHIAM project have I am very happy to see that the ECTS pilots carriedout within the CORINTHIAM project have seen similarly encouraging results, as wellas the fact that in order to keep the logo on our website and mention the award in ourprinted materials, MU has to reapply for the ECTS Label next year. This brings hopethat the work that has not been fully completed will be undertaken with better care,and the university as a whole will remain more attentive to issues around internationalisation.

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 133Closing RemarksANNE BODDINGTONWhat has emerged is that, across much of the European Higher Education Area, oneof the key barriers to mobility within any international system is the lack of a commonlanguage. Unpalatable though it is for many academic colleagues across Europe,there has been a growing pressure to deliver a part of the curriculum and a number ofawards in English, given that it is increasingly pervasive as the ‘lingua franca’ of academiclife, despite the issues of linguistic subtlety and nuance embodied in language,politics and the formation of identity.This has long been a challenge across the European Community as it inhibits manyforms of shared engagement and in turn limits many forms of mobility. Fortunatelythe level of English within both in Israeli and Palestinian academic communities issignificantly higher than in many European institutions, primarily because a considerablepercentage of both communities, studied and/or worked internationally withinthe English-speaking world.It would be remiss in such a summary to avoid the challenges that the CORINTHI-AM project has faced in attempting to engage both Israeli and Palestinian HigherEducation institutions in the Bologna dialogue. The CORINTHIAM proposal and theTempus structure do not allow for, or address the challenges that colleagues face inattempting to bring such a project to fruition and nor did it consider the different motivesthat may drive academic colleagues across the European Union or within themiddle east to share their expertise. The implementation of the project in Israel andPalestine has for good reason been differential rather than symmetrical as portrayed inthe original proposal, due to the volatile and rapidly changing context.Similarly, since the end of the Cold War, for the majority of European partners, suchpolitical challenges have long been a thing of the past, and although the visits to Israeland to Palestine for the majority of European partners were limited, the interculturaldialogue and the insight that all partners have gained has been considerable and invaluableas a reminder of the impact that such conditions can have on the educationand development of future generations across the world. It is also notable that therhetoric of the Tempus scheme has generally focused on the dissemination of expertiseand knowledge transfer from Europe to other ‘third countries’; this project hasmost powerfully demonstrated the value of knowledge exchange and of mutual learningthrough a sustained dialogue and shared experience.CORINTHIAM has, fortuitously, adopted the practices and underlying principles ofBologna, and of building any learning community. In doing so it has provided opportunitiesfor European partners to experience and to learn about the impact of opposing

134Guide of Good Practices TEMPUS CORINTHIAMpolitical perspectives that ultimately prevent the very ideas of mobility that Bolognawas established to uphold and to facilitate.Equally the project has also raised the importance of understanding and articulatingthe motives for each individual institution to engage fully with Tempus or withother EU partnerships other than to acquire income against prescribed outcomes. Suchgeographic and cultural diversity as represented by CORINTHIAM relies heavily onclear and concise communication and it remains critical that the partner roles andcoordination is in place from the outset, albeit that much of this can be undertakendigitally and remotely.When comparing the tangible outputs from Israel and Palestine it is clear that thepolitical, social and economic circumstances of the two areas are fundamentally different,and it would therefore be inappropriate to underestimate the effects of this orto expect CORINTHIAM to have a similar impact in this context.The dialogue and opportunities established by the project in higher education in bothareas, given their significantly different contexts, has been the heightened; the invaluableintercultural learning experience, not only for ‘third country’ partners but alsofor their European counterparts has been important. Similarly our European partnershave noted some very real gains, but have also highlighted the need to undertake morejoint activities and to share time, face-to-face, working collaboratively in order tounderstand different perspectives and experiences. This, they believe, has enhancedtheir skills and knowledge and international engagement in contributing not only toa broader European dialogue but equally to enhancing ‘internationalisation at home’and in better informing their university communities.The growing emphasis on knowledge exchange also highlights the challenges of suchdistributed projects in ensuring that there is clear leadership, a coordinated platformfor communication and clearly designated roles and responsibilities, such that theproject, as a whole, can maximise its value and impact, and effectively harness theconsiderable learning that occurs.In summary and in closing; the CORINTHIAM project has had an irreversible impacton partner institutions. It has clearly influenced the on-going discourse on Bolognaand the growing need for internationalisation in Israel but equally in Palestineand across Europe. It has stimulated a reflexive dialogue in examining and exploringboth internal and external consistencies in, for instance, applying equal rigour tolearning and teaching as to research, and to repositioning and re-shaping the internalas well as the international dynamics of higher education in respective institutionsand countries.Importantly for both Israel and Palestine this project has also raised questions aboutthe relative benefits of alignments both with North America and with Europe and how

Part V : Crossing Borders: Student mobility and the European Credit Transfer System 135these might be adjusted so as to harness the value of engagements with both, and toextend internationalisation both at home and geographically beyond national borders.It is particularly noteworthy and a credit to all CORINTHIAM’s partners, that despitethe discomforts and challenges of middle eastern politics, the project has ridden thewave of serendipity, stimulated new friendships, partnerships, and more importantlyidentified new collaborative projects, designed to extend beyond the implementationof the core pillars as set out in the original CORINTHIAM proposal.Our ‘CORINTHIAM conversations’ have provided the impetus and opportunities toinnovate across borders, to build new knowledge and expertise and to work, learn andresearch differently and together. Vitally, CORINTHIAM has, through support fromTempus, contributed to ensuring that the significant value and role of higher educationinternationally, continues to address strategic perspectives, to make a social and culturaldifference and to sustain a dialogue that transcends politics and national borders.PostscriptBelow are subjects that have extended beyond the scope and capacity of CORIN-THIAM. They outline issues to be addressedCORINTHIAM Futures:• University governance, the web and social media• Quality enhancement and pedagogic innovation• Collaborative skills, structures and imperatives• Student participation and the agency of learning• The social role of the university in the twenty-first century

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