4e Enquête mondiale de l’AIU sur l’internationalisation de l’enseignement supérieur
C’est avec le soutien d’un Comité consultatif d’experts et en partenariat avec le British Council, la Commission Européenne, NAFSA et EAIE que l’AIU a lancé l’enquête visant à collecter des données institutionnelles sur l’état de l’internationalisation de l’enseignement supérieur de par le monde. 9 000 universités et autres établissements d’enseignement supérieur ont reçu une invitation électronique à prendre part à l’enquête et à compléter le questionnaire disponible en ligne. Les réponses doivent être retournées avant le 30 juin et chaque établissement peut choisir de compléter le questionnaire en anglais, français ou espagnol. Tous les établissements ayant répondu au questionnaire recevront une copie du Résumé du Rapport de la 4e Enquête mondiale qui sera préparé par l’AIU et disponible en 2014.
Les invitations ont été envoyées aux responsables d’établissements et/ou aux personnes en charge des relations internationales. Dans le cadre de cette quatrième édition de l’enquête, l’AIU souhaite doubler la taille de son échantillon et l’aide de chacun est donc nécessaire. Nous vous invitons à vous assurer que votre établissement a répondu au questionnaire et si vous avez un doute à ce sujet ou si vous souhaitez recevoir plus de détails, veuillez contacter l’AIU en écrivant à iau@iau-aiu.net. De plus amples informations au sujet de la 3e Enquête mondiale publiée par l’AIU en 2010 sont également disponible ici.
4th IAU Global Survey on Internationalization of Higher Education
With the assistance of an expert Advisory Committee and support from our sponsoring partners, British Council, the European Commission, NAFSA and EAIE, the IAU has now launched the survey which will collect institutional data on the state of higher education internationalization worldwide. 9,000 universities and other higher education institutions have been sent an electronic invitation to take part in the survey by completing an online questionnaire. The initial deadline for completing the questionnaire is June 30 and each institution can chose to complete the survey in English, French of Spanish. All respondents who complete the questionnaire fully will receive a copy of the Executive Summary of the 4th Global Survey Report which will be prepared by IAU in 2014.
The invitations have been sent to the Heads of HEIs and/or to the individuals responsible for International Relations/Office. IAU aims to double its sample size in this 4rth edition of the Survey and so, everyone’s help is needed. Please ensure that your institution is completing the questionnaire and if you have doubts or wish to receive more information, please contact the IAU at: iau@iau-aiu.net. More information on the 3rd Global Survey Report published by IAU in 2010 is available here.

With the assistance of an expert Advisory Committee and support from our sponsoring partners, British Council, the European Commission, NAFSA and EAIE, the IAU has now launched the survey which will collect institutional data on the state of higher education internationalization worldwide. 9,000 universities and other higher education institutions have been sent an electronic invitation to take part in the survey by completing an online questionnaire. The initial deadline for completing the questionnaire is June 30 and each institution can chose to complete the survey in English, French of Spanish. All respondents who complete the questionnaire fully will receive a copy of the Executive Summary of the 4th Global Survey Report which will be prepared by IAU in 2014.
The invitations have been sent to the Heads of HEIs and/or to the individuals responsible for International Relations/Office. IAU aims to double its sample size in this 4rth edition of the Survey and so, everyone’s help is needed. Please ensure that your institution is completing the questionnaire and if you have doubts or wish to receive more information, please contact the IAU at: iau@iau-aiu.net.
More information on the 3rd Global Survey Report published by IAU in 2010 is available here.

IAU Horizons, the Association's news and information magazine is addressed primarily to IAU Member Institutions and Organizations, but is also sent to a selected audience beyond the IAU Membership such as Ministries of Higher Education, international organizations, national and regional associations of universities and others.
Internationalisation of higher education (IAU Horizons Volume 18, No.2)
By Gilles Breton, Graduate School of International and Public Affairs, University of Ottawa, Canada. A topic becomes the object of deep debate because it cristallises a call for references, a demand for renewed understanding of a situation that seems more and more complex, or the search for new forms of action. This is, to my mind, the impact and interest of the document Affirming Academic Values in Internationalization of Higher Education: A Call for Action launched by IAU a few weeks ago.
At the time when I received the IAU text, I was deep in the reading of the remarkable book by Marie Scot on La London School of Economic and political science 1895-2010 Internationalisation universitaire et circulation des savoirs which seems to me a major contribution to the discussion on the internationalisation of our universities. Obviously, the London School of Economic and political science (LSE) is not a representative example, since it is a university that is solely specialised in social sciences and humanities and one of the most international universities in the world. If in 1925, it already had 20% of foreign students, in 2010 they represented 68% of its 10 000 students and 57% of its teachers were foreign. But its history and present position on the world university chessboard make LSE a privileged observatory to give true meaning to the internationalisation of higher education and to understand the impact and limits of the international strategies of an institution on its academic life.
The contribution of Marie Scot’s book seems twofold to me. On the one hand, the analysis over a long period, in this case 1895-2010, enables us to understand the changes in internationalisation and its various contributions to the life of an institution. If the first period of internationalisation that goes from 1920 to 1944 is a time of refoundation of academic life and international expertise in the fields of international relations, colonial studies and economics, it is also a time when international recruitment becomes a prominent line of action and the implementation of embryonic networks of alumni (network of former students). The second period, which covers the years 1945-1974, is that of the years of the Cold War and the special relations between the British Empire and the United States. At the academic level, it witnesses the creation at LSE of new fields of study such as development studies, econometrics, demography and, of course the ‘Area Studies’. The international strategies focus on greater international student and teacher mobility, the redefinition of courses of study to be offered to foreign students according to their cycle of studies, the export to the Third World of the British university model and last the multiplication of networks of former students. Last a period of “world- class university in academic globalisation 1975-2010”, which sees the LSE faced with the crisis in university funding that affects both the education programmes – sale of educational products and factory to produce masters – and research activities which are becoming more and more activities of extrauniversity and international expertise. If the two periods preceding the networks of former students developed in the perspective of their contribution to the funding of the institution, the current period enriches this ‘alumni’ stake by presenting it as an indicator of the soft power of LSE on the international scene.
If the embedding of internationalisation in an historical perspective is welcome, the perspective of the author of the circulation of knowledge seems to me to enrich the discussion and give depth to the concept of internationalisation because the circulation of knowledge does not limit itself to the usual analysis of academic mobility by policymakers, students, professors and ‘alumni’, but also includes the study of the impact of internationalisation on academic and disciplinary mobility, the recomposition not only of training programmes to which an international element would be added, but also of the disciplines themselves and the research activities. In this book, we find a proposal to read internationalisation as something that, by including the circulation of scientific paradigms, opens on to promising axes of research and action and offers a new light on the proposition that internationalisation is an institutional project that is at the heart and not at the periphery of the life of a university. This book should be read by both researchers and the actors of internationalisation. Read more in IAU Horizons Volume 18, No.2.

Although the CeQuInt project just started, it has already received widespread publicity. Some are more supportive than others. Most observers look forward to hear more about what we are doing, which is great. And in the current project phase, everyone is explicitly invited to take part in our project by giving feedback on the draft methodology.
Current project phase: stakeholders' consultation methodology: Since the start of the project, the project partners have dedicated most of their work to establishing the CeQuInt assessment methodology. The partners have now produced a draft methodology to assess the quality of internationalisation. This methodology consists of three distinct documents: the assessment frameworks, the guidelines for applicants and the appeals procedure. All stakeholders and interested partners are asked to provide feedback through the consultation e-form available on the CeQuInt website.
Stakeholders Group Meeting: The Stakeholder Group will meet to discuss the draft methodology on 15 March 2013. This group consists of fifteen institutions from all over Europe and stakeholder organisations, such as the European Students Union, BusinessEurope, Nuffic, CHE Consult, DUO and DAAD. The Stakeholders Group is chaired by ACA's Bernd Wächter. The project consortium will test the developed methodology in pilot procedures. Each quality assurance agency in the consortium will therefore undertake one procedure. Since the last newsletter was sent out, programmes and institutions have been able to present themselves for one of these pilot procedures through the pilot-candidate-forms on our website. Although initially not planned, the project partners have decided to also include procedures at school-level. This can refer to a school, department or faculty with a limited number of programmes. These programmes, schools and institutions are now in the process of scheduling their procedure with one of the CeQuInt partners. In addition, these programmes, schools and institutions will be involved in the CeQuInt project in other ways too. They can take part in a good practices workshop, contribute to the newsletter, help finalise the methodology and participate in the CeQuInt conference.
Expert panels and training: The experts in the assessment panel play a crucial role in the evaluation of the quality of internationalisation. In addition to the regular expertise and experience, all panels will include experts that have an unquestionably international profile. Over the last months quality assurance agencies have proposed these experts and from that list, the CeQuInt partners are now composing a core group of twelve experts. These twelve experts will take part in several of the pilot procedures and help to improve consistency across all procedures. On 3 May 2013, all of them will be trained in audit techniques and intercultural competencies by AQ Austria.

Towards ‘deep’ internationalisation - ACA Director Bernd Wächter’s impressions of Josef Mestenhauser’s latest masterpiece. Josef A. Mestenhauser. Reflections on the Past, Present, and Future of Internationalizing Higher Education: Discovering Opportunities to Meet the Challenges. Published by the Global Programs and Strategy Alliance at the University of Minnesota, 2011.
Few, very few indeed, have influenced the theory and practice of internationalisation more profoundly than Josef A. Mestenhauser.  Over a period of more than six decades, the Czech-born Mestenhauser has set the agenda for ‘international education’. He transformed international affairs at the University of Minnesota, received numerous high distinctions and awards, was elected president of NAFSA and, in the recent past, acted as an honorary consul of the Czech Republic for the five Upper Midwest States. To his 120+ publications on international education, he has now added a new one, a fascinating and instructive read entitled “Reflections on the past, present and future of internationalizing higher education”. The 180-pages volume, which was published by the University of Minnesota, bears the evocative sub-title “Discovering opportunities to meet challenges”.
The sub-title is indicative of the main points of Mestenhauser’s analysis. Internationalisation of higher education has developed more in the past 20 years than in the centuries before and has lost some of its marginality. But at the same time, it has become much more complex and needs to respond to the challenge of a fast-developing body of international knowledge. Thus, while we have made progress, we have also fallen further behind. To get out of the trap, Mestenhauser advocates what I (not he) would like to term ‘deep internationalisation’. He plausibly and intelligently argues that we need a new concept of internationalisation, which goes beyond mere branding and marketing, and which also overcomes the organisational dispersion of international tasks at higher education institutions. At the same time, it requires the inclusion of international knowledge into the teaching and learning in all disciplines. Administratively, Mestenhauser argues in favour of the creation of “super centres” for internationalisation, to overcome unhelpful divisions and to create a pool of expertise. Mestenhauser‘s book is also an ode to the ‘international education professionals’, whose dedication he feels is not honoured in terms of recognition and pay. He deplores that their knowledge, ‘international knowledge’, is wrongly rated inferior to disciplinary and academic knowledge.  All of this is delivered with the grand man’s typical mix of rigorous analysis, near-encyclopaedic knowledge, great humility and charm. For the benefit of all of us, I sincerely hope that this major work is only one of many more to come. My wish might be granted, as apparently another monograph is already in the works.
by Bernd Wächter
Director
Academic Cooperation Association
This publication is available in alternative formats upon request. Direct requests to the Global Programs and Strategy Alliance, global@umn.edu.

By Jan Pawlowski. The main goal of this paper is to stimulate the discussion on future issues on Open Education and Open Educational Resources (OER) in a mid- and long-term perspective. The main issue discussed is how OER are utilized on an international level. Internationalization and global collaboration are crucial to Open Education:
    * How can OER be utilized across borders?
    * How can OER contribute towards better education for less developed countries?
    * How can Open Education contribute towards better collaboration in Europe and globally?
These are just some questions to be explored and solved in the next years. As a starting point, I would recommend two key visions:
1. Creating a European Open Education community towards collaboration, mutual support and participation.
2. Creating global outreach of European Open Education towards European leadership in both, the educational market and development cooperation.
This paper identifies key issues and potential solutions for international aspects regarding open education. Using a roadmapping methodology, I propose steps and recommendations for advancing Open Education. Download Pawlowski-et-al-OE2030-LLL2. Read Complete Text: PDF Document.

By Jan Pawlowski. The main goal of this paper is to stimulate the discussion on future issues on Open Education and Open Educational Resources (OER) in a mid- and long-term perspective. The main issue discussed is how OER are utilized on an international level. Internationalization and global collaboration are crucial to Open Education:
    * How can OER be utilized across borders?
    * How can OER contribute towards better education for less developed countries?
    * How can Open Education contribute towards better collaboration in Europe and globally?
These are just some questions to be explored and solved in the next years. As a starting point, I would recommend two key visions:
1. Creating a European Open Education community towards collaboration, mutual support and participation.
2. Creating global outreach of European Open Education towards European leadership in both, the educational market and development cooperation.
This paper identifies key issues and potential solutions for international aspects regarding open education. Using a roadmapping methodology, I propose steps and recommendations for advancing Open Education. Download Pawlowski-et-al-OE2030-LLL2. Read Complete Text: PDF Document.

Around 450 university leaders and higher education representatives gathered at Ghent University last week (11-12 April) for the 2013 EUA Annual Conference entitled “European Universities - Global Engagement”.
Discussions throughout the conference confirmed that internationalisation is an issue which affects all elements of the university mission, which is why the development of strategic approaches has become a necessity for all European universities. Therefore, internationalisation will continue to be an integral part of EUA’s membership activities in the years to come.
To feed into the conference discussions, EUA published the results of a survey of its member universities on HE internationalisation, which also gauged their expectations for EUA’s future international activities and for the European Union’s forthcoming strategy for the internationalisation of higher education, which is due to be presented in the coming months. This strategy will focus in particular on European higher education engagement beyond European borders, with global partners.
The first session focused on “New models of internationalisation: European policies, national priorities and institutional strategies” and European Commissioner Androulla Vassiliou was invited to present a European perspective on the topic.
She highlighted the need to be prepared to take on educational challenges that go beyond national borders (such as changes in the labour market). The Commissioner added that universities needed broader strategies that go beyond mobility and cover many other types of academic cooperation, such as joint degrees, support for capacity-building, joint research projects and distance learning programmes. The concept of "internationalisation at home" continued to be key to ensuring that the majority of students who are not in a position to study abroad can nevertheless enjoy the benefits associated with international exposure.
Institutional perspectives were then provided by Ihron Rensburg, Vice-Chancellor of the University of Johannesburg, South Africa, and Luc Soete, Rector of Maastricht University in the Netherlands. The former provided a view of higher education growth in Africa and a snapshot of what internationalisation means in particular to South Africa before concluding with a series of reflections on the necessity to engage in mutually beneficial higher education partnerships which value the perspectives and the contributions of all actors, whether they be big or small, or from the North or South. Luc Soete, meanwhile, addressed the multifaceted nature of the globalisation of higher education and research, focusing in particular on the importance of tackling global research challenges and the enormous impact of communications and technological developments.
The working groups on the second day were an opportunity for HE representatives to discuss in more depth how they were implementing institutional internationalisation strategies and positioning themselves in the global research landscape. Contributions and case studies were provided by a variety of European university leaders, including the Rector of Ghent University Paul van Cauwenberge.
In the final plenary which focused on responses to international competition, the audience was provided with an overview of the Monash Warwick Alliance launched in 2012 by the University of Warwick (UK) and Monash University (Australia). Its Director Andrew Coats described the development of this collaboration, its aims over the next years and the potential risks and challenges. He was followed by Thomas Schöck, Chancellor of Friedrich-Alexander University Erlangen-Nürnberg (FAU), who presented the university’s internationalisation strategy (including the FAU Busan campus in Seoul) in the context of more general internationalisation developments in Bavaria and in Germany.
The last session of the conference was dedicated to the launch presentation and discussion on EUA’s new report on global university rankings and their impact. The results of the second EUA report on this topic were provided by author Andrejs Rauhvargers, whose presentation was followed by a discussion with participants on a wide range of issues relating to the methodologies, impact and institutional responses to rankings. Presentations from the conference are available on the conference website.
EUA is also pleased to announce that next year’s Annual Conference will take place at the Université Libre de Bruxelles (ULB), Belgium, from 3 to 4 April 2014.

Institutional internationalisation is diverse and multi-layered, with potentially competing or contradicting rationales. The results of the EUA membership consultation 2013 with responses from 175 HE institutions in 38 countries show an interesting snapshot.
The main findings include that about one-third of the responding institutions indicate to have an international student population above 10% of total students enrolled. The predominant characteristic here seems to be large differences between institutions within the same country, rather than between countries. Moreover, 99% of the institutions that replied to the survey either have an internationalisation strategy in place (56%), intend to develop one (13%), or have considered internationalisation in other strategies (30%).   The top institutional priorities mentioned for internationalisation are:
•    Attracting students from abroad at all levels (30%)
•    Internationalisation of learning and teaching (19%)
•    Providing students with opportunities to have a learning experience abroad (12%)
•    Developing strategic research partnerships with other institutions (10%)
Survey respondents testify that internationalisation strategies have a significant impact on:
    * Developing partnerships with new regions and countries (73%)
    * Sending more students abroad (72%)
    * Growing the international student population (68%)
    * Offering international opportunities to staff (67%)
    * Offering more courses in English (67%)
    * Developing double and joint degrees (61%)
EU strategy for internationalisation
91% of respondents felt that there would be an added value to an EU strategy for internationalisation, particularly in promoting internationalisation to university leadership, national bodies and to the wider university community. Regarding the expected impact that the EU strategy would have at the institutional level, most frequently mentioned were
    * funding opportunities for exchange and collaboration
    * support to the institution’s internationalisation strategy development
    * enhancement of specific EU support measures for internationalisation
The “open answers” from the respondents clearly indicate two aspects that can be improved at institutional level to stimulate and support internationalisation: language skills of students and staff and increased funding.
Link to the 24-page report.