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Newest Best-Practice: Active Recruiting of International Professors

Female professors are underrepresented in engineering. Especially in the technically focused disciplines, it is therefore important to make female role models visible. To increase the visibility of career paths, especially for women, to expand networking between science and industry and to promote the recruitment of international female professors. The latest measure is based on the assumption that the proportion of female professors in some countries is higher and internationality is important for strengthening research, teaching and study.

Objectives of the Visiting Professors Program

– Make intersectional career paths transparent for women
– increase visibility of successful women
– to provide insights into the everyday life of a professorship
– Networking of guest professors with the professional community
– Create role models for female students and female scientists
– Further development of the teaching offer in relation to industry-related research
– Make companies visible to students at the university
– Expansion of cooperation between industry and university
– To test an innovative approach to equality-based appointment policy

What Do Successful Women in STEM Have in Common?

The questions “why do less women enter STEM fields?” and “what specific challenges do they face?” have yet to be answered. However, the Center for Talent Innovation (CTI) has concluded “that women leave STEM fields in droves: 52% of highly qualified women working for science, technology, or engineering companies leave their jobs.” (Harvard Business Review)

It can be said, that the challenges women face have a greater impact. So what are these challenges? The best way to assess the situation for women is, perhaps, to look at what women who have managed to become extremely successful in STEM and what led to their success stories.

Exactly this has been done in a recent research study at CTI, by means of a “nationally representative survey of 3,212 individuals with STEM credentials, and through dozens of additional interviews and focus group conversations” (Harvard Business Review).

Have a look at the results here:

https://hbr.org/2018/04/6-things-successful-women-in-stem-have-in-common?platform=hootsuite

 

Interview with Lorelle Espinosa: Minority-Serving Colleges Are Meeting Students Where They Are

Lorelle Espinosa, of the American Council on Education: “We’re not surprised, but we’re excited to show that these institutions are moving students up the economic ladder in ways that some may not expect.”

It’s a notion at the heart of minority-serving institutions’ missions: They can bump their students up the economic ladder at a rate nearly double or triple that of predominantly white institutions.

And now there’s evidence for that notion, in a finding from a new study released on Tuesday by the American Council on Education. The study pulled from a federal data set and analyzed students’ and parents’ income from a data set maintained by the Equality of Opportunity Project, a group of academics at different institutions who track inequality in America.

In addition to the finding on social mobility, the study found minority-serving institutions often enroll students with the lowest family incomes, including first-generation students. Those institutions spend less on their students than do primarily white institutions, according to a report on the study.

The Chronicle spoke with the report’s lead author, Lorelle Espinosa, assistant vice president in ACE’s Center for Policy Research and Strategy, about why the results might seem counterintuitive and what they mean for those institutions. The interview has been edited for length and clarity.

read the interview here:

https://www.chronicle.com/article/A-Hidden-Strength-of/243649?cid=wcontentgrid_19_2

 

Is there a tipping point in international education?

The boom in international students and researchers on campus has obvious benefits, but Australian universities risk going financially bust if they stop coming, and maybe even if they don’t

The primary school that two of my children attend, in Sydney’s eastern suburbs, is an exemplar of international education. Its pupils come from about 70 different heritages.

Many were born in Australia, scions of a multicultural nation. Others arrived with their parents – Saudi PhD students, say, at the nearby University of New South Wales – speaking barely a word of English.

It doesn’t seem to matter. The six-year-old sponges pick up the language in no time. It must be an amazing experience for these children, as babble gradually takes meaning and the strange behaviour of an alien race morphs into a recognisable lifestyle.

Meanwhile, they provide a powerful lesson for the local kids, who discover that civilisation comes in many flavours. It all adds up to a fantastic recipe for learning, but I can’t help asking myself: is there a tipping point? At some stage, does this rich melting pot become a liability?

It’s a question that Australian universities should be asking themselves as they ramp up the concentration of – and financial dependence on – overseas students.

At its best, international education is a cross-fertilisation of ideas from dozens of cultural perspectives. At its worst, it’s a dysfunctional monoculture in which Chinese have supplanted Anglos, where minds don’t meet, where discussion doesn’t flow, where the academic glow is smeared by suspicions about soft marking and plagiarism.

continue reading:

https://www.timeshighereducation.com/opinion/there-tipping-point-international-education

Newest Best-Practice: Indo-German Challenge for Sustainable Production

With the goal of sustainable production, students involved in this project are supposed to develop a solution to a real problem regarding an industrial partner. This, of course, presents the challenge that some of the team members are Indian while some are German. By means of new communication channels, the physically separated teams are supposed to develop solutions based on their individual preferences. During the first exchange to India the teams develop their own solutions in a competitive setting and receive feedback from the others. Later, one of the solutions will be chosen or further developed together. This solution will then be detailed in a collective effort by everyone involved. During the second exchange to Germany, the chosen or mutually developed solution will be implemented.

1. Preliminary Phase: the content of the impulse-event is turned into a “challenge” which is based on a mutual decision supported by the practice-partner. The common context of all the challenges is “sustainable production”
Output/goal: To develop a seminar (educational event) with context to the challenge.

2. Problem-Solving Phase (1month): Both attending professors relay the course contents to students in the form of “pitches” (short, condensed teaching sessions). This happens in the space of a “virtual classroom”. In the following part of the phase, the teams (consisting of 2 Indian and 2 German students located at different locations), the teams develop 3 separate concepts with the help of modern communication platforms.
Output/goal: For each team to develop one individual concept

3. Synthesis of the concepts (Sprint in India, 1 week): During the exchange at BITS, Pilani, India, the teams finally get to know each other and can further detail their first approaches. Later, each team presents their concepts to a committee (practice partner and academic personnel). Based on the feedback they received, the teams have to choose the most applicable solution. Another part of the project is a visit to the practice partner in India, who is, therefore, enabled to promote career perspectives.
Output/goal: A collaboratively identifiable solution

4. Detailing Process and Acquisition of Materials: The identified solution will be detailed as part of a collaborative effort and all necessary materials will be provided. The students are given a predetermined budget for the purchase of the materials.
Output/goal: The collaboratively developed solution is conceptualized and materials are purchased

5. Realization Phase (Sprint in Germany, 1 week): During the exchange in Germany, the developed concept will be implemented and presented to the committee. The students receive feedback in regards to their work and visit the practice partner.
Output/goal: Implemented prototype is ready for use in the educational locations.

further Information:

https://club-minternational.de/best-practice/indo-german-challenge-for-sustainable-production/?lang=en

New Ideas and Concepts for the Internationalization of Higher Education

What dimensions of internationalisation in higher education are notably under-researched and is there a new generation of researchers and analysts ready to provide fresh and innovative perspectives on this evolving phenomenon?

The Future Agenda for Internationalization in Higher Education: Next generation insights into research, policy, and practice, our just-released publication in the Routledge Internationalization in Higher Education Series – edited by Emerita Professor Elspeth Jones – aims to explore precisely these questions.

We believe that this is a timely moment for this kind of reflection. Organisations like NAFSA: Association of International Educators in the United States and the European Association for International Education are celebrating milestone anniversaries in 2018 and 2019 – 70 years and 30 years, respectively.

Much has been achieved, particularly in the last two decades, when it comes to expanding our understanding of internationalisation in practice, as well as its conceptual dimensions. But much more lies ahead for internationalisation globally, as new dynamics come into play in higher education systems and in institutions young and old, far and wide, and as an emerging generation of higher education scholars and analysts begins to find its voice.

From our perspective, the best way to understand the future of internationalisation in higher education is to shine a spotlight on the perspectives of a ‘next generation’ of internationalisation specialists from around the world and prompt them to propose what they consider to be the crucial new contexts shaping the internationalisation of higher education, new modes for exploring and understanding distinct aspects of the phenomenon and new topics relevant to its development and implementation.

Why a ‘next generation’ and why now?

Why is an exploration of emerging perspectives on the internationalisation of higher education important at this time?

First and foremost, a ‘human resources’ observation. There is a new group of internationalisation specialists emerging from behind the relatively small contingent of cutting-edge scholars and analysts who established the contemporary study of internationalisation, particularly from the mid-1980s and early 1990s onward.

That small vanguard of researchers and policy-makers laid the early – and crucially important – foundation for the field and has had a profound influence on internationalisation research and analysis in the last several decades. For example, the definitions proposed and reworked by individuals like Jane Knight and Hans de Wit (among others) have had a significant impact on the field and have subsequently served to shape and guide the internationalisation strategies adopted by institutions and governments around the world.

Continue reading here:

www.universityworldnews.com/article.php?story=2018053107303671

Survey of Colleges on International Enrollment Shows Lack of Internationalization Measures

Nearly a third (32 percent) of respondents to a survey on international enrollment management reported that their institutions spend less than $10,000 per year on international recruitment travel.

Furthermore, 11 percent of respondents said their institution has no international enrollment management plan and is not working on one, while 27 percent said they have no plan but that one is in progress.

Of those respondents who said their institutions did have an international enrollment management plan, 29 percent said there was a department-level plan, 18 percent said there was a campus-level plan, and 11 percent said there was a system-level plan.

A total of 293 respondents completed the survey, which was conducted by an international enrollment management-focused subgroup within NAFSA: Association of International Educators and released during NAFSA’s annual conference last week.

The survey was distributed via an open hyperlink shared on social media platforms and email lists. The developers of the survey cautioned that it is not intended to be read as a scientific study, but instead to collect voices from the field.

Most respondents were entry- or midlevel managers working in international enrollment management, while fewer than 10 percent identified themselves as holding senior positions. Ninety-five percent of respondents indicated they work for a U.S. institution.

Eighty-one percent of respondents indicated they worked for a college or university, while the remainder worked for independent English-language institutes (8 percent), high schools (4 percent) and other for-profit (4 percent) or not-for-profit (2 percent) entities.

When asked to select all the options that applied relative to their primary affiliations as international enrollment management professionals, 49 percent of respondents chose intensive English and pathway programs; 43 percent recruitment and marketing; 35 percent admissions, placement and credential evaluation; 35 percent the advising and counseling of international students for study in the U.S.; and 11 percent chose other.

read more here:

https://www.insidehighered.com/admissions/article/2018/06/04/substantial-numbers-international-enrollment-managers-say-their

Linking Internationalization and Digitalization in Higher Education

Digitalisation opens up new opportunities for international study – even where no change of location is necessary, as it facilitates cooperation between higher education institutions. That is why it is essential to think of digitalisation and internationalisation as inextricably linked, says Dorothea Rüland of the DAAD.

Digitalisation is one of the most frequently discussed topics this year in Germany’s education sector. Quite rightly, it also plays a key role in the internationalisation of higher education institutions. It removes the restrictions of time and space; partnership working can be simplified considerably, especially when it comes to intercontinental cooperation.

Internationalisation has continued at a rapid pace at German higher education institutions over recent years. Initially focused on international mobility, it now extends to all areas of a higher education institution, from teaching and research to administration – a cross-cutting theme in the truest sense. As with internationalisation, digitalisation enables new areas of activity to be tapped into at all levels of the higher education institution. This can be seen clearly in the three fields of marketing, studying and international cooperation.

continue reading here:

https://www.daad.de/der-daad/daad-aktuell/en/51991-going-abroad-virtually/

Latest Best Practice: EVA – European Virtual Academy

EVA, the European Virtual Academy, was an ERASMUS project set up in 2011 and funded by the EU Lifelong Learning Programme. The idea behind EVA goes far beyond what one can find today under the label “virtual university”. The vision behind EVA is to create a pool of exchangeable online courses for completely personalized study courses.

The initial project members were the five European Universities:

Babe?-Bolyai University in Cluj (UBB, RO),
Milano-Bicocca University (UNIMIB, IT),
University of Applied Sciences Tampere (TAMK, FI),
Sapientia University Cluj (SHUT, RO) and the
University of Applied Sciences Mittweida (HSMW, DE).

After the funding period (2011-2013) has finished the partners agreed tocontinue activities on a voluntary basis.

EVA partners from European universities offer online course modules in many subject areas in English, focusing primarily on media topics.

further information:

http://www.evaonlinecourses.eu/

https://club-minternational.de/best-practice/eva-european-virtual-academy/?lang=en

Striving for international cooperation in sustainability research: Green Talents Competition

The German Federal Ministry of Education and Research (BMBF) hosts the prestigious ”Green Talents – International Forum for High Potentials in Sustainable Development” to promote the international exchange of innovative green ideas. The award, under the patronage of Minister Anja Karliczek, honours young researchers each year. The winners come from numerous countries and scientific disciplines and are recognised for their outstanding achievements in making our societies more sustainable. Selected by a jury of German experts the award winners are granted unique access to the country’s research elite.


If you have no access to YouTube, you can watch the trailer here. 

Are you an up-and-coming scientist with inventive ideas and a strong focus on sustainable development? Does your research have the potential to change the world? We challenge you to convince our high-ranking expert jury and become one of the 25 Green Talents of 2018! The award is open to all disciplines as long as they are related to sustainable development.

Deadline for submission: 23 May 2018, 2 p.m. CEST.
APPLY NOW!

Further Information: http://www.greentalents.de/index.php