Startpage for Swedish National Agency for Higher Education

 
 

2005:6 R

Examples of good practice in internationalisation

How the evaluation was organised


During the autumn of 2003 the University Chancellor initiated a thematic evaluation of internationalisation in undergraduate and postgraduate programmes at higher education institutions in Sweden. This evaluation comprised three elements - cataloguing, appraisal and the dissemination of examples of good practice. The evaluation was also required to identify the best institution. At the beginning of 2004 the panel of assessors distributed a questionnaire to all the higher education institutions. Four areas were dealt with in this questionnaire: goals and strategies, organisation and support systems, ongoing activities and results. The assessors also met representatives of all the institutions to enable clarification and supplementation of the impressions they had formed.

Many programmes and courses in English


The panel of assessors noted that the large increase in the number of international students at higher education institutions in Sweden has been accompanied by the creation of courses and programmes in English. The number of incoming students is increasing continually. Around two hundred master´s programmes recruit large numbers of international students and these numbers are rising substantially. The presence of the international students means that campuses are more international, which has had a positive impact on Internationalisation at Home and led to enhanced international understanding among students, teachers and other members of the staffs of the institutions.

Development of strategic procedures required


There has been a stagnation in the number of Swedish students travelling on exchanges. To raise the number the higher education institutions should review both their strategies and the information they provide. International networks are growing. If the institutions are to be able to learn from each other, there should be greater exchange of experiences. The panel of assessors has been able to determine that many of the documents stating the goals and strategies of the higher education institutions are out-of-date. They need to be updated, and this process is taking place in many cases. The panel recommends that internationalisation strategies should be developed at the same time and clear priorities assigned to different measures. The institutions are also recommended to systematise the analysis of the surrounding world that internationalisation is based on.

High quality induction of international students


Routines and support for exchange students have been developed as have induction programmes for international students. These include international offices, mentorship systems, the involvement of the student unions, etc. Increased mobility among students and teachers has helped to introduce a more international perspective in programmes and teaching. The various exchange programmes have influenced the way in which internationalisation has been organised. It has, for instance, been given a more central role and incorporated into official structures. The panel of assessors also notes that information can and should be enhanced by more effective use of the institutions´ web-sites.

Quality assurance must be improved


To provide possibilities of offering many students the chance of studying abroad, the higher education institutions have concluded numerous exchange agreements. However, follow-up, evaluation and quality assurance of these agreements have been neglected. The panel of assessors can see some shift towards better quality assurance but a great deal still remains to be done in this area. The panel recommends the institutions to place more emphasis on following up and evaluating internationalisation in its entirety.

The Bologna Process is taking time


Roughly one-third of the higher education institutions are endeavouring to adapt their programmes to accord with the Bologna declaration. Far too many have, however, opted to wait for signals from the government where the Bologna Process is concerned. The institutions should take advantage of the possibilities offered in areas where no central initiatives are needed. The government, on its part, should soon decide what actions to take in Sweden with respect to various aspects of the Bologna Process. One of the obstacles preventing higher education institutions in Sweden from accepting more incoming students is the lack of accommodation in many places. Here the institutions have requested government measures to remedy the problem. The panel of assessors believes, however, that there is also scope for local initiatives.

The panel of assessors has attempted to estimate the total costs of internationalisation. This led to the conclusion that there are major variations in the costs incurred in this area. The panel proposes the initiation of a joint comparative study by the institutions.

Internationalisation at Home increasingly important


Simple arithmetic suggests that there are only limited possibilities of close collaboration between Swedish and international students. Only a few institutions have so many international students that Swedish students can work together with them in small groups. This indicates that more weight should be given to other Internationalisation at Home measures. These involve many different elements that also need to interact and enhance each other. The institutions therefore need to formulate a frame of reference and a strategy for Internationalisation at Home.

Teachers need greater opportunities to spend time abroad


The major importance of teachers in internationalisation is generally acknowledged and it is important to remove any organisational obstacles to teacher exchanges. This means, for instance, that the higher education institutions must make greater efforts to supply their departments with substitute teachers and in some cases to improve the financial conditions that apply. Goals and models for funding postgraduate students´ study abroad vary widely between institutions. The panel considers that the institutions should endeavour to ensure that all postgraduate students complete some section of their programmes at a foreign institution. The panel therefore recommends the institutions to provide all postgraduate students with the possibility of undertaking some of their studies abroad and to ensure the availability of funding for this purpose.

Attention must be paid to gender equality and diversity


Internationalisation can give rise to specific problems where gender equality and diversity are concerned. The panel therefore recommends the higher education institutions to pay attention to gender equality and diversity as important quality aspects of internationalisation.

Uppsala University best


The panel of assessors came to the conclusion that Uppsala University is the higher education institution that works most effectively with internationalisation. The Karolinska Institute and Malmö University College shared equal second place.
Swedish National Agency for Higher Education  Visting address: Luntmakargatan 13  Box 7851, 103 99 Stockholm
Phone: 08-563 085 00  Fax: 08-563 085 50  Email: hsv@hsv.se