This News and Views page is my Blog.
I use it to:
This page shows the ten most recent blog articles. A complete list of all articles since the blog started in May 2014 can be found on the Blog Archive page.
Posted on 6 Jul 2017 at 09:43 by Vicky Lewis
The UK’s Higher Education Academy recently (June 2017) published a useful transnational education (TNE) toolkit, prepared by Dr Karen Smith (University of Hertfordshire).
It provides a wealth of valuable advice for anyone involved in delivering TNE. While written specifically for the UK context, many of the lessons it shares are transferable.
It covers topics such as:
Each section draws together advice from a range of credible sources, signposting to these sources as appropriate. There are helpful checklists of questions that staff / institutions should be asking themselves; and mini case studies from those who have direct experience in the area under discussion.
Posted on 8 Jun 2017 at 09:48 by Vicky Lewis
This year I’ve been involved in delivering or co-delivering a number of training courses on some aspect of international partnerships. Participants have worked in a variety of national and institutional environments.
Running these courses reinforced my view that many of us are grappling with similar challenges, whatever our work context.
Things like making sure that international partnerships contribute positively to broader institutional strategies; securing internal buy-in and commitment; working out which partnerships have the potential to be ‘strategic’; being confident that you’ve chosen the ‘right’ partner; getting the right balance between top-down and bottom-up management; communicating effectively (not just with the partner, but also internally); killing off partnerships that aren’t working well; keeping track of partnership-related activity across the institution; determining what success looks like and how to measure it. I could go on.
Of course, there’s no magic answer. And short training courses can only ever point you towards asking the right questions and provide you with resources that you can use in your own institution to help find an appropriate way forward.
While preparing the courses I’ve been involved in, I’ve been struck by some of the useful resources available to those involved in international HE partnerships – and wanted to share some of these.
Posted on 16 Feb 2017 at 10:04 by Vicky Lewis
In my last blog post, I wrote about Transnational Education Partnerships as a growth area. They are, of course, just one type of international partnership in which higher education institutions engage.
Beyond collaborative programme delivery, partnerships can be developed to foster research activity, facilitate student exchange, provide staff development opportunities, boost knowledge transfer, build institutional capacity, improve funding prospects, strengthen global positioning and more.
But what makes an international partnership strategic?
The term ‘strategic’ is often used loosely. In 2016, the European Association for International Education published the findings of its EAIE Barometer survey on international strategic partnerships. The survey was completed by representatives of around 1500 European HEIs.
75% of respondents perceived the number of international strategic partnerships at their institution to have increased over the last three years. Many institutions reported astonishingly high numbers of ‘international strategic partnerships’. The record was set by Spain where the average number of partnerships per institution was 184.
Can all of those partnerships really be strategic? Is the quantity of international partnerships being used by some institutions as a badge of honour, an indicator of just how ‘internationalised’ they are?
Posted on 27 Jan 2017 at 13:54 by Vicky Lewis
International partnerships have steadily increased in importance for UK HEIs over recent years. Research undertaken a few years ago by Vincenzo Raimo and Charlotte Harrison (published in The Guardian) indicates that ‘development / expansion of international partnerships’ was the most cited priority within UK universities’ international strategies, with 92% of universities considering it a priority.
Of course, international partnerships have a range of drivers and come in various forms – from research-based collaborations to student and staff exchanges or programme delivery partnerships.
Transnational education (TNE) is also a growth area. According to HEGlobal’s 2016 report on The Scale and Scope of UK Higher Education Transnational Education, ‘four in five higher education institutions intend to expand their TNE provision over the next three years’ (HEGlobal p.6).
TNE modes tend to be categorised as either ‘independent’ (e.g. distance / online learning without local support; standalone branch campuses / study centres) or ‘collaborative’ (academic programmes delivered in conjunction with one or more local partners – whether via franchised delivery, joint and dual degrees, twinning arrangements, validation and quality arrangements, distance / online learning with local support, or a joint campus).
TNE partnerships (also referred to as collaborative TNE or local delivery partnerships) sit at the intersection of international partnerships and TNE (see the star in the middle of the Venn Diagram). Of course, these things are never clear-cut. Such TNE partnerships may involve other typical international partnership activities (see examples in left hand bubble); and they may be blended with other, more independent, modes of TNE (see examples in right hand bubble).
What is clear is that there has been a trend amongst UK universities towards more partnership-led models of TNE; that ‘partnership approaches with host country partners are becoming more equitable’ (HEGlobal p.6), and that partnerships are ‘becoming much more strategic, long-term and sustainable’ (Repéres no.15, cited in HEGlobal p.11/12).
Posted on 11 Jan 2017 at 11:34 by Vicky Lewis
The theme of the European Association for International Education’s (EAIE) most recent Forum magazine is ‘The New International Officer’. It includes a range of great articles about the challenges for higher education international officers now and in the future, and the attributes, knowledge and skills that professionals in this area of work need.
I contributed an article to the magazine, entitled ‘A Journey Through Time and Space’, which looks at changes in the international officer role over time in a range of different national settings.
Having taken up my very first international office role (in a small Welsh university) in 1994, I am fascinated by the way expectations have changed within my own national context (the UK) over the course of my career. So I thought it would be interesting to speak to Senior International Officers (Director / Head of International / Pro Vice-Chancellor / VP International level) from a range of different countries about the changing nature of the international officer role - and their predictions for the future.
I engaged with eight Senior International Officers working in varied institutional settings. Between them, they had held international relations roles in ten different countries (France, Morocco, New Zealand, Poland, Slovenia, Spain, Sweden, Switzerland, UK and USA). Many common themes emerged (such as a universal sense of professionalisation within the field), as well as some variations linked to national context. These experienced practitioners also offered some helpful advice for ambitious individuals at an earlier stage in their international office career.
Here’s a pdf version of my article (along with the contents page and editorial of the Winter 2016 Forum magazine - see final two pages of pdf for my article). The rest of the magazine can be downloaded by EAIE members from the Association’s website.
Posted on 15 Dec 2016 at 15:35 by Vicky Lewis
I was asked by the European Association for International Education (EAIE) to develop the first of their Pathways to Practice e-guides.
This new series of practical guides is designed to be a 'practitioner's toolkit'.
This first guide has two purposes:
Any successful student recruitment plan is built on strategic marketing and long-term relationship building. Resources need to be focused on the most productive activities.
This guide seeks to provide a useful framework to keep your planning on track.
Posted on 9 Dec 2016 at 08:40 by Vicky Lewis
This is the last in a series of three blog posts looking at the phenomenon of international education hubs – and the implications for UK higher education. The series is based on a session I delivered at the UK-NARIC 2016 Conference in London on 21 November 2016.
In my previous blog post, I looked at national motivations for (and approaches to) developing international education hubs. In this one, I focus on the opportunities for UK higher education institutions to engage with partners in hub countries in new and interesting ways.
Recent political developments at home (notably the Brexit vote and associated noises around constraining international student enrolments at UK institutions) have sparked grave concern within the UK HE sector.
There is already abundant evidence that the UK is becoming a less attractive destination for international students than it once was. Lacklustre international application figures are reinforced by the results of the 2016 ICEF i-graduate Agent Barometer. Over 1000 recruitment agents from over 100 countries were surveyed in September and October 2016. After four years when the percentage of agents rating the UK as a ‘very attractive’ study destination consistently hovered around 64%, the proportion plummeted this year to 48%.
A continued primary emphasis for UK HEIs on international student recruitment seems unwise. It is surely time to adopt a broader approach to internationalisation, seeing it as a way to ‘enhance academic quality and foster global citizenship’ (EAIE Barometer 2015).
Posted on 1 Dec 2016 at 15:42 by Vicky Lewis
This is the second in a series of three blog posts looking at the phenomenon of international education hubs – and the implications for UK higher education. The series is based on a session I delivered at the UK-NARIC 2016 Conference in London on 21 November 2016.
In my first blog post, I looked at the broad context for the development of international education hubs, what they are and where they can be found. This post focuses on national motivations and approaches (with a couple of case studies thrown in).
In some countries, international education hubs are an election issue. An advert from the 2015 Sri Lankan presidential election campaign (see above) asks ‘Are you voting for an international education hub?’. Hub status is often a key plank of national economic development strategy and can be strongly associated with national identity and self-confidence. In some parts of the world, enhancing educational opportunities is absolutely central to national mission in a way that we’re not really familiar with in the UK.
Posted on 25 Nov 2016 at 14:42 by Vicky Lewis
This is the first in a series of three blog posts looking at the phenomenon of international education hubs – and the implications for UK higher education. The series is based on a workshop I delivered at the UK-NARIC 2016 Conference in London on 21 November 2016. In this first post, I look at the broad context for the development of international education hubs, what they are and where they can be found.
2016 is proving to be a turning point year for the UK on many different levels. Domestic political developments have surely knocked any complacency out of UK universities when it comes to their ability to recruit ever-increasing numbers of international students.
At the same time there’s growing global competition, with many countries (particularly in Asia and the Middle East) setting themselves up as international education hubs. Such developments could be perceived as a threat – or treated as an opportunity.
Posted on 1 Aug 2016 at 14:12 by Vicky Lewis
Like so many UK higher education colleagues who care about the international ethos of our universities, I’m feeling somewhat despondent about the direction of travel.
Staff from other countries are thinking twice about coming to work at UK institutions, which will reduce the diversity of our staff base and, with it, diminish the potential for innovation that is sparked by having a multiplicity of perspectives.
Students from other countries are feeling discouraged from choosing the UK amidst proposed further tightening of visa regulations (while competitors such as Canada welcome them with open arms and see the benefits of encouraging them to stay on and work after their studies).
And, following the tremendous efforts of universities and other stakeholders to increase the flow of UK students undertaking study periods abroad, further barriers may be put in place with loss of access to the life-changing opportunities offered via EU-funded schemes such as Erasmus+.
Cue much wringing of hands.
But I wonder whether there is, in fact, a silver lining.