internationalisation what for and how? · in education: tempus in the first period; later socrates...
TRANSCRIPT
INTERNATIONALISATION
WHAT FOR AND HOW?
Tomáš Zima Charles University in Prague
UNICA RECTORS SEMINAR University of Luxembourg 22-23 May 2014
BASIC FACTS ABOUT CHARLES UNIVERSITY
Founded in 1348
Multi-field comprehensive university: more than 300 accredited degree programmes offer
over 642 various courses
Structure: 17 faculties and 3 institutes
Students: 53 000
more than 20 000 students study
in Bachelor’s degree programmes,
almost 25 000 in Master’s programmes,
and 8 000 in PhD programmes
more than 7 000 foreign students (roughly 40% are Slovaks, one third study of foreign students in English)
Employees: 7 800
of which academic and scientific: 4 400 (56%)
of which others: 3 400 (44%)
Budget: 8.3 billion CZK
of which roughly one third each are
block grants and subsidies for educational activities
funding for research, development and innovation
university revenue streams
INTERNATIONALISATION: WHAT FOR?
INTERNATIONALISATION: HOW?
INTERNATIONALISATION: SOME ACHIEVEMENTS
WHAT NEXT?
RECENT (?) HISTORY
After the fall of the totalitarian regime, CU faced many problems
missing middle-aged generation in some fields: during the period of 40 years, CU lost many of its top academics twice; there were two waves of emigration (in the 50s and the 70s)
international contacts were kept only with the former Soviet block countries
there was almost no mobility of staff (neither students)
research was concentrated outside universities, only in the institutes of the Academy of Sciences
some fields, especially social sciences and humanities, had to be built from the scratch again
FURTHER OBSTACLES
Financial resources allowed only very limited number of mobility schemes – therefore strong focus on EU programmes and their co-funding
Difficult language of instruction for foreign students and staff
Outdated curricula of degree programmes
Insufficient knowledge of foreign languages
Missing infrastructure and literature
Changes in internal structures of universities and better university management were needed
etc.
DRIVERS OF CHANGE
Apart from legislation, internationalisation has become the main driver of changes in the Czech higher education as well as in transformation of Charles University into a democratic institution
Moreover, it was a driver leading the CR back to Europe and CU to become again a strong European university
There were mainly European programmes
in education: Tempus in the first period; later Socrates and Lifelong learning programme;
in research: Framework Programmes for Research and Technological Development
In 2004 – at the time of entrance in the EU – thanks to their active participation, universities were already part of EU
MISSION OF CHARLES UNIVERSITY AND
ITS STRATEGY FOR DEVELOPMENT
Building on the heritage of Charles IV : "To enhance education in the country offering its citizens the best possible education, so that they do not need to seek it in foreign lands, because this University will be in demand from foreigners themselves“ (Foundation Charter of CU)
High quality science and its connection with education should be a standard in every discipline
Strong support to young researches; doctoral study programmes should be cornerstones in this aspect
Openness to talented students, teachers and scholars from home and abroad
↓
Internationalisation strategy not as a separate strategy but rooted in all CU activities
INTERNATIONAL PROFILE OF CHARLES
UNIVERSITY BEING BUILT ALONG
The greatest possible involvement of research staff and students
in international projects including mobility schemes
Participation in major international research projects (e.g. CERN –
European Organization for Nuclear Research)
Supporting the University’s world-class research teams – e.g. the
internationally renowned Czech Institute of Egyptology
Improvement of the study offer in foreign languages (mainly
English), especially at MA and PhD levels
Collaboration with renowned universities from all over the world;
special focus on doctoral students
INTERNATIONAL PROFILE OF CU BEING BUILT
ALONG II Creating suitable conditions for hiring foreign experts and young post-
docs as regular staff (faculty) members – internationalisation of faculty
Attracting international students
Enabling flexibility in mobility schemes according to the faculties‘
missions – strong focus on PhD students
Supporting joint degree programmes and co-tutelle schemes
Learning from the global – mainly field – rankings data where
applicable
Participation in important (prestigious) international organizations and
university networks – professional ones as well as networks like UNICA
which can promote and strengthen universities of similar missions
INTERNATIONAL PROFILE OF CU BEING BUILT
ALONG III
Registration of the accredited English degree programme of General
Medicine (First Faculty of Medicine) at the U.S. Department of Education
enables U.S. students to demand U.S. financial support for their studies
abroad
Interest in the Brazilian scholarship project "Science without Borders“–
large offer of PhD and post-doc programmes
INTERNATIONALISATION: HOW?
TOOLS
Besides Erasmus programme, which has become the main mobility tool, CU created the Mobility Fund (2001)
support for long study stays of students at universities abroad, and of foreign experts, visiting professors and international students at CU
more than 14 million CZK in 2014 (510 000 EUR)
International research cooperation a regular component of PhD study (particularly in full-time courses)
The Grant Agency of Charles University (GA UK)
168 million CZK (6,1 million EUR) in 2014 – important instrument for doctoral candidates to gain experience in scientific work, incl. international collaboration
Post-Doc Research Fund (launched 2011)
9 million CZK (328 000 EUR) – financial support
for 18 foreign researchers per year
A number of study programmes, particularly at the master’s and doctoral levels, accredited in a foreign language (primarily English); 35 of them have currently foreign students
Use of the national support schemes
supporting highly rated, but unsuccessful candidates for ERC grants
obtaining grants in Centres of Excellence and Centres of Competence competitions organised by the Czech grant agencies
Proactive search of opportunities for CU to participate in foreign-funded scholarly work – setting up a special university fund to support the preparation of international projects, especially grant applicants to elite grant schemes – BONUS programme
TOOLS II
PROGRAMMES TAUGHT IN ENGLISH
AND IN OTHER FOREIGN LANGUAGES
48 BA and MA programmes
253 PhD programmes
SOME ACHIEVEMENTS
ERASMUS PROGRAMME
Erasmus has become the most important programme
for student exchanges
In 2010/2011, CU reached a balanced in-out
mobility; nowadays, it is a significant receiving
institution hosting more than 1,400 and sending
slightly less than 1,200 students
The number of outgoing students puts CU at the 11th
place in Europe; in terms of incoming students, it is
placed 8th
ACHIEVEMENTS – ERASMUS
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Academic Year
Student Mobility - Erasmus Programme
Outgoing Incoming
ACHIEVEMENTS – ERASMUS
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Mobility of Teachers - Erasmus Programme
Outgoing Incoming
TEACHING STAFF MOBILITY
BESIDES ERASMUS (2013)
1,432 incoming teachers
2,702 outgoing teachers
STUDYING IN A FOREIGN LANGUAGE
736
1069
1354
1533
1928
2169 2304 2313
2417 2479
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STUDYING IN A FOREIGN LANGUAGE
Number of students studying in a foreign language (usually
English) has more than tripled in the last decade, from 1%
to almost 5% of the overall student body; number of foreign
students grew to 13%
examples of good practice in foreign student
recruitment at CU are the faculties of medicine; in
recent years, the aim is to recruit the best candidates,
not to increase numbers
other faculties learn from this experience
0
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BA MA MA (post-BA) PhD
Foreign students studying at Charles University in the year 2013
Total Foreign language
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Foreign students studying BA at Charles University in the year 2013
BA BA in foreign language
RESEARCH – EXAMPLES
Between 2004 and 2012, almost 200 CU projects were supported from the Framework Programmes (more than 10% of all projects in the CR)
International competitiveness of CU grew as well as its share on internationally recognised results
CU scientific production has reached the level of all institutes of the Academy of Sciences
PUBLICATIONS OF CU IN WEB OF SCIENCE
ACCORDING TO FORMS OF COOPERATION
0%
10%
20%
30%
40%
50%
60%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
only Charles University only domestic partners international collaboration
CITATIONS OF CU'S PUBLICATIONS – ONE OF INDIRECT
INDICATORS OF INTERNATIONAL COMPETITIVENESS
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Charles University
Czech Republic
CU IS RANKED IN THE TOP 2% OF THE
AAPPROXIMATELY 18,000 HEIs
CU is the only Czech and one of few Central and Eastern European universities
However carefully we have to read the results of the rankings, an institution which strives to be a European (international=global) research university has to consider this competition
Moreover, we can learn something from international comparison if carefully analysed what to use, how and where
INTERNATIONALISATION:
WHAT NEXT?
WHAT NEXT?
CU is profiled as an institution with national as well as international reach
CU has identified itself with the Humboldt Doctrine Though how these principles match up with current
challenges? the growing need to succeed in global competition the push to transform into a mere business selling
knowledge and education massification decreasing willingness to provide public funding universities becoming increasingly dependent upon private
interests, political pressures new modes of teaching – e.g. on-line courses of any type continuous demographic decline in the CR
Are we not concentrated too much on EU, respectively Europe in the sense of EHEA? Shall we start thinking about new international target groups of students – which ones? What regions of the world should they come from? Under which conditions do they come to Central and Eastern Europe?
Should we start to teach in other languages than English? E.g. Russian?
WHAT NEXT? THE CROSSROAD TO DECIDE LEADS
TO MORE QUESTIONS THAN ANSWERS
How far English should become more organic part of the courses taught in Czech for national students? Should some subjects be taught exclusively in English? Should the diploma theses and dissertations be written and defended in English to be more easily publishable? To what extent?
New technologies and forms of teaching, e.g. MOOCs – what influence will they have?
WHAT NEXT? THE CROSSROAD TO DECIDE LEADS
TO MORE QUESTIONS THAN ANSWERS CONT.
WHAT NEXT? THE CROSSROAD TO DECIDE LEADS
TO MORE QUESTIONS THAN ANSWERS CONT.
Majority of research is the basic one, but money invested at national and European level decline in favour of technology based projects. If this continues, excellent results will not help any longer
To what extent private money and grants hunting will influence and change the culture of CU? And to what extent is it desirable?
Can collaboration within such networks as UNICA help to find common approach to common problems? Could we share resources? Can cooperation be more powerful than competition?
Whatever the future will be, it will require international – if not global – interaction
THANK YOU FOR YOUR ATTENTION!
e-mail: [email protected]; [email protected]
web: http://www.tomaszima.cz
facebook: Tomáš Zima
I cordially invite you to celebrate the 700th anniversary
of the Emperor and King Charles IV´s birth
at Charles University
in May 2016