Internationalisation from a Dutch (and international) perspective
In The Netherlands, we noticed that the (pre COVID-19) discussion around internationalisation focused on the English language, mobility and effectiveness. This is underwritten by four Dutch governing bodies. We can describe their attitudes toward internationalisation with the main points from their publications.
Attitude IBO The IBO (Interdepartmental Policy Research) is primarily focused on effectiveness. 3 ways to canalize the influx of international students are presented. A basic way, a high-quality way, and a controlled way. The focus is on research universities, but applied sciences are mentioned too. The IBO poses some questions for which there is too little or no research: - What is the effect of internationalisation on the Dutch job market? - What does the international classroom yield? - What is the effect of internationalisation on the quality of education? - Why does international mobility not lead to more enterpreneurship? - What is the societal return of internationalisation? Attitude SER The SER (Social and Economic Council) underwrites the questions of the IBO, since there is still too little research on impact and return on investment of internationalisation. But it also stated that internationalisation is a part of our education. And that it deserves optimisation. The SER is aiming at educational possibilities in English, the international classroom, professionalisation, and attention for Dutch language and culture to keep international students in The Netherlands. Attitude CPB The CPB (Central Planning Office) made a financial analysis of the cost and return. A positive balance for EER- (€5.000) and non-EER-students (€68.500) that stay in The Netherlands and find a job here, is presented. Despite this positive balance,the share of international students is 6% for universities of applied sciences and 23% at research universities only. In this regard, only diploma mobility and not credit mobility, has been taken into account. Attitude VSNU/VH Finally the IAHO of VSNU/VH (The Association of Universities in the Netherlands). This agenda focuses on what internationalisation means: contributing to the quality of education, addressing global issues and issues in the job market. An inclusive community with attention to intercultural skills, didactics, and nurturing international talent. But also incorporating different languages and cultures, strengthening the international position, contributing to the SDG’s (Sustainable Development Goals) and a better balance in (primarily outward) mobility.
COVID-19
Obviously, the virus brought a new dimension to internationalisation. Everything mentioned before is now up for discussion or sidetracked. The ‘stagnation”’ of incoming degree- and credit mobility particularly influences research universities, while universities of applied sciences struggle mainly with the stagnation of credit mobility. Outbound Mobility Experience (OME), which is outward mobility in both credit and degree, influences bilateral and Eramus partnerships. And hits students that want to enrich and develop themselves in a foreign culture.
Consequences for education But a partnership ‘on hold’ has even more consequences. On collaborations, research projects, grants, staff mobility and curriculum development. This all puts the quality of education under pressure. For universities of applied sciences, it means a reorientation on curriculum and learning pathway. Because the lack of international internships, study abroad and international thesis internships will put progress and yield under pressure. Our study programs face challenges that demand flexibility, innovative solutions and preparing several scenarios. How agile and resilient are you in an uncertain world? And for the student The same goes for the student that starts orientation on an (international) job market. Some industries - like services - are hit hard. If we manage to get all stakeholders to anticipate changes, internationalisation@home could get a new meaning, one that is challenging enough for students. This fits right into the way Rotterdam University of Applied Sciences defined internationalisation: as diversity, intercultural sensitivity and inclusivity. It derives from the education characteristics of socialisation, personal development and qualification. The quick switch to online learning gives hope. Education can handle sudden change. The general health and safety is part of the equation from now on. Financial, political, and natural crises can also play their part in the future. If we were to respect these topics in education, we will be better prepared when something happens. From an international perspective Internationally (and pre-pandemic) we saw attention for internationalisation from mobility, knowledge, vision and strategy perspective. But COVID-19 changed the game, particularly when it comes to the financial consequences. Many international programmes depend on the finances of international students. It is an element the universities of applied sciences in The Netherlands is not focused on, unless in unsponsored programmes. Two publications, namely; ‘The Impact of COVID19 on education -Insights from Education at a Glance 2020’ (OECD 2020) and; ‘What price will education pay for COVID19’ (IIEP-UNESCO 2020) show where the international focus goes. Ofcourse, people worry about the possibility that students have to follow international programmes. But they are also worried about the whole financial structure around our education. What if health care needs so much money that it will cut away part of the education budget? Professionalisation and digital support also pressurize the budget (training of staff, preparing the organisation). Students experience difficulties - despite online platforms - to orientate themselves on the foreign job market. Education must prepare itself for current developments, and needs people and resources for it. For the future: will inequality and accessibility surface with regard to the SDGs, or will international cooperation and support be both financially and qualitatively the 'lifebuoy' to keep the ship of internationalisation on course?