DEVELOPMENT PLAN FOR INTERNATIONALISATION 2020

DEVELOPMENT PLAN FOR INTERNATIONALISATION 2020

Content INTRODUCTION Vision for International Activities 2020 1. INTERNATIONALISATION OF EDUCATION... 1 2. RDI WORK... 4 3. INTERNATIONALISATION OF THE REGION... 5 4. PARTNERSHIPS... 6 5. PERSONNEL... 7

INTRODUCTION HAMK Strategy 2020 is the central document guiding the international activities at Häme University of Applied Sciences. According to this strategy, HAMK performs the statutory duties of a university of applied sciences in a novel and unique way. Strong international strategic cooperation plays a key part in our new policy, and we draw on global collaboration to advance our competence in education and research. Our activities support the development of the students international competence. Student, teacher and researcher mobility in degree programmes is systematic and directly supports our operations. Degree programmes taught in English are linked to the internationalisation of the region. The global education business has become a central part of our operations, it has also expanded into the digital sector, and it is profitable. Our success factors include strong cooperation with our partners, which makes us an integral part of the international higher education community. HAMK has four customer-oriented research units to support education: Bioeconomy, Professional Excellence, Smart Services, and the Sheet Metal Centre. These research units cooperate with a diverse network, also at the international level. Our strategic partners (Feevale University, Brazil and VIA University College, Denmark) play an essential role in promoting our internationalisation. The Global Education Business Strategy 2020 sets out the targets, development measures and evaluation system of export activities (including risk management). The goal for 2025 set by the Ministry of Education and Culture (Ministry of Education and Culture/39/210/2015) is that Finnish universities and universities of applied sciences will be strong and competitive actors, particularly in the European higher education and research area. As a result of changes in the operational environment of higher education and research and to serve quality assurance purposes, network-based national and international cooperation needs to be reinforced. The higher education system consists of universities and universities of applied sciences of an internationally high standard that are profiled in their specific areas of strength. In particular, higher education institutions seek to enhance their impact by promoting the wider utilisation and commercialisation of competence and research results as well as the global education business. As higher education institutions become profiled, international strategic partnerships are one way of raising the selected profiles. In addition to developing their staff competence and networking activities, higher education institutions improve their expertise by increasingly recruiting

international staff members and by utilising the competence of international students. Cultural diversity is used as a resource, while the higher education institution assumes an important role in building up the cultural diversity of its operating area. More inputs need to be made in cooperation between higher education institutions and companies in international activities; for example, higher education institutions are encouraged to participate actively in the Team Finland networks of their areas. VISION FOR INTERNATIONAL ACTIVITIES 2020 In the international setting of Häme University of Applied Sciences, the students and staff work actively in networks with the aim of promoting competence in the areas of both education and research. Strategic international partnerships have evolved into an alliance that carries out international research, has a shared pool of experts, and engages in joint online teaching and global education business activities.

1. INTERNATIONALISATION OF EDUCATION 1 Development of students international competence Each student who has chosen the 8-16 study model takes part in an international module section implemented as a project together with a strategic partner (if necessary, with a key partner). Similar possibilities will also be offered to students in the other implementations. After graduation, the students possess international competence and cultural literacy. Possibilities for developing their competence are systematically guaranteed for all students as part of their studies. Joint international provision of online courses will go ahead in the strategic partnership network (pilots in 2016, extensive provision of courses available in autumn semester 2017). Responsibility: deans, heads of degree programmes. At minimum 20% of the students in Bachelor's programmes study and/or participate in work placements abroad in 2020. In all Bachelor's degree programmes, students complete at least 15 credits of studies in English in core competence or profiling modules. In Master s degree programmes, this figure will be 5 credits in 2017. Some of the courses will be provided in cooperation with strategic partners. In each degree programme, a foreign exchange teacher will take part in module implementation in 2017. The implementation is an inseparable part of the curriculum. The main emphasis will be on experts of the strategic partners (pool of experts). In all degree programmes, the possibility of offering international double degrees has been determined in 2016, primarily with strategic partners. If necessary, this process will continue in the key partner network (in 2017). Student mobility Number of credits completed in international virtual implementations. Credits completed in English degree programmes recognised as part of the degree/degree students registered as present Number of relevant courses/foreign teachers share. Number of students who have completed/are completing a double degree The partner network will be developed to meet the needs of student mobility. Credits completed during a mobility period recognised as part of the degree.

Student mobility is balanced, and it is primarily implemented with strategic and key partners. Credits completed abroad are fully recognised as part of the degree. The student mobility process is smooth and its quality is consistent in all units. Responsibility: deans, heads of degree programmes. The students are systematically informed of opportunities for mobility as part of their studies and during HAMK s joint orientation day. Each outgoing and incoming student receives adequate expert guidance in each stage of the mobility process. When planning the provision of courses in English, the needs of incoming exchange students will also be taken into consideration, and the possibility of taking cross-curriculum studies is made clear. Student tutoring will be developed in cooperation with the HAMKO student union. Responsibility: HAMKO expert and board member responsible for internationalisation. Degree programmes in English Number of students having participated in an exchange (outgoing and incoming). Written feedback from students having participated in an exchange. A development group consisting of the heads of degree programmes for degree programmes in English, leaders of the global education business activities in the relevant schools, the marketing officers, the head of student services, a HAMKO representative and the head of international affairs will prepare an action plan that will be approved by the deans. The following measures are to be launched immediately: The impacts of tuition fees on student numbers will be anticipated, ensuring that the degree programmes in English remain attractive. Recruitment and marketing (active participation in the Finnips network plus HAMK's own marketing activities that will be planned in cooperation between the degree programmes). Degrees completed by foreign students in relation to total number of degrees. International students share (%) of degree students registered as present. Numbers of applicants and students by country. 2

Education is of a high quality, appropriate learning environments and infrastructures have been provided, services for receiving international students and helping them to settle are efficient, integration into the higher education community, world of work and society in general goes smoothly. Responsibility: deans, heads of degree programmes. Promoting employment/developing workplace skills and language proficiency as well as other integration: good practices produced in the Pajatso project will be utilised and improved. Planning and implementation of a grant scheme from 2017 on in cooperation between the programmes. Cooperation aiming to develop the English degree programme process will be launched with VIA University College. Student tutoring will be developed in cooperation with the HAMKO Student Union. Responsibility: HAMKO expert and board member responsible for internationalisation. Student feedback. Employment situation after graduation. 3 Immigrants with a refugee background are facilitated in studying, and the practices for recognising qualifications are streamlined. Responsibility: deans, heads of degree programmes. Immigrant education External funding is used for preparatory training for degree studies for persons with a higher education background. Participation in the Urareitti project: identifying and recognising the competence of highly educated immigrants. Participation in cooperation in the operating area, further efforts to promote assignments commissioned by employers. Share of students with an immigrant background (%). Number of students in preparatory training/degree-awarding education. Number of projects commissioned by employers.

2. RDI WORK 4 Research conducted with strategic partners is systematic and relevant to all research units. Mutual researcher mobility within the framework of a programme takes place in researcher groups, increasing year by year (target 10 periods). During a mobility period, the researcher conducts research, prepares project applications and takes part in other activities. Researcher mobility. Mobility through the grant scheme. Researcher exchange programme in operation in 2016 2017. International spearhead research projects in operation in 2019. Responsibility: directors of research units, vice rector, deans. Researcher exchanges will be launched in 2017 and increased annually as per agreement. The researcher exchange programme is being prepared by research directors; the draft programme is to be completed in spring 2016, followed by funding plans and applications. The possibility of obtaining external funding will also be examined together with the partners in 2016. A grant scheme will be set up where the recipient pays a salary to researchers, especially junior ones, over a minimum period of three months.

3. INTERNATIONALISATION OF THE REGION 5 Active participation in the Team Finland Häme network cooperation (including participation in implementing the annual growth and internationalisation event, Kasva ja kansainvälisty). Together with other stakeholders in the region, HAMK develops the international competence of the region s communities, enterprises and individuals. HAMK has agreed on joint international operating areas with business and industry in the region. Areas determined in Team Finland Häme cooperation: Russia (St Petersburg), Poland, Sweden, Germany HAMK s international networks (especially the strategic partnership network) serve the region s internationalisation. Responsibility: deans, heads of degree programmes. Projects commissioned by employers, work placements and theses are available for companies flexibly and easily. Cooperation will be opened up for stakeholders in the region, especially through HAMK s strategic partnerships: benefiting from business networks and access to cooperation. Completion of the agreed measures

4. PARTNERSHIPS Steps to a new level - a strategic partnership programme will be published (May 2016). A joint action plan will be prepared. In the international strategic partnership with VIA University College (Denmark) and Feevale University (Brazil), a synergistic overall reform will be carried out, resulting in a strong international alliance. In this alliance, strategic development is based on jointly defined objectives and an action plan drafted on their basis. Activities relevant to strategic partnerships will be developed, monitored and evaluated using the "Planning and monitoring" workbooks. Programme and action plan formulated on its basis. Other indicators in connection with activities. 6 Responsibility: rector, vice rector, deans, directors of research units, head of international affairs. The strategic partnership of the School of Bioeconomy has been established and serves both education and RDI processes. Each degree programme has a wellfunctioning key partner network (nonstrategic partners, some three partners/programme), with whom the programme engages in active and mutual activities, especially in the sphere of mobility. Responsibility: deans, directors of research units, heads of degree programmes, head of international affairs. HAMK s other partner network efficiently serves activities in line with the strategy. Strategic partnership negotiations will be launched with suitable partners. Each degree programme evaluates its partnership network and acquaints itself carefully with the key partners (including education offered by them). Both staff and student mobility is active and mutual. Several staff members from each school take part in staff mobility. Expansion of the other partner network is based on accurate needs assessments. Agreement and action plan. Staff and student mobility (number of participating persons and mutuality, credits completed, feedback) Annual evaluation reports as part of the performance agreement process. Feedback reports, statistics

5. PERSONNEL 7 An analysis of the personnel s competence needs is implemented, especially concerning export of expertise and English degree programmes, and personnel training is organised on this basis. Possible cooperation in the area of personnel training is examined together with VIA University College. The personnel have sufficient competence to internationalise the education process and also the research and development process. HAMK participates actively in national and international networks that develop and support the internationalisation of higher education institutions. In part, this is also realised through mobility. Teacher and researcher mobility will be developed by targeting it at strategic and key partners. The feedback process will be updated to enhance the impacts of mobility. Number of staff members taking part in training and their feedback. Teacher and researcher mobility to and from Finland, bilateral mobility with strategic and key partners. Feedback on mobility. A joint pool of experts with the strategic partners (VIA University College, Feevale University) is in use. Responsibility: hr and development director, deans, directors of research units, the global education business team. An agreement on the development of the pool of experts is to be part of the alliance process, and the activities of the pool are to be launched (May 2016). Implementation of measures indicated in the pool of experts workbook.