HE senior mgrs_Apr18 - Bournemouth University

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co-operative internationalised learning. There isa clear role for the Higher Education Academyhere! The final piece in my jigsaw, then, isleadership across the sector.I have already asked for government to take alead. It is up to the sector as a whole, agencies,organisations and institutions, to evince theleadership to shift perspectives and practices.Earlier, I spoke of our appreciation atBournemouth of the vital importance ofsupport from the top. In our case, there certainlywas buy-in from the very top of the University.The then Vice-Chancellor, Professor Gillian Slater,believed that ‘As educators, we have a uniqueopportunity and clear responsibility to helpprepare our students to be responsible citizens inthe future. The fate of our planet and all its lifeforms lies in their hands.’ (Mckenzie, A. et al,2003:3). Such support makes it easier toengender support across the institution (which isnot to say that it is easy!). That support also hasto be evident in decision making across theinstitution, so that the institution itself is seen as aresponsible global citizen. Should this not be thecase, or should the chief executive go ‘offmessage’, I would like to see the governing bodyof the institution take a lead. For that to happen,we need to look at the composition of governingbodies. Many institutions have worked hard, withvarying degrees of success, to get greaterdiversity among its governors. That should beextended to attract governors with internationalexperience and expertise but let us not forget thatinternationalisation should concern all ourgovernors, just as it should benefit all ourstudents. We should be mindful of this whendesigning training and support for governors.construct an accessible internationalised highereducation programme. Partners will learn fromeach other no less than the students will. Nowthat would be revolutionary!Paul LukerSenior Associate,Higher Education AcademyProfessor Paul Luker has spent 37 years inhigher education, in the UK and the USA.In April 2006, after nearly 6 years as ProVice-Chancellor Academic, Paul retired as anemeritus professor from BournemouthUniversity, where he had been fortunate towork with a brilliant team across theUniversity, all of whom were committed tointernationalisation in its broadest sense. InJune 2006, he became a Senior Associatewith the Higher Education Academy,where part of his remit is to contributeto the Academy’s support for theinternationalisation of Higher Educationin the UK.In conclusion, money is, of course, important.It should not, however, be the driver forinternationalisation. The catalyst for the revolutionhas to be a shared view of what a sustainableglobal higher education network requires,coupled with a realistic assessment of our ownplace within that network. Given the right visionand leadership, groups of like-minded partnersfrom all continents will get together to begin to14The Global UniversityThe role of senior managers
Leadership and internationalisationRobin MiddlehurstWhy is leadership important forinternationalisation? What roles doleaders play, or need to play, in promotingthe international agenda in higher educationinstitutions? These are the questions that thispaper addresses, based on recent researchpublished by the Higher Education Academy(HEA, Middlehurst and Woodfield, 2007) andwork with higher education leaders through theLeadership Foundation for Higher Education.I will argue that leadership at several levels isneeded to promote and sustain the process ofinternationalisation and in addition, that closelinks are needed between effective leadership,efficient management and administration, andsound governance if internationalisation is tobe successful.It is widely acknowledged by practitioners andresearchers alike that the internationaldimensions of higher education are increasinglyimportant at institutional and policy levels.Altbach (2007) in the US writes of ‘theinternational imperative’ for higher educationwhile Kehm and de Wit (2006:3) note in aEuropean context, that ‘internationalisation hasbecome a strategic issue for individual highereducation institutions’. UK policy agencies alsorecognise the significance of internationalisation;the funding and representative bodies havejointly established an International Unit focusingon UK ‘competitiveness,’ while the UK ResearchCouncils launched a new office in China inOctober 2007, in Washington DC in November2007 with further plans for India in 2008. Asthese developments suggest, the internationaldimension is becoming a key part of the highereducation operating environment and for thisreason, ‘internationalisation’ – albeit in diverseforms - is now a core business agenda forstrategic leaders, managers and governors.Examples of the kind of strategies that institutionsare adopting are taken from recent research(Middlehurst and Woodfield, 2007):• Strategic investment in overseas’ campusesor centres (Nottingham, Liverpool,Westminster, Heriott-Watt, Middlesex)• Strategic re-orientation of institutional missionand organisational approach in the UK(Middlesex, UCL, Warwick)• Strategic focus on collaboration with privatesector partners (eg Sylvan, Kaplan, or INTI),Nottingham Trent University, Surrey,Liverpool, Sussex• Strategic focus on the development ofoverseas’ collaborative provision fortransnational education with a targeted rangeof international partners (eg CentralLancashire, Derby, Northumbria) or with awide range of partners (Middlesex,Coventry, Westminster)• Investment in and development ofinternational consortia to deliveradministrative, educational and researchbenefits (Sheffield, Leeds, York, Bristol,Edinburgh, Oxford and Cambridge,among others)• Strategic investment in distance or blendedlearning (eg Open University, Heriott-Watt,Leicester and University of London(external)• Strategic re-structuring and re-focusing ofinternational activity based on detailedfinancial and political assessment, includingwithdrawal from some or all transnationalprovision (Derby, Lincoln, De Montfort,Southampton Solent University)• Strategic focus on the Bologna Process andthe implications of the European agendafor research and teaching (Kingston,Bedfordshire, London Metropolitan University)• Strategic partnerships with companies andRegional Development Agencies (eg WhiteRose Consortium, Sussex, Liverpool).As these examples of different strategic directionssuggest, leadership responsibilities at theinstitutional level have both external and internaldimensions. These responsibilities are widelyspread across different roles and functionsincluding the roles of Vice-Chancellor orPrincipal, Pro Vice-Chancellors or equivalent,Head of the Administration, Finance, MarketingLeadership and internationalisation15
Page 1 and 2: The Global UniversityThe role of se
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Page 5 and 6: ContentsPREFACEBill Rammell MP and
Page 7 and 8: Of the four cross-cutting themes of
Page 9 and 10: eing explored by others (Jones & Br
Page 11 and 12: internationalisation conflicts with
Page 13 and 14: The internationalisation of higher
Page 15: second critical issue, which is our
Page 19 and 20: different parts of the institution
Page 21 and 22: developing a vision and direction,
Page 23 and 24: can easily become lost in the day-t
Page 25 and 26: enterprise/consulting) with the non
Page 27 and 28: What we have learned in the process
Page 29 and 30: e realised if the vision is support
Page 31 and 32: opportunities where the support nee
Page 33 and 34: Internationalising the curriculum a
Page 35 and 36: a multitude of disciplines. Of cour
Page 37 and 38: of the ‘diffusionist model’ exi
Page 39 and 40: leading and inspiring. Change of an
Page 41 and 42: Sustainable development: strategic
Page 43 and 44: leadership, rather than responsiven
Page 45 and 46: Sustainable development: drivers fo
Page 47 and 48: The University Mission is to create
Page 49 and 50: The role of universities in sustain
Page 51 and 52: ight that universities will ask cha
Page 53 and 54: The university’s role in developi
Page 55 and 56: Goals and Strategies:• Through th
Page 57 and 58: work in addressing issues of global
Page 59 and 60: How can Latin American universities
Page 61 and 62: increased demand for tertiary educa
Page 63 and 64: ecause other world regions are movi
Page 65 and 66: Fielden, J. (2006) ‘International
Page 67 and 68:
Shiel C. (2007) ‘Developing and e
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