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An International Strategy for Education


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Title: An International Strategy for Education

An International Strategy for Education
  • Mary Ritter and Ulrike-Hillemann-Delaney

An International Strategy for Education agenda
  • Drivers for internationalisation of education
  • Direct, education per se
  • Synergy with other aspects of college strategy
  • Models for international education interactions
  • Guiding principles and key questions
  • Strategy development
  • E.g. the Middle East
  • Today is the first stage for discussion
  • Next steps, to focus on individual key regions of
    the world research, assess, discuss, decide

Internationalisation of education
  • 2 main drivers for the internationalisation of
    Higher Education
  • Educational rationale per se
  • Support for other strategic goals of the HEI
    (research, finance, reputation)

Education rationale does our education reflect
the global context?
  • Global problems need global solutions
  • Global brain power
  • Are we educating global citizens?
  • For the global employment market
  • To be aware of the challenges facing our global
  • To sustain the UKs competitiveness in the world
  • What educational goals might be needed beyond
    subject-specific knowledge?
  • Entrepreneurship (international aspects of)
  • Knowledge of global economics/international
  • Knowledge of world politics and history
  • Transferable skills, including intercultural

Education rationale How can we achieve this? (1)
  • Encourage extra-curricular activities how can
    we support this?
  • Humanities
  • Student mobility
  • One year exchanges
  • Summer internships
  • 46 Imperials students are from outside the UK
    therefore already international
  • Our competitors (e.g. USA, Europe) could be our
  • Many/most have a requirement for a semester/year
  • Are there new collaborations we should establish
    to create opportunities for our students?
  • Universities and other institutions Industry
  • Split and joint PhD programmes
  • Reciprocal fit/synergism with other elements of
    overall College strategy

Education rationale How can we achieve this? (2)
  • Address global issues within the curriculum?
    Benefit from the international student
    population. (Are there existing good examples?)
  • Implications for teaching staff (teaching
    programme, their own intercultural skills)
  • Transferable skills training (Roberts), with
    intercultural focus
  • In collaboration with international partners
  • IDEA League 3-day residential summer school for
    early PhD students. Based on our RSD workshop.
    2007, 2008.
  • Singapore (NTU, NUS, ASTAR) 2008, 2009 (PMI2
  • Hong Kong and Tsinghua, 2009
  • Imperial-Tsinghua 2009-2010. PMI2 funding.
    Programme aimed at later stage PhD students, with
    career and entrepreneurship focus.
  • Excellent feedback from both participants and
    collaborating universities dual relevance
    education per se and support for PhD
  • PMI2 and Roberts funding. Team of professional
  • Research ? lessons learnt integrated into our
    home programme

Synergy with overall College strategy (1)
  • Research Collaborations
  • Closer links through student exchanges on all
  • UG exchanges and Joint Masters Programmes as pool
    for PhD students
  • Split and joint PhDs
  • Alumni
  • Benefits both students and College
  • Brings benefit now and future potential
  • Reputation
  • Addressing global challenges through skills
  • Quality of education /graduates (the global
    university for science, engineering, medicine and
  • Alumni

Synergy with overall College Strategy (2)
  • Financial Income for the College
  • On Campus
  • Competitive pricing of courses
  • Increase of overseas fee-paying students at PGT
  • Diversification of markets on all levels to
    maintain numbers and quality
  • Do we need quotas on some courses?
  • Transnational Education?
  • Mentoring
  • Distance Learning
  • Overseas Campus

Modes of international interaction
Levels of international engagement
  • Level 1- an institution-level partnership
  • Level 2 a Faculty-level partnership
  • Level 3 an individual collaboration between
    academic staff
  • Levels 1 and 2 are key to international strategy,
  • Level 3 is essential for their success
  • Also, any Level 1 and 2 partnership needs buy-in
    from our academic staff because the
    research/teaching will be done by them

International partnerships - what?
  • Physical presence
  • Multi-faculty campus
  • UG, PGT, PGR, (research) e.g. OGTech Nottingham
    Malaysia, Nottingham China
  • UG,PGT, PGR, no research (UNSW-Asia)
  • PGT, PGR (MIT in Abu Dhabi/Masdar)
  • UG /- PG (Newcastle Medical School Malaysia)
  • Subject-specific campus (e.g. research, clinical,
  • (imperial Abu Dhabi Diabetes Centre Imperial
    Qatar Genomics Centre UCL School of Energy and
    Resources, Adelaide)
  • Teaching franchise
  • Home courses taught on overseas campus (Uclan in
  • Mentor consultant role for setting up new
  • (Imperial-KAUST Imperial-IIT Delhi)

International partnerships - what?
  • Virtual presence
  • Consortia with collaborative education and/or
    research programmes
  • IDEA League
  • Bilateral/trilateral research collaboration /-
    collaborative PhD programmes e.g.
  • Imperial-Singapore (ASTAR Research Institutes,
  • Imperial, Tokyo Institute of Technology, Hanyang
    University Korea Bioengineering
  • Student exchange programmes
  • Multiple partners (MOU)
  • Available data and hence analysis on usage not
  • A collaborative virtual presence requires
    capability on the part of overseas partner, as
    well as Imperial

Guiding principles and key questions
  • Guiding principles and key questions
  • Essential for all potential projects

Major guiding principles 1
  1. That the proposed activity (education, research,
    innovation) fits with Imperials strategic
  2. That there is an unmet need (Is this a real
    opportunity to do something that Imperial needs
    to do and otherwise would not do? Is the activity
    of real benefit to Imperia?)
  3. That there is (matching) capability within
    Imperial (Do we have the people, the skills and
    the resources/infrastructure? Alternatively,
    could we recruit them?
  4. That the proposed activity does not pose
    unreasonable reputational or financial risk (the
    level of reputational and/or financial risk has
    been thoroughly assessed and found to be

Major guiding principles 2
  1. That the proposed activity is consistent with the
    ethical standards expected of Imperial and a UK
  2. That the proposed activity will be conducted
    according to a legal framework that is consistent
    with that of the UK
  3. That the proposed activity does not conflict with
    existing or potential future partnerships of a
    similar nature and/or within the same
    geographical region (e.g. activity is
    exclusive/non-exclusive replicative)
  4. A formal risk-benefit analysis is needed for any
    major project

Some further, specific, questions 1
  1. The proposed activity What exactly is the nature
    of the proposed activity? (Focused research?
    Focused PGR? Broad, including UG, PG and
  2. Prioritisation How does this opportunity compare
    with other opportunities?
  3. Motivation Why are we interested in the
    opportunity? (First class research? First class
    PGR that fit with research strategy? Money?
    Essentially, is it for research, education,
    innovation, money, competition or collaboration?
  4. Real costs What is the duration of funding? What
    are the real costs of delivery (staff time, other
    opportunities lost)?
  5. Delivery What is the likelihood of operational
    success? Is this an activity to which our staff
    would wish to devote time? (e.g. focused research
    versus UG teaching)

Strategy development and delivery
  • Key regions of the world
  • Europe
  • Middle East
  • India
  • SE Asia
  • China
  • North America
  • Africa
  • South America
  • Differ in education, population size, research
    capacity, financial capacity
  • Different models of interaction will be suitable
    for different regions of the world

Next steps regional strategy what is our
  • Income generation
  • Mutually beneficial collaboration
  • Competitive advantage
  • An international footprint
  • A mixture of the above
  • Broader UK foreign policy issues
  • Caution
  • If money is the motivation unlikely to be a
    pot of gold/massive premiums
  • Most projects require the funding to spent within
    the donor country
  • If this is the case, management fees, overheads
    etc must be negotiated appropriately

Next steps regional strategies research and
  • Focus on each geographical region separately
  • Research into
  • political/economic situation
  • Population size and need
  • education and research capability
  • Status of individual universities
  • Imperial staff linkages (international database)
  • Assess most appropriate model(s) for interaction
  • Assess the best target(s) for interaction
  • country/state within the region
  • City
  • Universities
  • Etc
  • Work in progress (Middle East, India, SE Asia,
    China, Europe, N America)

The Middle East
  • As an example

Opportunities in the Middle East
  • Period of great change - many things are possible
  • Education moved to top of agenda in most
    countries. In some (e.g. Abu Dhabi, Qatar)
    governance and education are being radically
  • Countries have considerable funding at their
    disposal, therefore potential opportunity for
    income generation for HEI such as Imperial (but
    even these countries are suffering an economic
  • Projects could provide involvement in building
    education and research capacity
  • Collaboration could provide access to new
    avenues/resource material/facilities for research
  • Personal approaches made to the Rector by Masdar
    (Abu Dhabi Science, Technology and Higher
    Education Foundation) and the equivalent body in

Risks in the Middle East education 1
  • Education not comparable to UK poor quality of
    local student intake
  • e.g. GOTech 4-year BSc 1-year pre-degree
    course plus an additional 1-year English Language
    course if IELTS lt4.5
  • Local social/cultural factors undermine QA
  • e.g. inability to discipline local nationals
    impossible to fail a member of a leading family
    women avoid graduating to avoid forced marriages
  • Lack of educationally qualified local students
  • and the best likely to want to go overseas, to
    the home campus
  • Resultant need to recruit students in from other
    areas (eg SE Asia)
  • would not sit well with our aim to attract the
    best to Imperial in London

Risks in the Middle East education 2
  • School grade inflation, to help local students
    get into overseas campuses
  • one college in Dubai awards 80 of students 71
    (pass-mark 70)
  • Cultural differences (e.g. requirement for
    segregation of the sexes)
  • Standing of other universities that we might
    share a location with
  • risk to our brand (e.g. Middlesex University in
    Dubai Knowledge Village)
  • No evidence that any existing satellite campus
    has come close to the standards of the home

Risks in the Middle East research
  • Local research base and infrastructure is
    currently very small
  • Doctoral programmes are having a hard time
    finding qualified local candidates and/or
    recruit/retain international doctoral students
  • Integrated research and education programmes are
  • Applied research ventures seem to have better
    chance of succeeding, especially when tied into a
    structured programme or driven by a clear
    commercial imperative (e.g. Imperial Abu Dhabi
    Diabetes Centre Imperial-Qatar projects)

Possible models for Imperials engagement in the
Middle East, as an example
  • Mentor role
  • Multi-faculty campus
  • Single-faculty campus
  • Subject-specific centre
  • research/PG education
  • application (clinical care, engineering)
  • Student exchanges
  • UG, PGT, PGR

Possible models mentor role (1)
  • Clear benefits must be identified, e.g. finance,
    future research collaboration, PGR students
    otherwise altruistic
  • Boundary between mentoring and education delivery
    can be blurred latter could impose heavy
    teaching load for Imperial staff
  • Quality assurance difficult
  • Managerial distraction
  • Brand, reputation

Possible models Multi-faculty campus (2)
Single-faculty campus (3)
  • Multi-faculty
  • Unlikely to contribute to Imperials core
    strengths in research
  • Managerial distraction
  • Heavy teaching load
  • Does not fit Imperial culture (staff will not
    want to go out to teach)
  • Quality assurance very difficult
  • Divergent evolution leading to reputational
    problems brand damage
  • Single-faculty
  • Similar problems as above if UG education
    included in remit
  • If restricted to PG, more likely to contribute to
    Imperials core strengths in research, but
    teaching load if PGT
  • Difficult to establish sufficiently large
    research body to support high quality PhD training

Possible models subject-specific centre(s) (4)
  • Reflect and tie into Imperials research
  • Opportunities in Engineering and Healthcare areas
  • Some model projects already
  • Helps to develop a brand
  • Associated educational activities would be linked
    to research focus

Middle east current projects
  • Abu Dhabi
  • Diabetes Centre
  • Masdar Research Network
  • Qatar
  • CO2-carbonates (Shell, Qatar Petrolium, QF)
  • Under discussion
  • BioBank
  • Genomics Centre of Excellence
  • Robotics
  • Saudi Arabia
  • KAUST (Chemical Engineering and Materials)

Possible models for Imperials engagement in the
Middle East
  • (Mentor role)
  • Multi-faculty campus
  • Single-faculty campus
  • Subject-specific centre
  • research/PG education
  • application (clinical care, engineering)
  • Student exchanges
  • UG, PGT, PGR

International Office
IO staff have responsibility for specific
geographical regions
Marketing and recruitment of international
IO Responsibilities
Welcome, induction, enquiries and support
Middle East
N and S America
SE Asia
China Japan
International Collaborative PhDs, Board meetings
Hosting international visits, briefings for
academic staff
Support for international funding initiatives
Senior IO staff also have Faculty-facing
responsibilities interaction advice for
individual academics
International Strategy
  • Thank you

Opportunities in India
  • Period of great change - rise to a global power
  • Population as large as China by 2020
  • Forecast to be worlds 3rd largest economy by
  • Education moved to top of agenda
  • Young and growing population
  • Desperate need for graduates and researchers
  • Ambitious expansion of HE provision (new IITs,
    IISERs and universities)
  • Projects could provide involvement in building
    education and research capacity
  • Collaboration could provide access to new
    avenues/resource material/facilities for research
  • Already has a small number of world class HE
  • Good cultural interface, language
  • Indian UK diaspora

Risks of engagement in India
  • Stiff competition with other universities (e.g.
    both Oxford and Cambridge) delay is a risk
  • Shortage of Indian academics may put pressure on
    time/workload commitment of Imperial academics
  • Gap between quality of IITs and most universities
  • Much will depend upon private finance (e.g. 65
    of medical care is private sector)
  • Benefit will be in research and education rather
    than in direct financial gain

Opportunities in SE Asia
  • A very varied region
  • Singapore
  • Education and research hub
  • Biopolis, Fusionopolis, NUS, NTU
  • Many close links with Imperial e.g.
  • Collaborative PhD (and masters) programmes
  • Substantial investment in research and education
    (China will soon catch up)
  • Recruiting staff worldwide
  • UNSW experience with a teaching campus
  • Good experience with/benefit from research
    training/PhD programme

Opportunities in China
  • Period of great change - rise to a global power
  • Large population (1,322,000,000) but
  • 1 child family, social problems, ageing
  • India may catch up by 2020
  • Currently worlds 3rd largest economy
  • Education high on agenda
  • Already has several world class HE institutions
  • Scholarship programme
  • Many students may stay in China to study in the
  • Imperial has many 11 interactions but no major
    College-level projects.
  • MOUs signed in April 2007 with Shanghai Jiaotong
    and Tsinghua universities discussions with
    Chinese Academy of Sciences
  • PMI2 transferable skills project with Tsinghua
  • Collaborative PhD (cant be joint) with Tsinghua
  • Discussion planned with Jiaotong

International Affairs
  • Pro Rector (International Affairs) Mary Ritter
  • International Relations Advisor John Wood
  • Head of International Strategy and Partnerships
  • Ulrike Hillemann-Delaney
  • Head of International Student Support
  • Sharon Bolton
  • Head of International Student Recruitment and
  • previously Ulrike Hillemann-Delaney tba
  • Staff also have Faculty-facing and geographical
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