Supervising International Research Students

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Supervising International Research Students

• Professor John Taylor
• John.Taylor_at_liverpool.ac.uk

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Context

• Rapid expansion in doctoral student numbers
• Increasing diversity by subject area, by
  institution, by form of delivery
• Increasing competition
• Focus on quality
• Changing student expectations
• Emphasis on impact

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Some theory

• Gatfield (2005) two key criteria
• Level of support provided close involvement or
  more distant
• Structure weak controls or highly regulated
• Institutions are becoming more regulated in their
  approach

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Some theory Gatfield (2005)
High Support Pastoral Style Low structure and high support Candidate has personal low management skill but takes advantage of all the support facilities that are on offer Supervisor provides considerable personal care and support but not necessarily in a task-driven, directive capacity Contractual Style High structure and high support Candidate highly motivated and able to take direction and to act on own initiative Supervisor able to administer direction and exercises good management skills and interpersonal relationships
Low Support Laissez-faire Style Low structure low support Candidate has limited levels of motivation and management skills Supervisor in non-directive and not committed to high levels of personal interaction Supervisor may appear uncaring and uninvolved Directorial Style High structure and low support Candidate highly motivated and sees the necessity to take advantage of engaging in high structural activities such as setting objectives, completing and submitting work on time on own initiative without taking advantage of institutional support Supervisor has a close and regular interactive relationship with the candidate, but avoids non-task issues
  Low Structure High Structure
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Some more theory

• In 2007, Lee, Dennis and Campbell found that the
  following characteristics were most valued by
  students (in order of importance)
• Mentor for life career development and long-term
  interest
• Enthusiasm (for the subject), for the students
  project and the student
• Sensitivity to personal and professional needs
  and circumstances
• Appreciating individual differences
• Respect
• Unselfishness lack of intellectual jealousy
• Supports others outside their own sphere of
  responsibility
• Teaching and communication skills

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What does the QAA say?

• The QAA provides the UK Quality Code for Higher
  Education (2012) which aims to provide a
  definitive reference point for UK higher
  education providers. This code sets out a range
  of expectations as far as supervision is
  concerned that apply across doctoral programmes
  of all kinds
• The research student supervisor relationship
  is of paramount importance in all research
  degrees. Higher education providers therefore
  establish systematic and clear supervision
  arrangements. These include providing research
  students with
• Opportunities for access to regular and
  appropriate supervisory support
• Encouragement to interact with other researchers
• Advice from one or more independent sources,
  internal or external
• Arrangements that protect the research student in
  the event of the loss of a supervisor
• (p17)

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The QAA view

• The responsibilities of supervisors may be set
  out in guidance issued by the institution or by
  any sponsor(s). They may include
• Introducing the research student to the
  department (or equivalent), its facilities and
  procedures, and to other research students and
  relevant staff
• Providing satisfactory and accurate guidance and
  advice
• Monitoring the progress of the research students
  research programme
• Establishing and maintaining regular contact with
  the research student (guided by the higher
  education providers stated regulations and
  guidance)
• Being accessible to the research student to give
  advice (by whatever means is most suitable given
  the research students location and mode of
  study)
• Contributing to the assessment of the research
  students development needs
• Providing timely, constructive and effective
  feedback on the research students work and
  overall progress with the programme

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The QAA view

• Ensuring that the research student is aware of
  the need to exercise probity and conduct his or
  her research according to ethical principles,
  including intellectual property rights, and of
  the implications of research misconduct
• Ensuring that the research student is aware of
  sources of advice, including careers guidance
• Helping research students understand health and
  safety responsibilities
• Providing effective pastoral support and/or
  referring the research student to other sources
  of such support, including student advisers,
  graduate school staff and others within the
  research students academic community
• Helping the research student to interact with
  others working in the field of research, for
  example encouraging the research student to
  attend relevant conferences and supporting
  him/her in seeking funding for such events
• Where appropriate giving encouragement and
  guidance to the research student on the
  submission of conference papers and articles to
  refereed journals
• Maintaining the necessary supervisory expertise,
  including the appropriate skills, to perform all
  of the role satisfactorily, supported by relevant
  continuing professional development opportunities

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What does Glasgow expect?

• . Considerations for selecting supervisors may
  include
• 5.2.1. Primary supervisors are normally
  required to have an equivalent or higher level of
  qualification than the qualification being
  undertaken by the supervised student. Supervision
  by individuals without the required level of
  qualification is subject to ratification by the
  Graduate School Board.5.2.2. Supervisors will
  normally be a member of the academic staff of the
  University or Affiliates of the University.
  5.2.3. Other individuals, such as honorary or
  Affiliate members of staff, may act as
  supervisors subject to ratification by the
  Graduate School Board. These individuals are only
  permitted to supervise higher degree students in
  the capacity of a secondary supervisor.
  Exceptions may be considered by the Graduate
  School Board on a case by case basis. They must
  have the requisite qualifications and the
  ratification of the Graduate School Board.

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Glasgow guidelines

• 5.2.3. Other individuals, such as honorary
  or Affiliate members of staff, may act as
  supervisors subject to ratification by the
  Graduate School Board. These individuals are only
  permitted to supervise higher degree students in
  the capacity of a secondary supervisor.
  Exceptions may be considered by the Graduate
  School Board on a case by case basis. They must
  have the requisite qualifications and the
  ratification of the Graduate School Board.
  5.2.4. Where the nominated primary supervisor is
  a probationary lecturer or a member of staff
  supervising a student for the first time, the
  secondary supervisor shall normally be an
  experienced member of the academic staff of the
  University and will have joint responsibilities5.
  2.5. At least one member of the supervisory team
  will be currently engaged in research in the
  relevant discipline(s). 5.2.6. Supervisory and
  other workloads Workloads are set and agreed at
  either School, Graduate School or College level
  as appropriate, with consideration given to the
  maximum number of students it is appropriate for
  staff to supervise in particular disciplines.

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Glasgow guidelines

• Responsibilities of the supervisory team
• 5.6. The roles and responsibilities of the
  members of the supervisory team may vary across
  the Graduate Schools however each Graduate
  School will ensure that supervisory teams assume
  the following responsibilities and that these are
  made clear to the student and to the members of
  the supervisory team
• 5.6.1. acquiring and maintaining the
  necessary supervisory expertise, including
  periodic attendance at supervisor development
  sessions as required5.6.2. giving guidance
  about the nature of research and the standard
  expected, the planning of the research programme,
  appropriate literature and sources, attendance at
  taught classes and seminar programmes, requisite
  techniques (including arranging for instruction
  where necessary) and the ethos of research

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Glasgow guidelines

• 5.6.3. being available to the student if
  they need advice 5.6.4. requesting written work
  as appropriate, and returning such work with
  constructive criticism and in reasonable time
  5.6.5. giving advice on the necessary completion
  dates of successive stages of the work so that
  the whole may be submitted within the scheduled
  time 5.6.6. ensuring that the student is made
  aware of any inadequacy of progress or of
  standards of work below that generally expected
  as soon as the issue arises5.6.7. ensuring a
  written record of all meetings where concerns
  with the nature of supervision, or the students
  progress or behaviour are discussed is kept and
  ensuring that both the student and supervisor
  agree this record

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Glasgow guidelines

• 5.6.8. participating in the annual progress
  review process 5.6.9. helping the student to
  interact with others working in the field of
  research, for example, encouraging the student to
  attend relevant conferences, supporting him/her
  in seeking funding for such events and, where
  appropriate, to submit conference papers and
  articles to refereed journals 5.6.10. ensuring
  that the student undertakes appropriate
  subject-specific and generic training, by making
  training opportunities known to the student, and
  by giving advice on how to devise a Personal
  Development Plan (Note this advice may be given
  by the Graduate School rather than the
  supervisory team students should check local
  arrangements with their Graduate School)
  5.6.11. supporting the student in his/her
  training, including incorporating time for
  research and generic training and the
  reconciliation of new skills and knowledge into
  the students research study plan 5.6.12. in
  the case of students whose first language is not
  English, advising on the availability of advanced
  language training, and supporting the student in
  his/her language training

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Glasgow guidelines

• 5.6.13. ensuring that the student is aware
  of the Universitys regulations and policies on
  research degrees research misconduct including
  plagiarism complaints appeals discipline
  relevant College ethics policies health and
  safety regulations the Universitys research
  policies IP and Commercialisation policy
  research student handbook sources of funding and
  other relevant information for a research degree
  programme 5.6.14. arranging appropriate
  opportunities for the student to practise
  communication skills, for example seminar
  presentations 5.6.15. ensuring that the student
  is aware of institutional-level sources of
  advice, including careers guidance, health and
  safety legislation and equal opportunities
  policy

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Glasgow guidelines

• 5.6.16. providing pastoral support and/or
  referring the student to other sources of such
  support, including student advisers (or
  equivalent), Graduate School staff and others
  within the student's academic community 5.6.17.
  ensuring undocumented absences are reported in
  accordance with the Universitys Attendance
  Monitoring Policy and/or to the Graduate Schools
  in order to comply with any attendance monitoring
  for students on Tier 4 visas (as required
  locally).

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Working with international students

• Is there anything special about supervising
  international students?
• Do the guidelines apply equally to all students?
  
• Do international students have any special needs?
• Do international students have any particular
  expectations?
• Do the expectations vary depending on previous
  experience (eg a first degree in a UK university)?

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Case Study 1

• Safah began her PhD about nine months ago. You
  are the primary/first supervisor the second
  supervisor is currently away on study leave.
• She arrived with a first degree from a university
  in Pakistan. Privately, you had some doubts
  about supervising her. Not really your subject
  area. Not sure she had the right background.
  Not sure about her English ability. But your Head
  of Department thought it would be good for you
  and for the Department.
• After nine months her progress has been slow.
  She comes to see you, very upset. She tells you
  about a range of family issues her young son is
  unwell, they have been given notice to leave
  their flat, her mother-in-law does not approve of
  her studying. She wants your help.
• What do you do?

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Case Study 2

• Li Peng is in his fourth year. It has not been
  an easy time. You like him personally, but you
  have had to work very hard to help him, in the
  project design, in facilitating much of the data
  collection and in the analysis. Your
  co-supervisor says that you have done too much
  for him. You think that the end is in sight!
• He brings you the first three draft chapters of
  his thesis. Many of the ideas are good (and
  reflect your input), but the presentation is weak
  and the English is awful. He is running out of
  time you are running out of patience.
• What do you do?

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Case Study 3

• Joanna is an international student from Germany.
  She has previously studied at Harvard, her
  husband is a very distinguished scholar and she
  works as the head of an organisation representing
  universities in Germany. You have no doubts
  about her ability. However, she sees no need for
  any skills development. She resists showing you
  any work (I know what I am talking about). You
  talk to your Head of Department, but he says not
  to worry (he knows Joannas husband).
• She shows you the draft thesis. You are very
  concerned and set out all sorts of problems to be
  addressed, but she insists on submitting. A few
  days before the examination is due, the external
  examiner rings you up and says that she is going
  to fail.
• What do you do?

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Some particular issues for international research
students

• What is the role of the supervisor in tackling
  the following issues?
• Loneliness/isolation distance from home
• Language difficulties
• Different styles of learning
• Plagiarism/academic integrity
• Student finances
• Visa problems
• Family difficulties

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A crucial question

• Where do we draw a line between the role of the
  supervisor and the work of student services?
• Does this differ for international students?

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Criticality a key problem

• The Western approach to education is one which
  requires an individual to be critical to
  question texts and ideas, to challenge other
  people, to construct arguments, to have an
  opinion. For international students from a
  non-Western background critique may be an
  unfamiliar concept, something for which they are
  not well-equipped and, consequently, something
  which can be difficult for them to adjust to.
• Critique may contradict the values emphasised in
  their previous education experience. To disobey
  or contradict what a teacher or supervisor
  recommends could be considered impolite and to
  subject the work of well-known and established
  academics to critical scrutiny could be
  considered disrespectful.
• Critique may violate codes of language and social
  conduct. In some cultures saving face and
  maintaining political and racial harmony is
  extremely important and hence any criticism of
  ideas has to be offered in a roundabout, indirect
  way rather than the more direct, up front
  approach advocated in Western education.

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Criticality

• Critique may be a politically or academically
  dangerous thing to undertake. Some international
  students come from a home culture or situation
  where taking a critical stance, even when abroad,
  is risky and might impact upon their academic
  reputation or have political repercussions.
• Critique may not take place in their first
  language. International students may readily be
  able to critique in their first language but
  doing so in English may be the problem. When
  writing or discussing in English they may lack
  sufficient ability to express themselves or to
  structure their words with an order that is
  appropriate to the English language and,
  therefore, conveys the meaning they want to get
  across and enables listeners and readers to
  understand what they are saying.
• Supervisors and tutors may have well-defined
  views of what constitutes good writing e.g.
  critical analysis, evaluation, synthesis, but are
  unable to explain exactly what is meant by these
  terms.
• (Oxford Learning Institute)

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Peer support

• Research shows the importance of peer support.
• Co-national peers, that is those from their own
  country, are particularly important for emotional
  support. Being able to talk with someone who has
  a shared culture and language is critical when
  one is going through a stressful emotional
  period.
• Multi-national peers can provide important social
  opportunities, as there is a shared 'sojourner'
  experience which can often help with coming to
  terms with one's new environment. Doctoral
  students often report that it is easier to speak
  and understand English with other international
  students than with domestic students.
• Host-national peers are important in assisting
  international students to understand how to
  negotiate their new academic environment and, in
  particular, ways of relating with supervisors and
  other staff involved in working with them on
  their research. It is through relationships with
  domestic peers that international students can
  learn the 'tricks of the academic trade.'

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What do international students want? Some
evidence from Oxford
Satisfied or very satisfied with... Overseas   EU   Home
...subject expertise of supervisors 97 97 97
...level of research activity 94 94 96
...teaching ability of supervisors 92 91 94
...helpful feedback on my progress from my supervisor 88 86 87
...guidance from supervisor on topic selection and refinement 88 84 85
...confidence about managing a research project 87 86 87
...prompt feedback on my work 85 82 86
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Oxford continued
...understanding the required standard for my thesis 83 78 81
...learning that will get me a good job 76 72 80
...advice and guidance on long-term job opportunties from academic staff 67 63 69
...opportunities to teach 61 64 70
...OVERALL SATISFACTION with learning experience so far 88 90 90
...OVERALL SATISFACTION with all aspects of university experience 89 92 91
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Some final thoughts

• Importance of soft skills showing an
  interest
• If a student has some problems, dont just pass
  them on to somebody else
• The Universitys guidelines are a minimum
  expectation

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Background

• Increase in doctoral study more complexity more
  diversity
• Growth in professional doctorates
• Increasing levels of quality regulation
• Changing student expectations

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Research project

• Underlying question are there differences in
  the form of supervision required between a PhD
  and a professional doctorate?
• Some personal experiences PhD/EdD/DBA
• 5 professional doctorates, 5 different
  universities
• Interviews (5-7 in each case, students, programme
  directors, supervisors)

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Some theory Gatfield (2005)
High Support Pastoral Style Low structure and high support Candidate has personal low management skill but takes advantage of all the support facilities that are on offer Supervisor provides considerable personal care and support but not necessarily in a task-driven, directive capacity Contractual Style High structure and high support Candidate highly motivated and able to take direction and to act on own initiative Supervisor able to administer direction and exercises good management skills and interpersonal relationships
Low Support Laissez-faire Style Low structure low support Candidate has limited levels of motivation and management skills Supervisor in non-directive and not committed to high levels of personal interaction Supervisor may appear uncaring and uninvolved Directorial Style High structure and low support Candidate highly motivated and sees the necessity to take advantage of engaging in high structural activities such as setting objectives, completing and submitting work on time on own initiative without taking advantage of institutional support Supervisor has a close and regular interactive relationship with the candidate, but avoids non-task issues
  Low Structure High Structure
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Some more theory

• In 2007, Lee, Dennis and Campbell found that the
  following characteristics were most valued by
  students (in order of importance)
• Mentor for life career development and long-term
  interest
• Enthusiasm (for the subject), for the students
  project and the student
• Sensitivity to personal and professional needs
  and circumstances
• Appreciating individual differences
• Respect
• Unselfishness lack of intellectual jealousy
• Supports others outside their own sphere of
  responsibility
• Teaching and communication skills

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The approach of the QAA

• In 2011, the Quality Assurance Agency in the UK
  issued its guidance on Doctoral degree
  characteristics (QAA, 2011). Here the emphasis
  is on consistency across the range of doctoral
  programmes. The QAA sets out a series of doctoral
  qualification descriptors, as follows
• The creation and interpretation of new
  knowledge, through original research or other
  advanced scholarship, of a quality to satisfy
  peer review, extend the forefront of the
  discipline and merit publication
• A systematic acquisition and understanding of a
  substantial body of knowledge which is at the
  forefront of an academic discipline or area of
  professional practice
• The general ability to conceptualise, design and
  implement a project for the generation of new
  knowledge, applications or understanding at the
  forefront of the discipline, and to adjust the
  project design in the light of unforeseen
  problems
• A detailed understanding of applicable techniques
  for research and advanced academic enquiry

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Some background on English higher education

• 128 universities public universities
• 2 private universities, but likely to increase
• Title of university is granted by the Privy
  Council on the recommendation of the Quality
  Assurance Agency. Previously included research
  base previously had to have a minimum of 4000
  students. Now 1000 students.
• Strong traditions of autonomy
• Very diverse system
• Universities operate in a very independent way
  employ staff, own property, can borrow money

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The QAA (continued)

• The QAA also provides the UK Quality Code for
  Higher Education (2012) which aims to provide a
  definitive reference point for UK higher
  education providers. This code sets out a range
  of expectations as far as supervision is
  concerned that apply across doctoral programmes
  of all kinds
• The research student supervisor relationship
  is of paramount importance in all research
  degrees. Higher education providers therefore
  establish systematic and clear supervision
  arrangements. These include providing research
  students with
• Opportunities for access to regular and
  appropriate supervisory support
• Encouragement to interact with other researchers
• Advice from one or more independent sources,
  internal or external
• Arrangements that protect the research student in
  the event of the loss of a supervisor
• (p17)

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The view of the QAA

• The responsibilities of supervisors may be set
  out in guidance issued by the institution or by
  any sponsor(s). They may include
• Introducing the research student to the
  department (or equivalent), its facilities and
  procedures, and to other research students and
  relevant staff
• Providing satisfactory and accurate guidance and
  advice
• Monitoring the progress of the research students
  research programme
• Establishing and maintaining regular contact with
  the research student (guided by the higher
  education providers stated regulations and
  guidance)
• Being accessible to the research student to give
  advice (by whatever means is most suitable given
  the research students location and mode of
  study)
• Contributing to the assessment of the research
  students development needs
• Providing timely, constructive and effective
  feedback on the research students work and
  overall progress with the programme

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• Ensuring that the research student is aware of
  the need to exercise probity and conduct his or
  her research according to ethical principles,
  including intellectual property rights, and of
  the implications of research misconduct
• Ensuring that the research student is aware of
  sources of advice, including careers guidance
• Helping research students understand health and
  safety responsibilities
• Providing effective pastoral support and/or
  referring the research student to other sources
  of such support, including student advisers,
  graduate school staff and others within the
  research students academic community
• Helping the research student to interact with
  others working in the field of research, for
  example encouraging the research student to
  attend relevant conferences and supporting
  him/her in seeking funding for such events
• Where appropriate giving encouragement and
  guidance to the research student on the
  submission of conference papers and articles to
  refereed journals
• Maintaining the necessary supervisory expertise,
  including the appropriate skills, to perform all
  of the role satisfactorily, supported by relevant
  continuing professional development opportunities

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Funding

• Traditionally a block grant for teaching and
  research.
• 1986 teaching and research separately
  identified
• But, major changes in recent years
• 2012 shift in funding of teaching to fees
• Research funding increasingly selective between
  institutions Research Assessment Exercise/
  Research Excellence Framework
• Other sources of funding research, philanthropy
• Strategic importance of funding

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An alternative view

• Harden, Carr and Lhussier (2014) write that
• In the context of a professional doctorate, the
  research undertaken often takes the shape of
  practice development project. In this, the
  dialogical relationship between a particular
  practice development project and the cultural,
  social, educational and political aspects of the
  environment needs to be made explicit. We
  therefore suggest the supervisory craft required
  to support a professional doctorate candidate may
  be very different to that required for a PhD
  candidate. Professional doctorate students, like
  PhD students, are required to make an explicit
  contribution to knowledge. Their emphasis,
  however, needs to be in processing knowledge that
  is theoretically sound and original and of
  relevance to their practice area (p1)

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Government

• Responsibility for higher education rests with
  the Department for Business, Innovation and
  Skills not with the Department for Education
  (BIS)
• Higher education has a very high political
  profile, especially around the issue of fees
• Government used to set overall student numbers,
  implemented through the Higher Education Funding
  Council for England (HEFCE), but now the caps on
  recruitment have been lifted
• Government sets overall shape of higher
  education, but does not plan or control in detail
  universities have a high level of freedom
  within which to act and determine their own
  priorities

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What is a system?

• Definitions of a system
• A set of things working together as parts of a
  mechanism or an interconnecting network a
  complex whole
• Or
• A set of principles or procedures according to
  which something is done an organised scheme or
  method
• Is English higher education a system?
• Possibly, but only in the loosest sense
• Is English higher education part of a wider
  education system?
• Again, possibly, but in an even more loose sense

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Some views (1)

• I supervise both PhD and DBA students. I treat
  them in the same way and expect the same from
  both. We often meet as a group and you cant
  tell them apart. It is all about enthusiasm
  showing you are interested in their research,
  helping whenever possible and being there
  whenever they need you. I tell all my DBA
  students to aim to produce papers for top
  conferences and journals, not just the PhDs.
  Ok, their research might be more applied, but I
  supervise all my research students in the same
  way.
• UK University, DBA supervisor B2

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Some views (2)

• For me, a professional doctorate must be based
  in the profession, in the workplace that is what
  it is all about. I am not interested in papers
  for publication in academic journals that nobody
  reads I want students to do research that is
  important for business, for their employer. I
  like them to have two supervisors, one from the
  University, one from the company both equal.
  That way the research is relevant to the
  business.
• UK University, DBA Programme Director, A1

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Some views (3)

• I have a fantastic supervisor. He is a world
  expert in the field and has written lots of books
  and papers. I have worked in business for many
  years I didnt want a supervisor with a
  business background, I wanted a researcher who
  could excite me and inspire me. Thats what I
  wanted most. He has shared his academic expertise
  and has been incredibly supportive.
• UK University, DBA candidate B5
• We all talk about our supervisors. They vary a
  lot. Some dont seem to care and you hardly see
  them. Others help you a lot.
• UK University, DBA candidate, B6

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Supervising Professional Doctorates

• Key factors
• Strength of professional identity
• Institutional culture

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Some conclusions

• The underlying question (PhD or professional
  doctorate) is too simplistic
• There is no single model of a professional
  doctorate and there is no single approach to
  supervision.
• Importance of the soft skills span all forms of
  doctorate

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Some lessons

• Ability and willingness to work with students who
  are often highly experienced in their field, with
  extensive practical experience and who often
  possess significant self-confidence and a
  willingness to challenge academic conventions
  supervising such students can be highly rewarding
  and stimulating, but , for some staff, it can
  also be threatening.
• Capacity to work with external sponsors and to
  develop projects that may be based in
  professional practice, but also meet the
  expectations of the academic institution in terms
  of rigour, originality and ethics.
• Ability to look beyond conventional research
  outputs and forms of impact.
• Willingness to work as part of a team of
  supervisors that may include professional
  colleagues from outside the academic institution
  who may have very different understandings of the
  nature of the professional doctorate.

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Thank You
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Government steering

• Government exerts influence over higher education
  by steering rather than by control (except in
  certain areas such as medicine, teacher training)
• Some levers of Government
• Funding
• Competition
• Performance indicators (naming and shaming)
• Some examples
• Research funding for high quality activities
• Widening participation
• Working with business and industry

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Increasing competition and marketisation

• Common trend across the world
• English universities are in competition with each
  other and with universities in other countries.
• Stimulated by the move to fees and by league
  tables and rankings
• Fees
• Part of a philosophical debate is higher
  education a public good or a private good? Clear
  shift towards the latter
• Also, very pragmatic approach how to increase
  numbers of graduates without raising taxes
• The result is that higher education today is
  demand driven, not supply driven

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Some consequences

• Strong focus on the student experience from
  initial contact to alumni
• Awareness of cost
• Awareness of the market no more small MA
  programmes! competitor analysis focus on
  strengths finding a niche
• Importance of brand
• The search for efficiency the lean
  university new managerialism
• Focus on quality, and the demonstration of
  quality
• Issues of market failure

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New roles and responsibilities

• Growing recognition of
• The student experience students as customers
• Employability
• Role of universities in regions knowledge
  production and innovation
• Quality
• Impact
• Autonomy with accountability
• Performance indicators/ measurement of outputs
• Information for prospective students

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Universities and their partners

• Universities cannot work in isolation.
• Examples of key partnerships of English
  universities
• Business and industry research, support and
  consultancy, teaching, student experience,
  curriculum
• Hospitals teaching and research
• Schools teacher training, qualifications
• Other universities and colleges teaching,
  research, operations

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Initial teacher education

• Two main pathways
• Postgraduate Certificate (one year, following
  first degree)
• Degrees in Education (four years)
• Award of Qualified Teacher Status (QTS)
  programmes accredited by Office of Standards in
  Education and Training (OFSTED)
• Key issue Government wants more practical
  training (less theory) leading to transfer of
  resources from universities to schools some
  universities are withdrawing from initial teacher
  education

63
Managing change

• Some key lessons
• Establish a clear rationale not change for the
  sake of change
• Leadership at all levels
• Incentives for universities, for staff
  carrots, not sticks
• Transitionary arrangements
• Staff development

64
Some reflections on system change

• Change needs to be supported by evidence what
  is not working and why how can activities be
  done better what are the advantages?
• Change needs incentives to encourage different
  parties to work together (normally resources)
  you cant force people to work together.
• Steering or legislating
• Dont forget that a system is made up of
  components change needs to be considered as
  bottom up not just top down
• Encourage and celebrate diversity (possibly with
  some minimum expectations) work with autonomy
  dont fight it (but autonomy also requires
  accountability, financial and quality)

65
Thank you

• John.Taylor_at_liverpool.ac.uk

66
The position today

• Approx 500,000 international students (non-EU)
  out of a total of about 2.3 million
• Main markets China (rate of growth has slowed)
  India (falling) South East Asia (stable), Middle
  East (growing)
• All levels (pre-degree, UG, PGT, PGR)
• Mainly in vocational subjects (business/management
  , computing, engineering) medicine restricted in
  UK

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University strategies

• Clear overall plans
• Recruitment targets by department/course
• Infrastructure market research, international
  offices, overseas offices in key markets
• The student experience from initial contact,
  residential accommodation, customer focus
• The learning experience multicultural learning,
  different styles of learning

68
Some specific ideas

• Developing courses for international demand
• Financial incentives for recruitment
  university, department, individual
• Importance of marketing, being out on the road,
  but not just recruitment fairs
• Importance of good information
• Competitor analysis
• Use of agents
• Speed and flexibility reacting to new
  opportunities, making offers
• The student experience is critical word of
  mouth is the best marketing
• Alumni links
• Role of senior management/leaders

69
Marketing

• Director of Marketing
• Approx 25 staff to cover home and international
  activities
• Highly centralised
• Website
• Advertising limited, but can still be important
• Paper reduced, but can still be important
• Recruitment fairs limited value
• Online applications
• Target one week turnround/ devolved
• Measuring the student experience from start to
  finish and beyond

70
Some issues

• It is not all about money!!! International
  students add hugely to campus life
• Importance of diversity in recruitment
• Try to avoid over-dependence on certain markets
• UG, PGT, PGR?

71
Introduction

• Much has been written about internationalisation,
  but mainly at a macro level (Knight, de Wit,
  Van der Velde).
• Much less has been written about
  internationalisation at the level of the
  institution or the individual member of staff.
• This presentation looks at motivation and values
  at institutional and individual levels.
• Six areas of activity
• Recruitment of international students
• Recruitment of international staff
• Transnational delivery of higher education
• Student and staff mobility
• International research collaborations and
  networks
• Internationalisation at home, including
  internationalisation of the curriculum

72
Research Projects

• This paper is based on three related research
  projects
• Strategies for Internationalisation in UK
  Universities
• Perceptions and Management of Internationalisation
  in UK and US universities
• Motivations and practices of six UK universities
  in the delivery of transnational higher education
  in China

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Defining Internationalisation

• Jane Knight
• The process of integrating an international,
  intercultural and global dimension into all the
  purposes, functions and delivery of
  post-secondary education (Knight, 2003)
• Process idea of an evolving, changing activity
• International implies the involvement of
  different nations and cultures
• Intercultural implies an impact on the home
  environment
• Integrating suggests a deep-rooted, broadly
  based activity
• Purposes and functions an all-embracing
  approach

74
Views of Internationalisation

• Some traditional views of internationalisation
• The wandering scholar
• International movements of students not
  extensive, but nothing new
• International movements of staff
• International movements of ideas of higher
  education (UK and Empire Germany in Europe and
  beyond)
• Collaborative research
• Erasmus programme started in 1987. Now evolved
  into Erasmus
• Over 4000 institutions over 6 million
  students have benefited .
•  

75
Changing motivations

• . Middlehurst and Woodfield present a series of
  six influences to be considered
• social and cultural advantages,
• political factors,
• economic gains,
• academic factors (especially quality issues),
• competitive forces
• issues of institutional development

76
Example (1)

• University A, a relatively small,
  research-intensive university emphasises a
  strategic imperative of becoming a top 100
  University worldwide by 2017. To that end, it
  incorporates the following aims within its
  International Strategy
• To internationalise the educational, cultural
  and social experience of all students, faculty
  and staff irrespective of location such that the
  Universitys contributions to learning, teaching,
  research and enterprise gain real and concrete
  expression in professional and academic
  experience, relevance and international impact.
• To give the University substantive international
  reach through strategic partnerships with quality
  institutions and public and private research
  funding bodies and other organisations.
• To promote international influence, reputation
  and visibility through a network of influencers
  in international, national and transnational
  government and non-government organisations.

77
Example (2)

• University B, a large Russell Group institution,
  has similar aspirations
• The Universitys strategic aim is to be amongst
  the worlds leading research intensive
  universities. World class universities are
  inherently international in their focus, reach
  and impact. In order to attain this goal, we
  need to
• a) Achieve an influential world-leading research
  profile create a research culture that attracts
  world class graduate students and distinctively
  translates this into learning opportunities for
  undergraduate students.
• b) Inspire our students to develop their full
  potential through the delivery of a distinctive
  and inspiring .experience.
• c) Increase the impact of our activities on a
  local to global scale.

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Example (3)

• By contrast, University C is not a strongly
  research-based institution. However, it still
  wishes to operate on the international stage
• .the University must move beyond a simple
  approach to internationalisation which involves
  basic international recruitment and delivery
  overseas coupled with attempts to
  internationalise the curriculum. A more holistic
  approach is required if the transformation of the
  institution into a truly international University
  is to be achieved.
• University C also stresses the importance of
  embedding a long-term perspective within
  internationalisation and the need for careful
  commitment of resources
• In global approaches to education, increasing
  emphasis is being placed on long-term and
  genuinely collaborative partnerships. These can
  operate on a number of levels governmental,
  industrial, commercial and institutional. They
  are dependent on a willing investment of time and
  resources, and a commitment to the development of
  a genuine mutual partnership.

79
Example (3) continued

• Such an approach also requires a recognition of
  institutional responsibilities
• In aspiring to a holistic approach to
  internationalisation, the University recognises
  that it must undertake activities at home and
  overseas which advance economic development,
  social cohesion, constructive social mobility and
  cultural understanding. There is a link between
  building a truly international university and
  building international communities in an
  interdependent world that reflects the
  fundamental values of community and freedom of
  expression and enquiry.
• Note the explicit reference to values.

80
Example (4)

• Such ideas are also captured by University D, a
  large research-based university and member of the
  Russell Group, in a set of four guiding
  principles
• Reciprocity Internationalisation is a two-way
  process for the University to realise the full
  benefits of our global reach, we must give as
  much as we get. We believe as a community that
  by working multilaterally rather than
  unilaterally we achieve more in terms of
  teaching, research and knowledge transfer. We
  concentrate our energies on cultivating enduring,
  boundary-spanning relationships that are mutually
  beneficial which applies to students and to
  academic and commercial partners.
• Commitment Internationalisation is an investment
  for the future and requires a long-term
  commitment to our students, to our staff and to
  our partners globally.

81
Example (4) continued

• Social and environmental responsibility
  Knowledge is a public good and we recognise that
  we have a responsibility to generate and share
  knowledge for the greater good of society.
  Although we are fundamentally a British
  institution, internationally, we will always aim
  to be sensitive and relevant to local
  circumstances. As an educational institution,
  operating on a global level, we are committed to
  educational capacity development in emerging
  economies, doing so in a way that is
  environmentally sustainable.
• Quality We seek to maintain the highest
  standards in all that we do.
• Note again, the reference to values
• Giving not just taking
• Sustainability
• Ideas of public good
• Partnership

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Changing Ideas

• Notions of status and quality, measured or
  perceived at an international level rather than
  within institutions or within national
  boundaries.
• Expectations of global impact, rather than local
  or national moreover, an expectation, not simply
  a hope or aspiration.
• Recognition that internationalisation is an
  all-embracing concept that needs to be integrated
  within everything that the university is involved
  with and requiring the active commitment of all
  staff, as distinct from a fringe activity
  involving a few key enthusiasts.
• Understanding that internationalisation is a
  long-term process that requires institutional
  commitment in order to secure sustainability and
  success, not something that comes and goes
  according to the turnover of staff.

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Changing Ideas

• Recognition that internationalisation requires
  the investment of scarce resources (not least
  senior management time) and a recognition of
  opportunity cost, and that, with such
  recognition, comes the need for prioritisation
  between competing claims (both between
  internationalisation and other claims on
  institutional resources and between competing
  demands within the internationalisation agenda)
  and for evaluation of the outcomes from such
  investments (including the use of performance
  indicators and pursuit of value for money).
• Acceptance of the breadth and massive potential
  of international contacts, including
  international governments and business, a vision
  that now extends well beyond simply contacts with
  other universities, staff and students
• Acknowledgement of institutional
  responsibilities, including an ethical dimension
  to internationalisation in higher education.
• Recognition of the need to ensure that high
  quality is maintained throughout the whole
  spectrum of internationalisation activities.

84
Importance of Strategy

• With such changes has come a need for
  universities to exercise some degree of oversight
  with respect to internationalisation, to
  encourage, foster and shape activity, but also to
  regulate, to monitor and to ensure the effective,
  appropriate use of resources. As a result,
  internationalisation now commands a key position
  within the leadership and management of most
  higher education institutions.

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Leadership of internationalisation

• In the context of internationalisation, some
  particular qualities of leadership are required
• A clear vision of the meaning and importance of
  internationalisation.
• Excellence as a communicator, able to convey the
  importance of internationalisation within the
  institution and to other stakeholders, and able
  to explain the universitys aims and objectives,
  and policies, to diverse, and often critical,
  audiences both at home and abroad.
• The ability to inspire others who might be
  sceptical of the importance of internationalisatio
  n or who might simply feel overwhelmed by other
  pressures on their time and resources or by
  conflicting expectations.
• A strong sense of imagination, able to envisage
  the shape and form of substantial international
  developments.
• A willingness to take calculated risks on new
  undertakings and an acceptance that not every new
  initiative will succeed, or succeed to the level
  originally anticipated.
• A sense of ambition for the institution.
• The ability to network with others, both inside
  and outside the university, both at home and
  abroad.

86
Governance Example (1)

• University E, a large multidisciplinary, research
  intensive institution, is typical
• The breadth of the Universitys existing and
  potential international activity necessitates
  strategic leadership to co-ordinate different
  strands and provide a clear focus for
  development. Resources will need to be directed
  where they are most effective and this will
  require a selective approach. The Vice-Principal
  will chair an International Board which will
  oversee the international portfolio of activities
  including the implementation of actions arising
  from this Strategy. The Board will provide
  strategic direction to and central coordination
  of activities, ensuring that the appropriate
  support mechanisms, services and policies are in
  place, and coordinating the communication of
  these activities. The Board will also oversee
  the Universitys involvement in .international
  networks and manage a seed fund available to
  Schools and Corporate Services to facilitate the
  development of links and international activities
  within the overall framework. This could include
  travel grants, administrative support or staff
  buyouts. The Boards will delegate responsibility
  for delivering the various parts of the Strategy
  to different leads

87
Example (1) continued

• The Board will set up a number of time-limited
  international Region Working Groups to review
  activity and potential for each global region and
  developing a regional plan, encompassing student
  recruitment, collaborative provision, research
  links, communications and other activities. The
  Board will be responsible for determining
  priority markets based on the plans provided by
  the Working Groups and for overseeing the
  implementation of these plans.
• Representatives of academic Schools and
  Corporate Services will be involved in the
  International Board and the International Region
  Working Groups and it is anticipated that the
  former will lead the International Region Working
  Groups. The Board will discuss with Schools the
  idea of establishing a network of School
  champions in the delivery of the International
  Strategy. Any initiatives or developments must be
  sensitive to existing arrangements and
  investments by Schools
• Ideas of control, planning, selectivity

88
Example (2)

• University F, another large research-led
  institution, tackled issues of management and
  organisation as follows
• An International Steering Group will be
  established to direct the development of
  internationalisation action plans and to monitor
  progress against the strategic objectives. Key
  indicators of progress are currently under
  consideration in the light of the indicators
  currently reported to Senate and Court the
  purpose of the internationalisation suite of
  indicators will be to provide faculties with a
  more sensitive framework for self-evaluation.

89
Example (2) continued

• Regional action plans will be developed in the
  year ahead. The Regional Champions convene
  Working Groups .to review activity and identify
  and coordinate potential opportunities and areas
  for development in each global region. Regional
  Working Groups will act as a source of advice for
  staff, especially related to academic business
  development, identification of potential
  strategic partnerships with targeted institutions
  and to facilitate activities which will build the
  profile of the university in key markets. For
  the University fully to capitalise on
  international opportunities, effective
  communication channels need to exist between the
  Faculties, Services and the Regional Champions.
  Deans have been asked to consider the optimal
  mechanisms to progress this work in a coordinated
  manner
• Again, ideas of control, targets