This study does not focus on the “powerhouses” of internationalisation but rather at the possibilities of an “average” university with up to now rather average numbers of foreign students and an average degree of overall internationalisation. The University of Bielefeld is taken as one example, of how internationalisation can be implemented, what the key processes of internationalisation are and which steps should be taken to foster internationalisation in the future.
The first part of this study is having a look at what internationalisation of universities is and how the idea has developed historically. he paper then in the second part describes the main stakeholders and their role in the internationalisation of higher education. In part three and four the key drivers of internationalisation for universities in general and German institutions of higher education in particular are identified. Therefore this paper outlines first the general global trends in higher education in part three and than focuses on specific German and European developments in part four. Special attention will be drawn on the legal changes in the German system of higher education and the EU-harmonisation process. In Chapter five the competitive forces like new market entrants and substitutes will be looked at. The sixth part will describe the specific motivation for internationalisation at the UoB and sketch the environmental situation of the university like the history of the institution, geographical aspects, its profile etc. It then focuses on strategy formulated so far. Parts seven and eight examine the internationalisation efforts on the side of resource allocation and international programmes. The last chapter tries to summarize the strengths and weaknesses of the internationalisation process at the UoB and to derive recommendations for a coherent future strategy of internationalisation. This part is opening perspectives for chances, but also tries to focus on the dangers for the UoB. Therefore in the preceding parts the internationalisation efforts and its effects will be analysed and compared to developments at other universities focussing especially on other universities in North Rhine Westphalia (NRW), but also worldwide.
Table of Contents
Introduction
1. Context
1.1 Definition of internationalisation
1.2 The Development of the Idea of Internationalisation in Higher Education
2. The Stakeholders
3. Global Trends
4. The Framework
4.1 Government Policies on Internationalisation
4.2 EU integration and harmonisation
5. The Competition
5.1 Players on the higher education market in Germany
5.2 A short look at the world market for higher education
6. The Actor
6.1 Institutional profile and local environment of the University of Bielefeld
6.2 Shaping strategy at the UoB
7. Organisational and Support Structures
7.1 Organisation and structures
7.2 Planning and evaluation
7.3 Financial support and resource allocation
7.4 Support services and facilities
8. Academic Programmes, Students and Research
8.1 Internationalisation of the curriculum and international research institutions
8.2 Domestic students
8.3 Foreign students
8.4 Research and scholarly collaboration
9. Conclusions and Recommendations summarized
Objectives and Research Themes
This study aims to analyze the implementation of internationalization at the University of Bielefeld (UoB) by examining its current processes, identifying existing strengths and weaknesses, and deriving recommendations for a coherent future strategy, specifically addressing the institution's role within the German higher education landscape.
- Analysis of stakeholder interests in the internationalization of higher education.
- Evaluation of the impact of global trends and the German legislative framework on university strategy.
- Assessment of organizational support structures and resource allocation for internationalization at the UoB.
- Investigation into academic programs, student mobility, and research collaboration initiatives.
- Strategic review of institutional performance and the competitive positioning of the University of Bielefeld.
Excerpt from the Book
1.1 Definition of internationalisation
There is no common definition of internationalisation. Maybe due to the inflationary use of different terms referring to the emerging “world society” during the past 10 years, the most frequent confusion is caused by the distinction between globalisation and internationalisation. KNIGHT and DE WIT (OECD/IMHE 1999:14) differentiate between globalisation and internationalisation with internationalisation being one of the responses to the impact of globalisation. This still being rather a definition of what internationalisation is not, KNIGHT specified more precisely that very general notion. She is stressing its impact on “the national, sector, and institutional levels” and emphasising the ongoing nature of internationalisation “as the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education” (KNIGHT 2003)2. This definition, being a modified version of an earlier one dating back to the year 1997 (KNIGHT 1997:8), was broadly used by many authors and even by most international organizations working in the field of education like the International Association of Universities (IAU), the OECD and the UNESCO. While Globalisation is a result of market forces and technology, internationalisation is – in its best interpretation – a pro-active strategy to deal with globalisation.
Internationalisation of higher education can be looked at from different perspectives, politically, economically, culturally and, of course, from an educational point of view. These viewpoints are not always congruent, often even conflicting. Further more internationalisation of higher education can be interpreted on different levels, the macro level, national and supra national, the meso level, the university and the micro level, the international classroom. (cf. TEEKENS 2000) On the different levels the impact of internationalisation might appear differently. In this study all these levels will be looked at, but the main focus will be on the meso level, thus the university itself.
Summary of Chapters
Introduction: Provides an overview of the growth of foreign students at German universities and introduces the University of Bielefeld as a case study for analyzing internationalization strategies.
1. Context: Defines internationalization as a proactive strategy to deal with globalization and discusses the historical development of the concept in higher education.
2. The Stakeholders: Characterizes the interests, costs, and benefits of key stakeholders, including governments, institutions, students, staff, and industry.
3. Global Trends: Identifies massification, diversification, de-nationalization, de-monopolization, and commercialization as the core global drivers in higher education.
4. The Framework: Analyzes the determinants of the internationalization process in Germany, focusing on EU integration, legal framework changes, and government policy.
5. The Competition: Examines new market entrants and competitive forces, such as corporate universities and the global demand for international higher education.
6. The Actor: Analyzes the University of Bielefeld’s institutional profile, its regional environment, and its existing strategy formation processes.
7. Organisational and Support Structures: Evaluates the university's internal structures, including planning, resource allocation, and support services for international students.
8. Academic Programmes, Students and Research: Discusses international curricula, student exchange statistics, and the university's research collaboration efforts.
9. Conclusions and Recommendations summarized: Summarizes the study's findings and provides actionable strategic recommendations for the future of the UoB.
Keywords
Internationalization, Higher Education, University of Bielefeld, Global Trends, Strategic Management, Student Mobility, Research Collaboration, Resource Allocation, Institutional Strategy, European Higher Education Area, Quality Assurance, Competitive Positioning, Curriculum Development, Knowledge Society, Academic Exchange.
Frequently Asked Questions
What is the primary focus of this study?
The study focuses on the internationalization of German higher education, using the University of Bielefeld as a case study to evaluate how an "average" university implements internationalization strategies.
What are the central themes explored in this work?
Central themes include the definition of internationalization, the impact of global trends like massification, the role of various stakeholders, the institutional framework at the University of Bielefeld, and competitive market forces.
What is the primary research objective?
The primary goal is to analyze the implementation of internationalization at the University of Bielefeld and derive recommendations for a coherent future strategy based on identified strengths and weaknesses.
Which scientific methods are used?
The study employs a case study approach, utilizing data analysis of internal university statistics, national and international reports, and theoretical frameworks regarding internationalization strategies in higher education.
What topics are covered in the main body?
The main body covers organizational structures, strategic planning, international academic programs, foreign and domestic student metrics, research collaboration, and the university's competitive positioning.
How would you characterize the key concepts?
Key concepts involve strategic management in academia, the balancing of institutional missions with global demands, and the navigation of shifting legislative and economic environments.
How does the University of Bielefeld's location affect its internationalization?
The university is located in a rural, non-touristic region, which is a site factor weakness; however, the study argues that this necessitates a focus on academic quality and research reputation to attract international talent.
What is the role of the "Graduates Schools" at the UoB?
Graduate schools are identified as a core component of the university’s internationalization, serving as the primary vehicle for attracting international students and researchers in specialized fields.
What challenges does the university face regarding language policies?
The university currently lacks a centralized language center and possesses a fragmented structure for language support, which hinders the integration of international students and the internationalization of the curriculum.
What is the author's vision for the future of the university?
The author suggests a vision where the university becomes more independent, internationally oriented, and highly selective, while integrating research as a central component of teaching and learning.
- Quote paper
- MBA Stefan Schwan (Author), 2004, Internationalisation of German Higher Education , Munich, GRIN Verlag, https://www.hausarbeiten.de/document/119249
