Czas internacjonalizacji: wyzwania dla polskich uczelni = Time for internationalization : challenges for Polish universities
Gespeichert in:
| Weitere Verfasser: | , |
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| Format: | Buch |
| Sprache: | Polish |
| Veröffentlicht: |
Warszawa
Dom Wydawniczy Elipsa
2016
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Register // Personenregister Abstract |
| Beschreibung: | 308 Seiten Illustrationen 24 cm |
| ISBN: | 9788380170827 8380170822 |
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Datensatz im Suchindex
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| adam_text | Spis tresci
Wstqp................................................................. 7
INTERNACJONALIZACJA - NOWE PERSPEKTYWY DLA UCZELNI I NAUKI
Marek Kwiek, Produktywnosc w nauce w uj^ciu ilosciowym: badacze „umi^dzy-
narodowieni” i „lokalni”.......................................... 11
Bianka Simnska, Internacjonalizacja, ktörej nie ma................... 38
ZaRZ/ DZANIE UCZELNij UMf^DZYNARODOWiON^
Grzegorz Mazurek, Zarz^dzanie uczelni^ mi^dzynarodow^ - perspektywa kra-
jowa - Akademia Leona Kozminskiego................................ 47
Lukasz Wojdyga, Zarz^dzanie z perspektywy mi^dzynarodowej rekrutacji. 56
Edyta Lachowicz-Santos, Znaczenie komunikacji i networkingu w ksztaitowa-niu relacji z absolwentami zagranicznymi.......................... 64
RYNKI I MODELE UMI^DZYNARODOWIENIA
Waldemar Siwiriski, Dotychczasowe doswiadczenia w zakresie wymiany stu-
dentow pomi^dzy Polsk | i Ukraine................................. 81
Kazimien Musial, Umi^dzynarodowienie szkolnictwawyzszego po skandynaw-
sku............................................................... 10 7
Katarzyna Märchen, Luksemburg: maty kraj - wielki sukces interaacjonali-
zacji............................................................. H6
Arif Erhol, SzkoJnictwo wyzsze w Turcji i jego umi^dzynarodowienie... 124
Joanna Godowsha-Bolek, Programy stypendialne w krajach Ameryki Lacin-skiej - szansa na skuteczn^ internacjonalizacja polskich uczelni. 135
Jcicek Witkos, Martin Witkowski, KAIZEN w internacjonalizacji polskich uczelni, czyli jak wykorzystac ci^gly proces ulepszania oferty día kandydatów z zagranicy?.................................................. 146
PrOMOCJA I MARKETING ZAGRANICZNY
Maurits van Rooijen, Mi^dzynarodowe promowanie uczelni.............. 165
Maurits van Rooijen, Zasady implementacji projektu promocji mi^dzynaro-
dowej............................................................. 180
Izabela Gajda-Perek, Nowe media a nowoczesne dzialania promocyjne uczelni
wyzszych.......................................................... 195
Marek Zimnak, Mi^dzynarodowe certyfikaty jako narz^dzie promocji..... 206
Rekrutacja mi^dzynarodowa
Ewa Kiszka, Rekrutacja mi^dzynarodowa - co w tym trudnego?.......... 217
Liliana Lato, Agencje rekruterskie: pragmatyka wspolpracy........... 227
Vishal Sagar Agnihotri, Indie w perspektywie rekrutacyjnej polskich uczelni 236
Ewa Jurkiewicz-Sqkiewicz, Karolina Jqdrzejkowska, Rola centrów j^zykowych w umi^dzynarodowieniu uczelni wyzszych............................ 241
J^ZYK I ADAPTACJA KULTUROWA
Jolanta Tambor, Aleksandra Achtelik, Swiadomosc j^zykowa z perspektywy stu-
denta cudzoziemca................................................. 253
Joanna Laskowska, Mosty, a nie bariery - rzecz o komunikacji......... 262
Magdalena Lazarewicz, Bozena Werner, Rola uczelni w adaptacji kulturowej, integracji i wsparciu psychospofecznym studentów zagranicznych.... 269
Autorzy.............................................................. 279
Summary.............................................................. 289
Indeks osób.......................................................... 305
Indeks osôb
Abramo, Giovanni 11,12,17,19,22,28, 32
Achtelik, Aleksandra 253, 264, 279, 302
Agnihotri, Vishal Sagar 279, 301 Akulinin, Siergjej 99 Allison, Paul D. 23, 32 Antonowicz, Dominik 13,22, 33 Antoszewski, Bogdan 90 Arboleda, John 75, 76, 293 Arimoto, Akira 16, 35 Amett, Jeffrey Jensen 270, 276 Azizi, Anastasia, zob. Kalantzi-Azizi, Anastasia
Bachelet, Michelle 140 Bakirov, Vil 90 Balân, Jorge 138,144 Banahan, L. A. 274, 276 Barter, Michael 203 Berger, Joseph B. 23,33 Bielecki, Stanislaw 97 Blair, Tony 203 Borecki, Tomasz 88 Bozeman, Barry 11,12, 25, 28, 34 Brandenbur, Uwe 38, 39 Brennan, John 136, 144 Brzezihski, Jerzy Marian 13, 33
Campbell-Hunt, Colin 11, 33
Ceravolo, Fïavio A. 12, 20, 22, 28, 35 Chilczuk, Michal 72, 76 Chlebda,W. 256, 257 Chmielecka, Ewa 74, 76 Clark B.R. 33 Clark N. 128,133 Cole, Jonathan R. 23, 28,33 Cole, Stephen 23, 28, 33 Conlon, Ann 269, 270, 276, 304 Conroy, Phil 64, 67, 71, 73, 76 Cummings, William K. 11, 13, 16, 24, 33, 35
Cutrona, Carolyn. E. 270, 276 Cyhanuk, Borys 89
D’Angelo, Ciriaco Andre 11, 12, 17,19,
22, 28, 32
Dewart, Hannut 276 Dey, Eric L. 23, 33 Di Costa, Flavia 12,28, 32 Downie, Andrew 140, 144 Dryden, Windy 270, 276
Erikson, Erik H. 270, 276 Erkol, Arif 124,280,296
Feltham, Colin 270, 276 Finkelstein, Martin J. 16, 33, 35 Finikov, Taras 87, 89, 101, 102 Fuksa, Janusz 99, 101
306
Indeks osöb
Gajda, H. 150
Gajda-Perek, Izabela 195, 280, 299 Geng, Xue-Song 11,33 Geuna, Aldo 28, 33 Gingras, Yves 11,33 Godin, Benoit 11,33 Goclowska-Bolek, Joanna 135, 280, 297
Gomitzka, Âse 22, 23, 25, 30, 35, 115, 296
Gouldner, Alvin 15, 33 Grebielnik, Oleksandr 87, 88 Gregorio, David 1.12,35 Griszczenko, Konstantin 100
He, Zi-Lin 11,33
Hixenbaugh, Paula 269, 276,304
Hnatiuk, Olga 92
Holden, Thomas 12,34
Hunt Colin, zob. Campbell-Hunt Colin
Jakubowska-Winecka, Anna 272, 276 Jçdrzejkowska, Karolina 241, 280, 302 Jobs, Steve 217
Jurkiewicz-Sçkiewicz, Ewa 241, 281, 302
Kalantzi-Azizi, Anastasia 277 Kaminski, Tomasz 66, 67, 76 Katz, Sylvan J. 22, 28,33 Kerr, Clark 108 Krauze, Tad K. 23, 32 King, Robert 136, 144 Kiszka, Ewa 217, 281, 300 Kluczkowski, Jacek 87, 89, 92, 94 Knight, Jane 33, 39, 144, 269, 276, 304 Kopemik, Mikofaj 64 Korpak, Bartlomiej 95, 101 Koseski, Adam 91
Kotier, Philip 198, 200, 204 Kowal, Igor 91 Kowal, Olena 89 Kozminski, Andrzej 88 Kozminski, Leon 47, 50, 53-55, 64, 71, 82,159, 201, 211, 308 Krysinski, Jan 88 Kumik, Wlodzimierz 88,94 Kuzma, Anna 92
Kwiek, Marek 11, 13,15,19, 22, 23, 28, 30, 31-34, 281, 289
Lachowicz-Santos, Edyta 282, 292 Lago, Colin 270,276 Laskowska, Joanna 262, 282,303 Lato, Liliana 227, 283, 300 Lebeau, Yann 136,144 Lee, Lionel S.
Lee, Sooho 11, 12, 25, 28, 34 Lewis, Jenny M. 12, 34,35 Litwin, Henryk 92, 100 Long, Scott J. 23,32 Löwenstein, Florian 13,14, 34
Lazarewicz, Magdalena 269, 283, 304
Macukow, Bohdan 89 Majer, Wolodymyr 89 Malinowski, Bronislaw 261 Marchwica, Wojciech 89 Martin, Ben R. 22, 28, 33 Mazurek, Grzegorz 47, 204, 283, 291 McKee, Robert 198 Melnik, Petro 95 Mendelejew, Dymitr 89, 100 Merton, Robert K. 23, 34 Metcalfe, Amy Scott 12, 20, 22, 28, 34, 35
Michalowski, Stanislaw 90
Indeks osób
307
Milem, Jeffrey F. 23,33 Minajew, Aleksandr 91 Mörchen, Katarzyna 116, 284,295 Mucha, Janusz 258 Mullendore, Richard H. 274,276 Musial Karol 84 Musial, Kazimierz 107,284,294 Muszynski Jerzy 88
Nedregárd, Truls 270,274, 276 Nowak, Wojciech 95 Nykiel, Wlodzimierz 84,97
Özdemir, Ugur 271,276
Paszynski,Wlodzimierz 89 Pawlikowski, Janusz M. 75,76 Perek, Izabela, zob. Gajda- Perek, Iza-bela
Persoon, Arnold 166 Peszko, Kamila 74-76 Piwniak, Genadij 91 Poliakov, Nikolaj 91 Price, Chris 166
Ramsden, Paul 16,34 Rhoades, Gary L. 135,144 Richardson, D. 65,66, 70,76 Robinson, Ken 197 Roczek, Adam 101
Rooijen van, Maurits 165,180, 284, 298 Ross, Sandy 12,34 Rostan, Michele 12, 20, 22,28,33-35 Rousseff, Dilma 138
Santos, Edyta, zob. Lachowicz-Santos, Edyta
Sapir, Edward 264 Schomburg, Harald 14,34
Seroczynski, Grzegorz 90 Sethi, Wendiann 16,33 Sçkiewicz, Ewa, zob. Jurkiewicz-Sçkie-wicz, Ewa
Shin, Jung Cheol 11,24,35 Shupp, Matthew R. 274,276 Sidorenko, Siergiej 90 Siwinska, Bianka 3, 4, 8, 35, 38, 72, 76, 136,144,285,290
Siwiriski, Waldemar 81, 87-90, 94, 96, 101, 285, 293
Slaughter, Sheila 135,144 Smeby, Jens-Christian 19,22,23,25,28, 30,35
Sobczuk, Henryk 101 Solazzi, Marco 11,17,19,22,28,32 Sozariski, Henryk 88 Speekenbrink, Rob 69 Stadny, Igor 102 Stanowski, Krzysztof 87, 88 Stewart, John A. 23,32 Strich, Maksim 87,89 Strzelczyk, Joanna 91 Svensson, Lennart 114 Swajan, Das (John) 153-157 Szadkowski, Kiystian 32 Szewczenko, Volodymir 90 Szmidt, Jan 97,100,104
Swiçtoslawski, Wojciech 99, 100
Tambor, Jolanta 253, 264, 285, 302 Tarrach, Rolf 116 Teichler, Ulrich 13,16,35,108 Tekin, Oguzhan 130, 134 Teodorescu, Daniel 11, 12, 22, 35 Towaznianski, Leonid 91 Towell, T. 276 Trondal, Jarle 19, 22, 28, 35
308
Indeks osob
Tuncay, Tarik 271,276 Tymofiejew, Wotodymyr 89
Vissser, L. 70, 76 Vught van der, Thijs 166
Wanner, Richard A. 12,35 Werner, Bozena 269,286, 304 Whorf, Benjamin Lee 264 Wihlborg, Monne 114 Wit de, Hans 33, 39,193,194 Winecka, Anna, zob. Jakubowska-Wi-necka, Anna
Wissema, Johan Gooitzen 136,145 Witkos, Jacek 146, 286, 297 Witkowski, Marcin 146,286, 297 Wlodarczyk, Dorota 272, 276 Wojdyga, Lukasz 56,63,287, 292 Woznicki, Jerzy 74,76,105,106
Zadojewy, Anatolij 91 Zdanowska, Marta 74-76 Zgurovski, Michailo 87, 88, 94 Zimnak, Marek 3, 4, 8, 165, 180, 205, 206, 213, 236, 287, 299 Zuckerman, Harriet 23, 33, 35
yeris che
Summary
INTERNATIONALIZATION - NEW PERSPECTIVES FOR UNIVERSITIES
AND SCIENCE
Professor MAREK KWIEK
Director, Centre for Public Policy Studies
and UNESCO Chair in Institutional Research and Higher Education Policy Adam Mickiewicz University; Poznan
INTERNATIONALIZATION OF SCIENTIFIC RESEARCH.
PRODUCTIVITY IN QUANTITATIVE TERMS: “INTERNATIONALIZED”
AND “LOCAL’ RESEARCHERS
This text aims to analyze the internationalization of Polish academic staff perceived from the European comparative and quantitative perspective, based on a vast empirical material covering primary data from the large sample (N = 8886) of representatives of academic staff from eleven European countries.
The authors analyze two aspects of internationalization of scientific research: correlation between international scientific cooperation in research and research productivity, as well as correlation between international research collaboration and co-authorship of publication with foreign scientists. Research productivity of Polish scientists (in accordance with the European standards) is strongly correlated with the international research cooperation: the average rate of research productivity for Polish “internationalized” researchers is consistently higher in comparison with the same indicator for Polish “local” researchers, in all fields of science (about 60 to 140 percent). Therefore, in conclusion the authors point out the fact that the increase in the level and intensity of international collaboration in scientific research is definitely the best way to gradually increase the international visibility of national research results. In the particular case of co-publishing with international scientists, lack of the international research cooperation results with lack of the international co-authorship of publications. “Local” researchers (both in Europe and in Poland) hardly ever co-publish with international partners. At the same time Polish scientists involved in the international research cooperation differ (in terms of research productivity patterns) from their European colleagues involved in this kind of cooperation significantly
290
Summary
less than it is commonly adopted. However, the current level of science funding in Poland does not allow us to lead international cooperation with intensity comparable to the level of European science.
BIANKA SIWINSKA
“Perspektywy” Education Foundation Research Projects Manager
INTERNATIONALIZATION THAT DOES NOT EXIST
The author points out that the concept of internationalization understood in a traditional way is now becoming obsolete. It has been limited to the marketing activities aiming to attract foreign students to local universities. Therefore a different approach towards the internationalization phenomenon is needed and the author suggests a following definition of Internationalization 2.0:
It’s an objective, a function and an operation method of higher education institutions, characteristic for functioning in a globalized world.
Such an understanding of internationalization requires creative approach of all parties involved. It also requires reasonable support from the state administration. Polish universities have been awaiting in vain a launch of a professional agency that would support the process of internationalization of Polish higher education. Lack of such an agency precludes achieving more complex and more ambitious goals.
The author of the text also points out that today, if we are to “internationalize” Polish universities, we should first take care not of their artificially separated interactions with a no longer existing concept of “abroad”, but of the whole process of creating a knowledge-based society - beyond borders. We should focus on the quality of teaching, research, innovation potential, and social function of universities. The future of the higher education lies in globalization and it is based on the electronic world. The role of a university is to assist and support students in understanding the world and shaping it in accordance with their own visions and values.
Summary
291
MANAGING AN INTERNATIONALIZED UNIVERSITY
GRZEGORZ MAZUREK, PhD
Kozminski University
INTERNATIONAL UNIVERSITY MANAGEMENT -THE NATIONAL PERSPECTIVE -KOZMINSKI UNIVERSITY
The Kozminski University is an international university, which means it operates on the international educational and scientific market as a partner and an institution holding actual impact on the contemporary world in a local, national, and international dimension.
In the internationalization process - as a result of all experiences gained - the Kozminski University has developed a holistic perspective, by interpreting internationalization as a means to create an attractive educational offer and effective impact on a social and economic image of the world through exploiting scientific and research potential, as well as various networks and international relations. This approach is like DNA - encrypted into the consciousness of the university staff, into the adopted mission, vision, processes and procedures.
Internationalization is a source of the university development, creating values both in a scientific, educational, and application sphere. Among various areas of university internationalization we can distinguish networking, creating the image in the international arena, internationalization of students, academic staff, faculties of studies and scientific research. Internationalization of these areas is possible thanks to the close cooperation between Vice-Rector for International Relations and various units responsible for marketing, administration, international cooperation, accreditation, and scientific research.
Effective functioning of the university’s internationalization process requires a networking approach. It means that all initiatives and potentially valuable ideas become projects realized by project teams consisting of different experts from various fields and units - which brings at the end a number of benefits to employees and to the university.
Beside the technocratic internationalization, the key areas of the Kozminski University functioning are “soft” areas, such as: openness, partnership approach and dynamism, focusing on students, professionalism, and commitment. These intangible aspects of internationalization play a huge role in building confidence of stakeholders towards the university, in creating prestige, satisfaction of stakeholders and quality of education.
Thanks to this holistic approach to the internationalization process the Kozminski University plays an important role among economic universities in Poland and abroad.
292
Summary
LUKASZ WOJDYGA
Warsaw University of Technology
MANAGEMENT FROM THE PERSPECTIVE OF AN INTERNATIONAL
RECRUITMENT PROCESS
The development of modem and appropriate methods of international student recruitment management is a necessary requirement to achieve success in a dynamically changing education market Therefore Polish universities have also decided to make an attempt and to reach out to the international students - after all it is worth fighting for - by 2020 the number of students pursuing their education outside their home countries is expected to reach about 8 million. Anyway, finding and attracting international students is only the final part of the whole process. It should be preceded by creating an attractive program offer - possibly in Eng-fish - taking into account the labor market demands, including relevant didactic materials and providing a sufficient number of the English speaking (at the academic level) qualified university staff. Universities should also provide adequate teaching facilities, well prepared employees of back office (administration) and the proper standard of dormitories. The basis of the effective management of internationalization is a clear vision of development, efficient use of the actual resources and skillful transformation of adopted strategies into executive plans.
While evaluating the possibilities of Polish universities, it is worth highlighting the high quality of education, significant development of programs conducted in foreign languages (mostly in English), attractive (in comparison with other European countries) level of tuition fees and quite low (for Europe) cost of living in Poland. Yet, we should bear in mind that the international students recruitment process is just one element of the universities’ internationalization. Participation in European and international educational, scientific and research projects is also extremely important, as well as implementation of global and intercultural elements in study programs, creating possibilities to learn alternative teaching and working methods through exchange programs and internships for students and - equally important - employing foreign lecturers and researchers at Polish universities.
EDYTA LACHOWICZ-SANTOS
University of Economics in Katowice
THE IMPORTANCE OF COMMUNICATION AND NETWORKING IN BUILDING RELATIONSHIP WITH FOREIGN ALUMNI
The importance of building relationships with foreign alumni and the need of undertaking activities dedicated to this particular group was recognized and emphasized in Europe already 15 years ago, during the EAIE conference (European Association for Education) in Lipsk, 2000 - when EAÏE established the INTAL expert group (International Alumni).
Summary
293
As there are very few publications in Polish literature on this subject, this study is an attempt to systematize information on certain characteristics common to programs implemented in various European universities, from the Polish perspective. It is also an attempt to elaborate, as suggested by the publisher, some examples and a set of practical advices that may constitute a basis for the universities to develop their own model of communication. Beside the European universities, the prestigious American schools have been also the subject of analysis. Even though, due to an alternative funding system, they perceive the relationships with their alumni quite differently, yet they can boast of a long tradition and many successes in this area.
Loyal alumni, who are successful on the international labour market, are the best proof of the particular diploma quality for the future university candidates, especially when it comes to additional factors determining the decision about studying in another country. As John Arboleda points out, foreign students and alumni perceive their studying experiences differently than the local ones. Their enthusiasm and involvement in relationships with the university, after graduation, is usually exceptionally intensive.
’’The sooner European business schools and universities start understanding this and begin to act, the sooner they will see a return on investment that benefits the entire institution K So the questions that arise are not “if?” and “why?” but “when?” and “how?”
Foreign alumni are our best ambassadors in their home countries; it is a community that is too valuable and too influential to ignore it. Making them a part of promotional activities, as well as a part of the communication strategy building process may turn out to be a key factor for Polish universities to reach success on the international educational market.
MARKETS AND INTERNATIONALIZATION MODELS WALDEMAR SIWINSKI
President of the “Perspektywy” Education Foundation
PREVIOUS EXPERIENCES IN THE STUDENT EXCHANGE BETWEEN
POLAND AND UKRAINE
This text presents processes of cooperation between Polish and Ukrainian universities and focuses in particular on various aspects of the “Study in Poland program conducted since 2005 by the Conference of Rectors of the Academic Schools in Poland (CRASP) and the “Perspektywy” Education Foundation. One of many effects of this program was a twelvefold increase in the number of students from Ukraine at the Polish universities. In 2005 there were 1989 Ukrainian students in Poland, whereas in spring of 2015 there were
~ j Arboleda(2013). The importance of engaging alumni overseas, [online] www.ft.com/mtl/ cms/s/2/f6d46764-9602-Ue2-9ab2-00144feabdc0.html#axzz3ZXZhbbjs [access on 2015-05-26).
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Summary
already 23,392 of them. Such a spectacular increase in the number of students interested in Polish universities resulted from a broad informational and promotional campaign, as well as consistent actions of the initiators of this program in cooperation with various Polish universities. Mr Waldemar Siwinski describes in detail the process and effects of such activities as: the dedicated “Study in Poland” website, different accompanying initiatives in the social media, mobile applications, numerous paper handbooks, study visits, “round table” meetings and conferences in many Ukrainian cities, launching the Polish-Ukrainian Centre within the structures of the National Technical University of Ukraine (Kiev Polytechnic), various education fairs, Polish - Ukrainian Academic Forum and Polish - Ukrainian sport competition within the frames of STUDENTEURO. One of the most important elements of this cooperation was the contact with the Ukrainian recruiting agencies (one of the main channels for recruiting candidates), followed by their certification process. The author of the text also mentions the weaker aspects of the Polish - Ukrainian cooperation, for example he points out the relatively insignificant activity of Ukrainian universities in attracting students and academics from Poland.
Undoubtedly, such a rapid increase in the number of Ukrainian students at Polish universities is an unprecedented phenomenon in the history of the European and global internationalization. Yet the new phase of this cooperation brings new challenges. It is particularly urgent to make sure that the most talented Ukrainian students perceive Poland as the most appropriate destination to fulfil their educational aspirations.
Taking into account the image enhancement of Poland in Ukraine, as well as the cultural and historical proximity of the two countries, the above expectations seem to be justified.
KAZIMIERZ MUSIAt
Professor, The University of Gdansk
INTERNATIONALIZATION OF HIGHER EDUCATION - THE SCANDINAVIAN WAY
Internationalization is formally a very important element in the operation of higher education institutions in the Nordic countries. The popularity of this phenomenon may be explained by its symbolic value and by associating it with the “natural,” positive and desirable features of the academic life and activities of the institutions in the higher education sector. In the discourse on the organizational change occurring in the higher education sector, internalization is presented as equal to globalization and Europeanization and as such becomes a term used to explain various organizational changes taking place at universities. This is despite the fact that from time to time one can realize that there are some discrepancies between the dominant character of the higher education institutions and the organizational changes resulting from the methods of introduction of internationalization - often inspired by the patterns formed at the transnational level.
Summary
295
Research conducted at various Nordic universities shows that geography, history, ca-pacity, tradition, and profile of the academic institutions have all together a significant impact on the implementation of the internationalization postulate. This is particularly important in the case of universities closely related to the local and regional environment2. In recent years, in each of these cases, the internationalization of the university was introduced through the impact of the external administrative factors and legal solutions. By means of financial incentives and development contracts concluded between universities and the ministry in charge of higher education, internationalization became an obvious formula of the universities’ modus operandi3. As it turns out, internationalization as a functional myth is perfectly suitable for managing the desired change in the whole sector of higher education.
KATARZYNA MÓRCHEN
HEMC | Higher Education Marketing Consulting
LUXEMBOURG: A SMALL COUNTRY - A GREAT SUCCESS IN INTERNATIONALIZATION
Luxembourg is a second smallest country in the European Union, yet it has the highest nominal GDP in the world. Although it is hard to believe, the first public university - the University of Luxembourg - was founded only in 2003. Until then, the Luxembourg inhabitants seeking higher education were only able to study at foreign universities. The government even launched for this purpose a scholarship scheme for students opting to study abroad. These actions were based on the conviction that through international mobility of the citizens, the country will evolve into a multicultural direction. The country was thus supposed to benefit from the professional staff educated abroad (so called “brain gain”), in different educational systems, at various foreign universities, who were to create a knowledge society and to support the economy and labor market in order to make it more competitive on a global scale.
The University of Luxembourg is still the only public university in the country. The close cooperation between the University, the Ministry of Foreign and European Affairs, and the Ministry of Culture, Higher Education and Research plays an important role in the internationalization process. Until the academic year 2010/2011, the main objectives of the university internationalization strategy were based on the country’s economic assumptions, limiting its promotional and recruiting activities to the countries that cooperate economically with Luxembourg. However, one year later the University of Luxembourg
2 B. Stensaker, et al., Internationalization of higher education: the gap between national policy-making and institutional needs, „Globalization. Society and Education 20086 (1). 10.
3 N. FrOlich, Justification and Drivers. Higher Education Institutions Strategies of Internationalization, w: Borderless Knowledge. Understanding the JVew” Internationalization of Research and Higher Education in Norway, edited by A. Gomitzka. L. Langfeldt. Dordrecht 2008. p. 116.
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became independent from the international economic policy of the country by changing the recruitment rules for the candidates from third countries and thus allowing global recruitment and expansion.
ARIF ERKOL
Chancellor of the Vistula University
TURKISH HIGHER EDUCATION SYSTEM AND ITS INTERNATIONALIZATION
In 2014, in Turkey there were almost 5 million students studying at one hundred ninety six universities. There is a persistent high demand for university education because of continuous demographic transition in favour of young generation. The main pressure in the higher education sector has always been on the issue of total enrolment capacity of Turkish universities. There were more than 2.2 million candidates applying to the universities in Turkey and only 450 thousand could have been admitted to bachelor’s degree programs.
Recently there have been a high number of students leaving Turkey to study abroad in order to receive a university degree, especially in the fields such as medicine, law, and engineering. The United States and the United Kingdom are preferred destinations, mostly for Master and PhD candidates.
If we exclude from the number of foreigners studying in Poland those from the neighbouring countries, such as Ukraine and Belarus (who are the majority of foreign students in Poland - about 50%), medicine students from Norway, Sweden, USA, Canada, Taiwan, Saudi Arabia, apparently Turkey remains the country from which Poland attracts the highest number of students. For Turkish candidates Poland is becoming one of the most popular destinations for university education.
A great risk for Poland in terms of internationalization of higher education is the local procedure of enrolment. Many students from different countries are allowed to enrol at universities by simply presenting a high school diploma, which is likely to create an unjust image of a country with easy access to universities and therefore with lower educational standards. Competition among universities, based on charging lower tuition fees rather than increasing the quality of students, may also contribute to deterioration of the image of Polish educational standards created abroad. Polish universities must remember that there is high competition among universities in terms of acquiring foreign students and the growing number of international students could be the best promotion and the proof of the good quality of education. Polish universities should also consider reviewing their marketing strategies and pay more attention to promoting the quality of institutions instead of focusing on promotion of a country or a city.
Poland has a great potential to become an interesting destination for international students; however, inappropriate approach towards creation of a Polish higher education brand may, unfortunately, waste this potential.
Summary
297
JOANNA GOCLOWSKA-BOLEK, PhD
Director of the Centre for Latin-American Studies (CESLA), the University of Warsaw
SCHOLARSHIP PROGRAMS IN LATIN AMERICA - THE OPPORTUNITY FOR SUCCESSFUL INTERNATIONALIZATION OF POLISH UNIVERSITIES
Higher education systems around the world face the challenge of the international^ zation process, which is not only an opportunity for development, but also an inevitable necessity and from which, sooner or later, more and more countries will benefit more or less efficiently. Even though there is a long tradition of academic cooperation between Poland and the Latin American region, yet several changes in everyday reality determine the need of more intensive efforts in terms of building more conscious, comprehensive relationships, aiming to bring tangible and long-lasting results. Incidental and casual contact between individual units and individual employees are not longer enough in this case. There is a need for a mature, realistic vision of such cooperation and effective planning of specific activities as elements of strategies of the different universities, with support provided by the government institutions. The opportunity to intensify cooperation with the Latin American universities lies in scholarship programs funded by the governments of various countries in the Latin American region, which - when competently used - may significantly contribute to the increase of presence of students and academics from the Latin America in Poland.
Prof. JACEK WITKOS, PhD MARGIN WITKOWSKI, M.A.
Adam Mickiewicz University Poznan
KAIZEN PRINCIPLES IN THE PROCESS OF INTERNATIONALIZING
AT POLISH UNIVERSITIES.
HOW TO UTILIZE THE CONSTANT IMPROVEMENT PROCESS OF OUR OFFER AIMED AT APPLICANTS FROM ABROAD?
The Japanese philosophy of management based on the principles of Kaizen requires attention devoted to the constant improvement of the processes undertaken, rational use of resources and concurrent advancement. Poland’s experience in the field of internationalizing campuses and curricula calls for a similar approach, as the number of Polish-bom applicants entering the university world has been falling since 2005. According to the predictions, by the year 2020 Poland may be faced with the most dramatic decrease of the number of students enrolled in comparison to the other OECD countries, estimated to reach the record low level of 25-30% of the number of students currently enrolled. On the other hand, the number of students coming from abroad has been on a steady rise for the last 10 years, reaching over 46 thousand students, with an over 20% annual growth
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Summary
dynamics, counting from 2011. The key issue seems to be the competition between countries willing to attract students from areas of the greatest recruiting potential, namely Asia. Countries such as Canada, France, Germany and Russia have understood that radical change in the approach is necessary, including increased budgets for marketing and communication. Yet, Poland has to face competition stemming from the region of Eastern Europe which is composed of often small but agile nations (such as the Czech Republic, Bulgaria, Hungary, the Baltic states) and Ukraine (now undergoing a crisis, affecting educational migrations). These players are in many instances ahead of Poland in terms of numbers of foreign students from particular Asian countries (such as Iran, Turkey, Kazachstan, India). Understanding the reasons for this as well as providing solutions for the currently inadequate efforts of all Polish universities and combined with state and local authorities, seem to be vital for the success of any given international strategy, devised at HEIs in Poland.
PROMOTION AND FOREIGN MARKETING
Professor MAURITS VAN ROOUEN
London School of Business Finance
INTERNATIONAL PROMOTION OF UNIVERSITIES PRINCIPLES OF IMPLEMENTING A PROJECT OF INTERNATIONAL
PROMOTION.
In many national systems this competition for students, in qualitative and/or quantitative terms, is becoming a feature, but even clearer - internationally this is the norm. Where a national system might indeed be a system,’ a part of which can still be highly regulated or might even resemble planned economy, when it comes to the global market, this is indeed a ‘market’ and the laws of competition fully apply. The only real disruptions in that market are the national visa regulations, but otherwise education in a global context is an export industry more or less like any other.
Both chapters will swiftly guide you through the basics. We start at the institutional level, with the need for a clear image/brand. We then look at the courses: making sure you have a sensible portfolio and that the programs are promoted as effectively as possible. Next we look at the nitty-gritty of marketing and recruitment. For instance - how to use intermediates/agents, how to create the more academic type of partnerships as a recruitment pathway, and importantly, how to unleash your alumni as partners in promotion? And last but not least - making sure your applicants/students are well looked after.
Summary
299
IZABELA GAJDA-PEREK
University of Economics in Katowice
NEW MEDIA AND NEW MARKETING AS A RESPONSE TO THE NEW ERA
The article discusses issues related to various challenges in modem communication strategies for universities resulting from new technologies and new patterns of customer’s behaviours. The author analyses new customers’ behaviours and reflects upon the need of integrated marketing communication activities. The concept of Marketing 3.0 and the shift from “branding” to “content marketing” has also been discussed and presented, as well as the approach to media planning and content distribution. The reader’s attention is also drawn to the changes resulting from mobility and the use of social media. The author verifies how Polish universities cope with these new trends. The article proves that new realities require new structures and competencies. In the conclusion the author points out the need for radical transformation of the higher education sector and its communication strategies.
MAREK ZIMN AK, PhD
The Association of PR and Promotion of Polish Universities
INTERNATIONAL CERTIFICATE AS A PROMOTION TOOL
If the name of a university starts to appear among other, globally recognized universities, it brings to the recipient’s consciousness a relevant message - that this university meets the global standard of quality. Other features, like example e.g. lower tuition fees, may then become an important factor in favour of this particular university. At the same time a possibility of using a certain sign - the international certification logo in the university promotion materials - clearly means that it has been strictly and fairly verified and certain procedures and rules have been reviewed and are now functioning properly, at the expected level of quality. The second, no less important aspect of being branded with the international certificate, is the business aspect. You can therefore expect that the recruitment outreach will be influenced by this element - when it appears in communication with the possible candidates and emphasizes the quality of the university, its place among other universities as well as its desire to raise the education level. This can be easily verified with a feedback questionnaire among students enrolled at a university - whether and to what extent their choice of a university was influenced by the fact that the university is or isn’t internationally certified. Therefore we should also point this component out to the recruitment agencies or in direct talks with candidates.
300
Summary
INTERNATIONAL RECRUITMENT
EWA KISZKA
Gdansk Medical University
INTERNATIONAL RECRUITMENT - WHAT IS SO DIFFICULT ABOUT IT?
The idea of introducing a new educational offer emerges from observing the competition, market research, the costs of entering new markets and experiences gained from various promotional activities. The actual recruitment process begins with the statement that a university has sufficient resources and competencies to expand its current educational offer. Recruitment of foreign candidates/students is a challenge for any university. All over the world, there are thousands of highly appreciated universities with huge experience in this respect; therefore they are strong competitors for other universities. The international recruitment process is rather complicated; it demands specific knowledge and compliance with legal rules. It also demands relevant IT tools, experience and high competences of university employees. This is an extremely important part of the marketing and recruitment strategy that requires decision-making, constant monitoring, and process optimization. The efficiency of this process along with cooperation with other units has a direct impact on recruitment effectiveness, creating the image of a university as a student-friendly and open-minded institution with a transparent and effective recruitment process.
The activities of the Polish government, who regulates the legal rules referring to the possibilities of studying in Poland for foreigners, legalize specific documents and issue student visas are also extremely important in this process. The strategy building and conducting promotional campaigns at the national level is also highly valuable and important for the international recruitment process, for building the brand of our country and our universities’ brands and for supporting various activities undertaken by the universities.
LILIANA LATO
University of L6dz
RECRUITMENT AGENCIES: PRAGMATICS OF COOPERATION
Universities all over the world, including Poland, are focused on recruiting foreign students and therefore they cooperate more frequently with recruitment agencies. How should they enter the international educational market? How should they stand out among thousands of universities around the world? What should they do to make their educational offer more attractive and how to attract candidates? The answers to these questions are not simple, the competition among universities is huge and foreign universities also are much more ahead in conducting their activities in this area, when compared to Poland.
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301
Experiences of the countries that have been successful in the international recruitment process may serve as a hint in which direction Poland should aim to attract and acquire foreign students. It seems quite obvious that the competition on the education market will constantly increase in the near future. Therefore, investigating the role of recruitment agencies is rather necessary. It is not only connected with the actual recruitment process of candidates to study, but also with creating positive image of the particular university in order to make it recognizable in the international recruitment market. Yet, it is important to select only the agents who meet the highest standards, who are absolutely reliable and who guarantee the efficacy of their actions. It’s not always easy, but taking into account a pragmatic approach towards the general situation of universities, it is rather inevitable.
VISHAL SAGAR AGNIHOTRI Director of Education Poland Ltd
INDIA IN THE RECRUITMENT PERSPECTIVE OF POLISH UNIVERSITIES
The article describes the opportunities for Polish universities to increase their share in the student market in India, to become a new and attractive education destination and to present to Indian students various benefits of studying at Polish universities.
The article highlights three important issues. The first refers to the fact that India, as a big and dynamically growing country has a constantly increasing number of potential students, therefore Polish universities may benefit from their possible interest in studying abroad. The second part is dedicated to the current awareness of Indian students in terms of conditions and possibilities to complete their education in Poland. The third one presents the strategy that could be adapted by the Polish universities in order to attract more students from India.
India is one of the most sought after markets in terms of acquiring international students. The current situation on the India student market has been described with regard to its recent trends and the increase in students’ mobility. The author points out at the educational destinations popular among Indian students and compares them with the Polish universities. Furthermore, he suggests how Poland can attract Indian students through implementing new higher education and immigration policies, in order to create a longterm share in the India student market.
There are four key strategies highlighted in this article, which should be adapted by the Polish Universities in order to attract more students from India and become an important player in the India student market. An important factor is a deeper understanding of the Indian culture, economy and recent rapid digital advancements in India. Taking all these into account Poland may effectively increase the number of Indian students who would consider Poland an attractive study destination and gain a long-term recognition among them.
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Summary
EWA JURKIEWICZ-S^KIEWICZ, KAROLINA J^DRZEJKOWSKA
Gdansk University of Technology
THE ROLE OF LANGUAGE CENTRES IN THE INTERNATIONALIZATION
OF HIGHER EDUCATION
The text provides an overview of the most important aspects of language centers activities for the internationalization of HEI. The authors point out to several important European and Polish contexts associated with internationalization. The most relevant starting point to describe various tasks of the academic language centers is, according to the authors, a comprehensive definition of the roles of all academic units involved in the implementation of the accepted strategy. There are various forms of the cooperation between language centers and academic or non-academic units that affect development of internationalization. The variety of tasks relating to preparing translations and editing scientific, informational, and promotional texts, as well as relating to managing bilingual and multilingual websites and performing simultaneous interpretations is also quite large.
The authors analyze the role of language education of Polish and foreign students, academics, researchers and other employees and highlight the importance of promotion and development of multilingualism. They also point out the dynamic of foreign language courses development in the context of increasing student mobility and changes in the labor market. In this particular context the authors present examples of different forms of language education at the Gdansk University of Technology, implemented through the cooperation between the Language Centre and the International Relations Office of the Technical University in Gdansk, as well as selected examples of best practices. The cooperation of both units lies not only in providing services in the field of student mobility or care for foreign students but also in arranging promotional activities.
LANGUAGE AND CULTURAL ADAPTATION
Professor JOLANTA TAMBOR ALEKSANDRA ACHTELIK, PhD
University of Silesia in Katowice
LANGUAGE AWARENESS FROM THE PERSPECTIVE OF A FOREIGN
STUDENT
In this article we discuss the issue of cultural and linguistic adaptation of foreign students who start their education in Poland. We review this important issue, aiming at minimizing the phase of a cultural shock and quickening the phase of a conscious integration - mostly in the context of adequate preparation of academic teachers (and not only) to educate young people of different cultures. We emphasize the importance of the
Summary
303
intercultural approach in education, which involves the constant process of negotiations leading to setting a common position. The objective, which we set to ourselves and to the others, is such an approach to the foreign students in the education process that may lead to a rational redefinition of their identity, without disrupting identification with their own culture and their value system. This approach to learning a foreign language we regard as a modem method of studying languages and cultures, which takes into account various research findings of ethnologists, anthropologists and sociologists. Since only such an approach - presenting cultural facts in opposition, adjacent and on a backdrop of other cultures, especially indigenous enables educating a conscious participant of inter and trans-cultural dialogue and contacts of the XXI century.
JOANNA LASKOWSKA
University of Silesia in Katowice
BRIDGES INSTEAD OF BARRIERS - COMMUNICATION ISSUES
Effective building of relationships with foreigners who undertake studies at the Polish universities requires second thoughts and reflection on previously practiced communication habits. Permanent repeating of the schemes that have been obligatory for many years does not support the process of internationalization of universities. In a particular way, it rather creates barriers for the process development. While planning internationalization, higher education institutions tend to assume that their plans will be implemented within a certain period of time. They forget, however, that the communication process, which may be considered seemingly insignificant, is as important for the implementation of their plans as the budget and management of the university.
This article focuses on the communication problem between a university and a can-didate/foreign student. Selected examples prove how important, in the daily activities of universities, is to be capable of thinking in the context of intercultural communication. Language is a carrier of culture and every communication act requires a certain effort of both parties involved - a sender and a receiver. It also requires individual approach. There is no golden mean nor a universal solution that would always work. It is important to be aware of the existing cultural differences and how they affect the effectiveness of communication.
Taking into consideration such factors as: functioning among foreigners full of ideas about studying in Poland, dealing with multilingual students at universities, and the linguistic and cultural heterogeneity of foreign students, this article points out to the need of creating such communication situations, in which the content will be clear and understandable to everybody.
The introduction of a certain discipline in terms of communication that might be included in a set of principles and rules obligatory in a relevant institution must be accompanied by a reflection on the level of an individual.
304
Summary
MAGDALENA LAZAREWICZ, PhD Professor BOZENA WERNER
Medical University of Warsaw
THE ROLE OF UNIVERSITIES IN CULTURAL ADAPTATION, INTEGRATION AND PSYCHOSOCIAL SUPPORT FOR FOREIGN STUDENTS
Dynamic development and growing internationalization result in an increasing diversity of the student population and confront the higher education sector with new challenges, for which many of the Polish universities are not yet fully prepared. In particular, we can notice various deficiencies in the area of psychosocial support offered to students as well as in the area of activities aiming at integration and cultural adaptation. This has a significant impact on the overall wellbeing and academic achievements of foreign students. A sense of peer group and academia membership is an important factor relevant to physical and psychological health of students (Hixenbaugh and others, 2012). Foreign students are more likely to be affected by the lack of these protective factors and therefore they often must face additional risk factors of psychological and emotional problems connected with the urge of adapting to living conditions and studying in a foreign country. According to the estimated data, 1 of every 4 students suffers from mental disorders (Conlon, 2012).
Therefore the priority task is to introduce into the offer of universities certain comprehensive programs that will facilitate the process of initial integration with the local and university community and support students in coping with the challenges connected with studying in a foreign country. Institutions that pay special attention to the psycho-emotional wellbeing of students are highly rated and highly appreciated by students, as the institutions that offer educational services of higher quality (Knight, 2006).
The purpose of this chapter is to introduce the difficulties faced by the students studying in a foreign country. We aim at presenting chosen solutions, implemented throughout adaptation and integration programs, as well as through support dedicated for foreign students, such as: instrumental and informational support based on the Internet, social media, informational materials, and direct contact with the university staff, as well as integration events, adaptation open days, emotional support within peer groups and academic staff, as well as professional psychological counselling.
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| publisher | Dom Wydawniczy Elipsa |
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| spelling | Siwińska, Bianka edt Czas internacjonalizacji wyzwania dla polskich uczelni = Time for internationalization : challenges for Polish universities redakcja Bianka Siwińska i Marek Zimnak Time for internationalization Warszawa Dom Wydawniczy Elipsa 2016 308 Seiten Illustrationen 24 cm txt rdacontent n rdamedia nc rdacarrier Bibliogr. przy niektórych rozdz. Indeks Zusammenfassungen in englischer Sprache Hochschule (DE-588)4072560-1 gnd rswk-swf Internationalisierung (DE-588)4162106-2 gnd rswk-swf Polen (DE-588)4046496-9 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Polen (DE-588)4046496-9 g Hochschule (DE-588)4072560-1 s Internationalisierung (DE-588)4162106-2 s DE-604 Zimnak, Marek edt Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028900246&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028900246&sequence=000005&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Register // Personenregister Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028900246&sequence=000006&line_number=0003&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Czas internacjonalizacji wyzwania dla polskich uczelni = Time for internationalization : challenges for Polish universities Bibliogr. przy niektórych rozdz. Indeks Hochschule (DE-588)4072560-1 gnd Internationalisierung (DE-588)4162106-2 gnd |
| subject_GND | (DE-588)4072560-1 (DE-588)4162106-2 (DE-588)4046496-9 (DE-588)4143413-4 |
| title | Czas internacjonalizacji wyzwania dla polskich uczelni = Time for internationalization : challenges for Polish universities |
| title_alt | Time for internationalization |
| title_auth | Czas internacjonalizacji wyzwania dla polskich uczelni = Time for internationalization : challenges for Polish universities |
| title_exact_search | Czas internacjonalizacji wyzwania dla polskich uczelni = Time for internationalization : challenges for Polish universities |
| title_full | Czas internacjonalizacji wyzwania dla polskich uczelni = Time for internationalization : challenges for Polish universities redakcja Bianka Siwińska i Marek Zimnak |
| title_fullStr | Czas internacjonalizacji wyzwania dla polskich uczelni = Time for internationalization : challenges for Polish universities redakcja Bianka Siwińska i Marek Zimnak |
| title_full_unstemmed | Czas internacjonalizacji wyzwania dla polskich uczelni = Time for internationalization : challenges for Polish universities redakcja Bianka Siwińska i Marek Zimnak |
| title_short | Czas internacjonalizacji |
| title_sort | czas internacjonalizacji wyzwania dla polskich uczelni time for internationalization challenges for polish universities |
| title_sub | wyzwania dla polskich uczelni = Time for internationalization : challenges for Polish universities |
| topic | Hochschule (DE-588)4072560-1 gnd Internationalisierung (DE-588)4162106-2 gnd |
| topic_facet | Hochschule Internationalisierung Polen Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028900246&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028900246&sequence=000005&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028900246&sequence=000006&line_number=0003&func_code=DB_RECORDS&service_type=MEDIA |
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