Developing internationalisation strategies, University of Winchester, UK

Abstract

Purpose

Internationalisation has been a theme in UK higher education for a decade or more. The review of this paper, a practice-based case study, is to find how Winchester formulated two successive internationalisation strategies.

Design/methodology/approach

The strategies were developed using a research-oriented method: grounded in the literature and an institutional development model, the work included a comprehensive survey of the university’s existing international engagement, two rounds of structured discussions with senior staff, and a formal organisational development process.

Findings

The survey of the university’s international engagement was a most useful exercise. It revealed a substantial and diverse range of engagement which provided confidence that the aim to be a “fully internationalised university” was realistic. There was general agreement that Winchester must demonstrate strong levels of engagement through five strategic priorities related to: curriculum and student mobility; European Union/international staff and students; collaboration with international organisations; academic and social integration of students and staff; coordination of practices and processes.

Research limitations/implications

This is a case study of one UK university.

Practical implications

The process by which the strategies were developed should be relevant to other universities.

Social implications

Winchester is “Values Driven University”: “We value freedom, justice, truth, human rights and collective effort for the common good”. Internationalisation is consistent with these values, fostering an understanding of diverse cultures and an awareness of global issues.

Originality/value

The authors found no published work describing such a structured and participative process for developing internationalisation strategies within a university.

Citation

Neale, R.H., Spark, A. and Carter, J. (2018), "Developing internationalisation strategies, University of Winchester, UK", International Journal of Educational Management, Vol. 32 No. 1, pp. 171-184. https://doi.org/10.1108/IJEM-08-2016-0183