Internationalization of Higher Education in Project's Partner Members: Internal Survey

WP2 - Comprehensive research of the level of internationalisation of HE&R&I in countries participating in the project – PARTNERS

Internationalization of Higher Education

in Project’s Partner Report Members: Internal Survey

Research conducted within HARMONY project, KA2 Erasmus + Programme –

Capacity Building

WP2 - Comprehensive research of the level of internationalisation of HE&R&I in countries participating in the project – PARTNERS

Introduction

The main objective of the project HARMONY is the development of approaches to harmonization of comprehensive internationalization strategies in higher education, research and innovation at EU and Partner Countries (Armenia, Belarus and Russian Federation) that will be translated into recommendations for the PC Ministries participating in the project.

The main project activities include development of a Framework of a comprehensive internationalization strategy in higher education, research and innovation that will be harmonized with the European Higher Education Area, its adaptation to Partner Countries’ Universities in accordance with the national interests of the countries involved (Armenia, Belarus and Russian Federation), piloting, analysis of the piloting results and development of the recommendations for harmonization of internationalization strategy including the case studies.

The Project specific objectives will be achieved through the implementation of 7 main Work packages: 1) Methodology development; 2) Survey and document analysis; 3) Development of a Framework for a Comprehensive internationalization strategy; 4) Tool kits for harmonization of internationalization strategy in EU and Partner Countries; 5) Quality Control Plan; 6) Dissemination & Exploitation; 7) Project management.

WP1 targeted to development of a common methodology of a survey of the level of internationalisation of HE&R&I and in-depth analysis.

WP 2 - Survey and document analysis – has as Leader - Instituto Politécnico de Tomar (IPT) and Co-leader- Eurasia International University (EIU).

WP2 planned a comprehensive research of the level of internationalisation of higher education, research and innovation in countries participating in the project that includes:

1. desk and field study of the practical experience of implementation of internationalisation strategies in higher education, research and innovation in EU HEIs.

2. analysis of European and national policies for higher education, research and innovation, official documentation, HEIs reports of internationalization to National Ministries and other relevant official papers in each Partner country (Armenia, Belarus, Russia) and EU countries. The results of this study will be made available for consultation.

3. survey implemented on the materials of interviewing and data collecting. The result of these activities will be a description of the survey results.

The SWOT analysis will be implemented based on the study of the official documents and reports and survey conducted. The analysis will be performed by four teams (EU, RU, BY, AM) in order to reflect the specificities of the countries involved.

As a result of these activities, an e-book of analytical materials will be prepared.

WP2 - Comprehensive research of the level of internationalisation of HE&R&I in countries participating in the project – PARTNERS

The purpose of the present analysis is to provide a brief characterization of the project’s partner members who answered the Self-Assessment tool questionnaire (SAQ/SAT):

University of Seville (SP) – Coordinator, Aston University (UK), Kassel University (DE), Sapienza University of Rome (IT), Polytechnic Institute of Tomar (PT), Alexander Technological Educational Institute of Thessaloniki (GR), Eurasia International University (AM), Russian- Armenian (Slavonic) University (AM), Belarusian State University (BY), Belarusian Trade and Economics University of Consumer Cooperatives (BY), Voronezh State University (RU), Southern Federal University (RU), Penza State University (RU).

Brief Description of Partners

The University of Seville (US) is a highly ranked university in Europe and one of the top-ranked in the country with a student body of over 50.000. US has extensively developed structures for the development and management of international cooperation with the International Relations Office employing 60 staff; in addition to highly specialized structures for international research, Innovation & Technology Transfer. It ranks second among Spanish HEIs in terms of the number of Erasmus students & has international cooperation agreements with approx. 15 international organizations and with more than 50 universities around the globe. Alone in 2009 it managed more than 4000 mobilities.US participates in various European and international programmes and projects. In 2010 US has been granted the International Campus of Excellence Award by the Spanish Ministry of Education including extra € 70m to foster its expansion in South America and strategic development in Asia.

Aston University was founded in 1895 and had the legal status of University since 1966, being a long established research-led University known for its world-class teaching quality and strong links to industry, government and commerce. It is ranked 13th out of 113 UK Universities by the 2010 Complete University Guide, and 19th in the Guardian rankings 2010, confirming its place amongst the elite of UK Universities. Aston Business School (ABS) has been ranked in the top 10 in the UK in the Eduniversal rankings for the 3rd year running in 2013. As one of the largest and most successful business schools in Europe, ABS is committed to influencing organisations and their leaders worldwide through world-leading research, inspirational learning and teaching, and business engagement. Aston is a leading university for graduate employment success for over 25 years. The employability of our graduates, and their continuing success, is of huge importance to us. According to the Financial Times Global MBA 2010 we are the 1st in the UK and the 5th in the world for career progression. Aston University is ranked 5th in the UK and 1st outside London for the percentage of graduates entering employment who achieve graduate level jobs. ABS degree programmes hold accreditations from all the leading professional bodies and is among just 1% of business schools worldwide with triple accreditation from AMBA, AACSB and EQUIS. Therefore, ABS has a long tradition of internal and external quality assurance.

WP2 - Comprehensive research of the level of internationalisation of HE&R&I in countries participating in the project – PARTNERS

Kassel University founded in 1971, is the newest university in the state of Hessen. At present, it has about 22.900 students. The number of staff is more than 2,120, including 307 professors, approximately 900 other academic staff, and about 2000 tech. & adm. staff. Kassel University offers a wide range of undergraduate and postgraduate study programmes (50 Master Programmes 12 of which are international ones). All study programmes are open to German and international students alike. Interdisciplinary research is a priority for the University of Kassel. This includes research co-operation and dialogue with research institutions from all over the world. Kassel University puts specific emphasis on technology transfer. It is top ranked in Germany for its activities in developing new areas of knowledge transfer. The East-West-Science Centre (OWWZ) is the Hessian competence Centre for exchange with Central and Eastern Europe in science and technology transfer. OWWZ provides information on science and technology landscape in Central and East European countries and establishes networks and project activities in R&D. It is the coordinator of the German-Russian Science Network Environmental Research, German- Russian Network Biotechnology (2005-2014), and German-Russian Network Nanotechnology (2012-2014). The OWWZ was a partner of the FP6 Project RegionERA (Regional Network for Support of Scientific and Technological Cooperation between European Union and Russian Regions) and the FP7 Project E-URAL (European Union and Russia Link for S&T co-operation in the area of the environment). It coordinated a DAAD project establishing a Network for Alumni scientists from Central and Eastern Europe (www.owwz.de).

Sapienza University of Rome, founded in 1303 by Pope Boniface VIII, is one of the oldest universities in the world and the second largest University in Europe, greatly able to manage its outstanding numbers: 120.000 enrolled students, 8.000 of them coming from outside of Italy and 1.000 incoming and outgoing exchange students each year, 11 faculties which cover any kind of scientific and social area with their 63 departments, more than 4.700 professors and researchers and 4.300 administrative and technical staff. Sapienza offers a vast array of courses: around 260 degree programmes at Bachelor and Master level, 80 PhD courses, one-to-two year professional courses and Specialization Schools, Master degree programmes entirely taught in English (including a full 6-year degree in Medicine and Surgery), plus many English-taught individual courses in various subjects. Sapienza is also one of the few Italian public Universities with a lead position in international rankings, active member of several international networks such as UNICA, UNIMED, the SANTANDER GROUP and many others and therefore plays a fundamental role in the international academic scenario. Aware of the importance of the internationalization of education and training, the sharing of expertise and know-how, the collaboration in institutional and capacity building, Sapienza University has been engaged for many years now in a wide range of international cooperation projects and actions with almost every geographical area of the world: from Asia to the Balkans, from Australia to the Middle East, from America to the ACP countries. This longlasting experience has brought Sapienza to an extensive knowledge of the international cooperation that made our University able to develop a wide and now tested range of management and operational skills in the field.

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For the past 25 years, Instituto Politécnico de Tomar (IPT) has been a benchmark higher education institution in Portugal. The implementation of the Bologna process was deeply influenced by the institution’s history and philosophy. Today with about 3000 enrolled students, IPT offers a vast array of programmes including foundation courses (CETs) and degree programmes at undergraduate and master’s level in a wide range of areas. The study programmes are constantly updated and reviewed to suit the industrial needs of the region and the country.

The Institutions’s strategy is to combine the offer of regionally-focused programmes with some programmes of national and even international impact. The IPT has been able to promote various European networks and to foster mobility involving its students and staff. The second- cycle programme that hosts more than 50% of non-Portuguese students (an Erasmus Mundus Master) is a result of such strategy. IPT joined a Regional Erasmus Consortium of several polytechnic institutes. The main objectives of mobility are clustered around three areas: quality, innovation and employability. IPT’s experience in European and international project management is in research, technology transfer, culture programmes but especially in the academic and mobility programmes such as Socrates, LLP Erasmus, Erasmus Mundus (IMQP, MACLANDS, DYCLAM, and TEMPO). IPT has been awarded the E.C. Golden Prize 2008 for Intensive Programmes and the ECTS/DS Label since 2008, renewed for the 2013-2016 period. IPT is currently participating in Erasmus Mundus Masters “IMQP” and “DYCLAM”, in the Erasmus Mundus Partnerships “TEMPO”, Creative Europe Project “Carnval” and is coordinating the Strategic Partnership (Action2) APHELEIA.

Alexander Technological Educational Institute of Thessaloniki (ATEITH) was founded in 1970 as Lower Educational Technological Institutions. It was reformed to Higher Technological Educational Institute in 1983. Alexander Technological Educational Institute of Thessaloniki, the second largest Technological Educational Institute of Greece, with about 18.000 students, 286 teaching staff (Lecturers, Assistant Professors, Associate Professors, Professors) and about 600 staff. It comprises 5 schools (faculties) and 23 Departments offering, in total, over 2000 course modules for local students: School of Agricultural Technology, Food Technology and Food Nutrition; School of Business Administration and Economics; School of Health and medical Care; School of Technological Applications. A great number of the modules are offered in English, supported by state of the art laboratory equipment and highly qualified personnel. The main objectives of ATEITH are to provide a type of education based on both theoretical and practical approach, to maintain close collaboration with various sectors of economy, to collaborate with other Greek and foreign universities and institutions for better achievement of its aim and to organize and conduct projects mainly in applied research. ATEITH was listed in the 2013 Webometrics University Ranking Report as the top Greek Technological Educational Institute, ranked higher than 10 Greek Universities and within the top 7.5% of the highest ranked Universities worldwide.

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Eurasia International University (EIU) was founded in 1996. In 2002 according to the Decision of the Ministry of Education and Science of the Republic of Armenia, EIU was conferred state accreditation and vested with authority to award diplomas of state standard. Currently EIU is in the process of redesigning the internal quality assurance system to adapt the European Standards and Guidelines of Quality Assurance. In line with the Bologna system, the University is aimed at promoting student, academic and research staff mobility, it has adopted internationalization as one of the core focus areas in the 2010-2015 strategic plan. EIU has a solid and rapidly growing international experience: the university is a member of three Erasmus Mundus consortia, acts as the local co-ordinator of TEMPUS IV ASPIRE project, has a Dual Degree with European Universities in Electronic Business Administration etc. EIU is a member of eLearning Network in Armenia supported by Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ).

Russian-Armenian (Slavonic) University is one of the leading universities in the South Caucasus region, founded under the joint authority of the Russian Federation and the Republic of Armenia in 1997. 5 RAU Institutes with 32 academic departments offer training in almost all branches of modern science and humanities. Currently, the University offers 18 Bachelor, 42 Master, 4 specialist (one-cycle Master) and 50 PhD programmes. In average 30% of students enrolled at RAU are foreign students. Upon graduation, students receive Double Diplomas accredited by both Armenian and Russian Ministries of Education and Science. RAU is one of the few institutions in Armenia to provide multi- and double-degree Master programmes jointly with European universities (http://international.rau.am/eng/study- abroad/joint-programs). Through the implementation of these programmes the University accomplishes one of its most important strategic objectives that is the internationalization of education and enabling the transfer of knowledge between EU and Armenia. Additionally, it is to be mentioned that RAU has extensive experience in capacity building initiatives by the virtue of participation in various international projects, including EU-funded projects (http://international.rau.am/eng/international-projects).

Belarusian State University (BSU) is a classical public university ranked as the leading university in Belarus. Total personnel employed at the BSU is 8400 (including 7 580 full-time specialists), including over 2 400 academic staff members. The total number of students enrolled at all levels of education – 34 200, including more than 2000 international students from more than 40 countries worldwide. BSU offers Higher Education Programs in 56 specialities and 256 specializations, Master Programmes in 47 specialities, and PhD Programmes in 114 specialities. With 16 Faculties and 4 Educational Institutes, including two major educational bodies – the BSU Lyceum and BSU Law College, – BSU is acting as an integral educational and research complex being the national leader in international cooperation in education and science. BSU belongs to a highly internationalized university community and follows its strategic priorities set in the Internationalization Strategy Plan adopted in 2012. 25-30 international projects within such programmes as Tempus, Erasmus Mundus, Jean Monnet, EU Cross-Border Cooperation, DAAD, FPB-Belarus, CIMO and many others are implemented at the BSU annually. Academic exchanges, joint researches and joint educational programmes are implemented in the framework of more

WP2 - Comprehensive research of the level of internationalisation of HE&R&I in countries participating in the project – PARTNERS than 250 international agreements with institutions from Europe, Asia and America. Being aimed at broadening international contacts and increasing participation in international projects, BSU actively participates in calls for proposals held by international funds and institutions and promotes project proposals aimed at modernization and building capacity of university management, enhancing quality of education, organization of mobility and development joint programmes and cooperation.

The Belarusian Trade and Economics University of Consumer Cooperatives (BTEU) is the higher educational establishment of Belcoopsoyuz (state recognized HEI). Founded in 1964, today the university consists of three faculties including 13 departments of full-time, correspondent and distance education. The University trains specialists in 14 specialties and 22 specializations in Communications, Law, Economics and Management, Entrepreneurship activity etc. At present, the educational system at the university is being modernized in line with the strategy of the information society development (development of distance learning forms) and in accordance with the principles of the Bologna Declaration. International activity of BTEU aims at improving the educational system at the University through studying the advanced experience of foreign universities. Its International Relations Department was founded in 2001. BTEU established contacts with higher educational establishments in Russia, Ukraine, Tajikistan, Greece, Spain, and Bulgaria. BTEU has experience in the development of strategic plans for internationalization in BTEU as well as National Recommendations and Basic Requirements for Internationalization of HEIs in the Republic of Belarus approved by the Ministry of Education of the Republic of Belarus within the TEMPUS project “Internationalization in Central Asia and Eastern Neighbouring Area” – ICAEN.

Voronezh State University (VSU) is one of the largest and oldest scientific and educational centres of Russia. It was founded in 1918. The structure of VSU academic departments includes 17 faculties, 5 research institutes, 14 joint laboratories with the Russian Academy of Sciences. About 21,000 students including 1000 foreign students study at VSU. International students are taught and guided by the Institute of International Education. At present VSU is actively modernising its academic models in line with the principles of the "Bologna process". The university extensively uses teaching quality management and student academic progress monitoring. Innovative teaching technologies are widely used at VSU. Long-term educational and scientific international cooperation is based upon direct agreements with 92 universities and research institutes of the world. It participated in a number of projects as part of European programmes including 10 TEMPUS/TACIS projects (since 1994).

Southern Federal University (SFedU) is the biggest research and educational centre in the South of Russia. The Program of SFedU development is based on the achievements of all former educational institutions incorporated into SFedU: Rostov State University, Teacher’s Training College, Radio-Technical University and the Academy of Architecture and Arts. It has 5 Faculties, 11 Academic Institutes, 3 Academies, and the Business school, 206 chairs that conduct training in 79 Bachelor, 200 Master programmes of studies and 24 PhD programmes. SFedU has 2 campuses in Rostov and Taganrog. About 5700 entrants are annually enrolled in SFedU. Now

WP2 - Comprehensive research of the level of internationalisation of HE&R&I in countries participating in the project – PARTNERS there are 33125 students at SFedU including more than 1000 international students. The University trains students in five areas: in natural sciences and mathematics, engineering, humanities, architecture and education. SFedU international activity is aimed at developing partnership relations with HEIs worldwide, and involves teaching international students, doing joint research, taking part in academic exchanges, organizing international conferences. SFedU closely cooperates with over 247 international institutions and higher education organizations from about 44 countries. It is involved in international cooperation, study programmes and research (Tempus, Erasmus Mundus, DAAD scholarships, Marie Curie, Jean Monnet. 7FP). The EU centre in the South-West of Russia is established within the Institute of History and international relations. It is aimed at promoting the EU studies in the Southern Federal District. Experienced and skilled staff for international affairs supervises student academic mobility programmes based on Learning agreements and the ECTS. One of the ways to attract exchange students is to develop double degree programmes (7) and to launch courses/programmes in foreign languages. The Russian- Spanish centre operates under the support of Bank Santander. SFedU is a member of ECIU, EUA, IMHE, IAU.

Penza State University is a comprehensive teaching and research facility, the biggest institution of higher professional education of the region. The university operates according to the guidelines of a classical university, i.e. providing solid foundations in core subjects in the fields of science and technology. At the same time, it is striving to provide its students with skills for their future careers. The university provides teaching and research in four key areas: modern technology (Polytechnic Institute), teacher training (Institute of Teacher Education), medicine and healthcare (Medical Institute), sports (Institute of Sport and Physical Training). There are educational programmes in economics (Institute of Economics and Administration) and legal training (Institute of Law). The university offers multi-level training: bachelor (62 programmes); master (26 programmes); specialist (15 programmes); post-graduate (75 programmes) Over the last years, Penza State University has acquired a truly international outlook. The university welcomes students from all world regions: Asia, Africa, Europe, CIS countries and others. There are more than 1000 international students from 40 countries across the world. University researchers are endeavouring to achieve results relevant not only at the national but at the international level as well. They are actively collaborating with research teams of universities, business enterprises from other countries. The university organizes a number of international forums, conferences, practical workshops annually. The university is working on the development of a comprehensive internationalization programme. The students are encouraged to participate in international mobility programmes. The teaching staff and researchers are given support and encouraged to participate in international programmes. The university aims to be open to world experience, it is implementing the best experience of other universities in the sphere of internationalization.

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Quantitative Data General Data

The Harmony Consortium is composed by a diversity of Higher Education Institutions, comprising Universities and Applied Sciences Universities from 9 countries: Spain, United Kingdom, Germany, Portugal, Italy, Greece, Russia, Belorussia and Armenia with a number of students ranging from 564 (the smallest one) to 105655 (the biggest one); all institutions offer Bachelor, Master and PhD degrees, with the exception of the Portuguese and Greek Applied Science Universities.

Chart 1. HEI’s Student Dimension

The Consortium also presents varying figures regarding staff, from 7703 (the biggest one) to 59 persons (the smallest one) that include administrative, academic and research staff. Due to the fact that both professors and research staff are engaged in research activities, it is very difficult, and in some cases impossible, to separate these 2 categories.

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Chart 2. HEI’s Staff Dimension

Internationalization of Management

Chart 3 shows that some HEI’s are well-resourced with experienced teams with the majority of people working there for at least 5 years (BTEU, IPT, RAU, VSU, US and Sapienza). Within the group BSU, BTEU and VSU present relevant figures considering the staff sent abroad compared to the staff working at IROs.

Chart 4 shows that 6 HEI’s present budgets for Internationalization equal or higher than 3% of the global budget (BSU, Aston, EIU, RAU, US and Kassel) and 6 of them (IPT, VSU and PSU) do not have budget for internationalization. We may conclude that internationalization in these Institutions is financed through national or international funding programmes. Taking into consideration that budget is always a sensitive issue and that we are dealing with a diversity of national backgrounds, the collection of data should have in the future specific guidelines in order to be comparable. Some HEI’s added notes considering that it is not possible to have accurate information on these issues and understood the components of budgets in several and different ways.

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Chart 3. Internationalization of Management Staff

Chart 4. Budget for Internationalization

% Internationalization Budget/Global Budget 10

9 8 8

7 6 6

5 4 4 4 3 3 3

2 1 1 1 0,065 0 0 0 0,0083 0

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International Mobility Students - Outgoing

Chart 5 shows the outgoing mobility of students. Nor all HEI’s have all the types of mobility considered into the questionnaire, neither all of them have registration of some type of mobility because they have no national or institutional funds. Aston University only collected figures from Business School. Being limited in our study and having in mind the data in Chart 1, the bigger Institutions do not present the bigger percentages of mobility of students. For instance, Sapienza, SU, SFU, Kassel and PSU with more than 20000 students have in general lower percentages of mobility students compared to some Institutions with less than 5000 students such as EIU, IPT and RAU. All types of outgoing mobility are below 3%.

Chart 5. Outgoing Mobility of Students

Academic Mobility - Incoming

Chart 6 shows incoming mobility of students. Here we have the same situation and not all HEI’s have all the types of mobility considered into the questionnaire, nor all of them have registration of some type of mobility. Taking into consideration the data in Chart 1, the bigger Institutions do not present the bigger rates of student mobility, and the situation does not present so many discrepancies. In student incoming mobility, IPT - one of the smallest Institutions - still presents higher rates of incoming students. Nevertheless, in all HEIs all types of incoming mobility are below 3,5%.

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Chart 6. Incoming Mobility of Students

Chart 7. Pre-university Cycle – Degree-seeking Students

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In what concerns the pre-university cycle some HEIs do not present any figures aparently because there is no offer. As we can see in Chart 7. ATEITH, EIU,IPT, Sapienza and Kassel are in this case. In RAU, BSU and VSU studentincoming rates are above 1,5%.

We have the same situation in Incoming degree-seeking PhD students: 2 HEIs do not offer PhD degree due to national legal restrictions ( IPT and ATEITH) and one without legal restictions also does not have incoming PhD students (EIU).

Chart 8. Degree-seeking Students

Internationalization of Academic Staff

The data in Chart 9 on the internationalization of staff is limited as the majority of HEIs do not collect this type of data or do not differentiate the categories analysed, especially the incoming data or the outgoing data if not financed.

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Chart 9. Internationalization of staff

Internationalization of Curriculum

The data collected on the Internationalization of curricula does not comprise global data of programmes, so there is no interest in comparing or analysing the importance of joint, double and multiple programmes or programmes offered in English or foreign languages. Therefore, this data will be commented only in the section on the qualitative data analysis. Internationalization - Impact and Visibility

Chart 10. No. of Foreign Languages Used to Promote the Institution’s Website

No. of Foreign Languages Used to promote the Website 6 8 5 6 3 2 2 4 1 1 1 1 1 1 1 1 2 0

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The majority of HEIs offers the website only in the national language and in one foreign language (Chart 10). The main language used to promote the HEIs abroad is English (Chart 11) with the exception of Aston (Chinese), RAU ( Russian) and VSU (French).

Chart 11. Foreign Languages Used to Promote the Institution abroad

HEIs language 1 language 2 language 3 language 4 language 5 BSU (BY) English German Chinese Spanish ASTON(UK) Chinese French Hindi Russian ATEITH(GR) English BTEU(BY) English Turkish Azeri Turkmenian EIU(AM) English Russian IPT(PT) English RAU(AM) Russian SFU(RU) English German Spanish French Chinese VSU(RU) French Spanish German Chinese Arabic US (SP) English Chinese PSU(RU) English German SAPIEN(IT) English Chinese KASSEL(DE) English Spanish French

Internationalization – Research and Educational Projects

The analysis of this issue will be based only on qualitative data.

Qualitative Data

The Consortium HEIs also answered on the similar issues but in a qualitative way; the questionnaire included 7 sections on the following themes, made to 4 or 5 managerial staff/members of faculty in each HEIs and the data considered reflect the average of their answers in each Institution:

1) Implementation of EHEA instruments

3-cycle higher education system Support to academic mobility Use of ECTS Quality Assurance Representation of students in governing bodies

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Weak points explanation

2) Internationalization of management

Strategic planning Legal frameworks Centralized/decentralized management Methodological support Weak points explanation

3) Academic mobility – outgoing

Information and counselling Selection process Foreign language courses / testing Orientation Evaluation of results Weak points explanation

4) Academic mobility – incoming

Information and counselling Welcome services Support during studies/work Orientation Follow-up activities Weak points explanation

5) Internationalization of teaching/learning and the curriculum

Teaching in English International academics International joint study programmes and mobility windows Incorporation of international content into curricula Evaluation of study programmes Weak points explanation

6) International impact and visibility

Communication in foreign languages Participation in international rankings

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Participation in international fairs Weak points explanation

7) Research and educational projects

Developing project proposals Project implementation Evaluation Weak points explanation

Chart 12 gives the evaluation scale where 1 is the lowest mark and 10 the highest.

Chart 12. Evaluation Scale in Qualitative Questions Quantitative Evaluation Final Qualitative Evaluation 9-10 Excellent 6-7-8 Good 3-4-5 Satisfactory 1-2 Poor

Global Analysis – Radar Charts

Based on the average results of the interviews conducted, we created, in a first phase, web or radar charts to make a general analysis of the results. In each chart we grouped the evaluation obtained from all HEIs under each general issue, as explained before. In Chart 13 on the Implementation of EHEA Instruments we analysed: the 3-cycle HE system, the use of ECTS, and the support to academic mobility, quality assurance and students’ representation in governing bodies. In a global way the use of ECTS, the support to academic mobility and the quality assurance got marks below or equal to 5 (Satisfactory or Poor). In Chart 14 on the Internationalization of Management the only item worst evaluated is the centralized/decentralized management, even with satisfactory; the others items as strategic plan, legal frameworks and methodological support obtained higher scores. In Chart 15 on the Outgoing Academic Mobility the only 2 items that are marked below 5 are foreign language courses and the evaluation of results; information and counselling, selection process and orientation scored above 5. In Chart 16 on Incoming Academic Mobility the only item marked below 5 is follow-up activities; all the others i.e. information and counselling, welcome service, orientation, and support during studies/work are evaluated above 5. In Chart 17 on the Internationalization of the Teaching Curriculum one of the worst global evaluations is observed, since all the items (teaching in English, international teachers,

WP2 - Comprehensive research of the level of internationalisation of HE&R&I in countries participating in the project – PARTNERS international joint study programme) received evaluations below or equal to 5 from at least one HEI. In Chart 18 on the International Impact and Visibility all items – communication in foreign languages, participation in international rankings and participation in international fairs - received marks equal or below 5 at least from one Institution. In Chart 19 on Research and Educational Projects only the item evaluation is scored from one Institution with 5; All the other items (developing projects and project implementation) are better scored and above 5.

Chart 13. Implementation of EHEA Instruments

Implementation of EHEA Instruments BSU (BY) 10 KASSEL(DE) ASTON(UK) 8

SAPIEN(IT) 6 ATEITH(GR)

2 VSU(RU) BTEU(BY) 0

US (SP) EIU(AM)

SFU (RU) IPT(PT)

RAU (AM) PSU(RU)

3 cycles system of Higher education Support to academic mobility Use of ECTS Quality Assurance Students representation in governing bodies

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Chart 14. Internationalization of Management

Internationalization of Management

BSU (BY) 10 KASSEL(DE) 9 ASTON(UK) 8 7 SAPIEN(IT) 6 ATEITH(GR) 5 4 3 2 VSU(RU) 1 BTEU(BY) 0

US (SP) EIU(AM)

SFU (RU) IPT(PT)

RAU (AM) PSU(RU)

Strategic planning Legal frameworks Centralized /decentralized management Methodological support

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Chart 15. Outgoing Academic Mobility

Academic Mobility Outgoing BSU (BY) 10 KASSEL(DE) 9 ASTON(UK) 8 7 SAPIEN(IT) 6 ATEITH(GR) 5 4 3 2 VSU(RU) 1 BTEU(BY) 0

US (SP) EIU(AM)

SFU (RU) IPT(PT)

RAU (AM) PSU(RU)

Information and counseling Selection process Foreign language courses / testing Orientation Evaluation of results

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Chart 16. Incoming Academic Mobility

Academic Mobility Incoming BSU (BY) 10 KASSEL(DE) 9 ASTON(UK) 8 7 SAPIEN(IT) 6 ATEITH(GR) 5 4 3 2 VSU(RU) 1 BTEU(BY) 0

US (SP) EIU(AM)

SFU (RU) IPT(PT)

RAU (AM) PSU(RU)

Information and counselling IN Arrival service IN Support during studies/work IN Orientation IN Follow-up activities IN

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Chart 17. Internationalization of Teaching Curriculum

Internationalization of Teaching Curriculum

BSU (BY) 10 KASSEL(DE) 9 ASTON(UK) 8 7 SAPIEN(IT) 6 ATEITH(GR) 5 4 3 2 VSU(RU) 1 BTEU(BY) 0

US (SP) EIU(AM)

SFU (RU) IPT(PT)

RAU (AM) PSU(RU)

Teaching in English International teachers International joint study programs and mobility windows Incorporation of international content into curricula Evaluation of study programs

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Chart 18. International Impact and Visibility

International Impact and Visibility

BSU (BY) 10 KASSEL(DE) 9 ASTON(UK) 8 7 SAPIEN(IT) 6 ATEITH(GR) 5 4 3 2 VSU(RU) 1 BTEU(BY) 0

US (SP) EIU(AM)

SFU (RU) IPT(PT)

RAU (AM) PSU(RU)

Communication in foreign languages Participation in international rankings Participation in international fairs

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Chart 19. Research and Educational Projects

Research and Educational Projects BSU (BY) 10 KASSEL(DE) 9 ASTON(UK) 8 7 SAPIEN(IT) 6 ATEITH(GR) 5 4 3 2 VSU(RU) 1 BTEU(BY) 0

US (SP) EIU(AM)

SFU (RU) IPT(PT)

RAU (AM) PSU(RU)

Developing project proposals Project implementation Evaluation

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Institutional Analysis – Strengths and Weaknesses

With the same qualitative evaluation, we organised the data in a different way taking into consideration all answers given by each HEI. Using the bar charts is it easy to understand the situation in each institution regarding to what is perceived as strengths or weaknesses. In order to better understand the charts, we added colours to the grading scale and to simplify we called them “SWOT”.

Chart 20. Coloured Evaluation Scale in Qualitative Questions Quantitative Evaluation Final Qualitative Eval uation Colour 9-10 Excellent 6-7-8 Good 3-4-5 Satisfactory 1-2 Poor

Chart 21. Seville University SWOT

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The University of Seville self-evaluation questionnaires/interviews present all items marked good or excellent and all above 5. In 30 items, 9 were marked with Good and 21 with Excellent.

Nevertheless, we obtained the following comments: • The lack of funding for international activities, lack of interest in learning languages by students, teachers, and administrative staff increased by scarcity of resources available to them, although the environment conducive to learning languages is improving. • The lack of control of outgoing alumni, free movers, and students pursuing postgraduate studies abroad. • The absence of full degree programmes in English. • The large size of the University sometimes hinders individualised attention. • Although there are many regulations requiring the knowledge of foreign languages, this knowledge is not understood as a natural part of university education and academic life • Although the knowledge of English among students, teaching and administrative staff is increasing very much compared to recent years, its use is still too rudimentary in some institutional areas. • Only a few months ago did the University create an administrative unit in charge of planning an increase in the different ranking positions.

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Chart 22. Aston University SWOT

The Aston University self-evaluation questionnaires/interviews present all items marked good or excellent and all above 5. In 30 items, 6 were marked with Good and 24 with Excellent.

Nevertheless, we obtained the following comments: • One year Masters Programme has caused concern with some EU institutions relatively the Bologna process. Some issue relatively UK ECTS credits where UK Masters are typically 120 ECTS instead of European standard of 240. However, these are generally accepted by all • Evaluation tends to be at faculty level or on an individual project basis and, therefore, can be very subjective. Some evaluations are in response to the criteria set by an external funder.

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Chart 23. ATEITH SWOT

The ATEITH self-evaluation questionnaires/interviews present items in all scales of evaluation. In 30 items, 4 do not have any evaluation, 2 were marked with Poor (Participation in International Fairs and Participation in International Rankings), 2 were marked with Satisfactory (Communication in Foreign Languages and Teaching in English), 12 with Good and 10 with Excellent.

We obtained the following comments: • The Technological Educational Institutes under the Greek Law do not offer PHD Studies • Evaluation according to external evaluation procedure which took place in 2015 • International Rankins are not a priority Participation in International fairs is limited because of the economic crisis and budget cuts • There are available assignments in English • No international teachers but only guest lecturers

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Chart 24. IPT SWOT

The IPT self-evaluation questionnaires/interviews present all items marked between satisfactory and excellent. In 30 items, 3 were marked with Satisfactory (Participation in International Rankings, International Teachers, and Teaching in English), 20 were marked with Good and 7 with Excellent.

Nevertheless, we obtained the following comments: • The fact that not all IPT's schools have the same methodology in terms of strategic planning, puts a toll on the achievement of higher goals. • On academic mobility outgoing, again, IPT lacks a combined strategy regarding this item. Therefore, there are schools in which students are, indeed, guided and accompanied throughout their international experience, while others do not invest in this area that much. The lack of language skills, by both staff and students, is also a reality. However, we think the situation is about to change as a strong recommendation was made, very recently, by the IRO. • Lack of funding prevents a language training as defined in a strategic document. But the strategy remains effective. The lack of foreign language skills (especially English) amongst a considerable number of teaching staff prevents the showcase of international programs and the teaching of classes in English. The minor performances are result from budget restrictions. • Ranking is not a priority and IPT does not consider this as a correct way of measuring quality. Instead, we have several QA mechanisms and have won several international competitions, including gold prizes from the EC. But not in the framework of rankings. The minor performances result from budget restrictions.

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• On Research and educational projects, the present shortage of funding in Portuguese higher education Institutions and, consequently, a shortage of staff and teaching staff makes it difficult to carry out initiatives such as these. Programmes such as these require the constitution of team solely for this and presently IPT's Human Resources workload makes it impossible to consider a more dynamic contribution in terms of international research and educational projects.

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Chart 25. Sapienza University SWOT

The Sapienza University self-evaluation questionnaires/interviews present all items marked good or excellent and all above 5 with one exception: Foreign Language Courses / Testing (Out). So, in 30 items, 1 is marked Poor, 11 were marked with Good and 18 with Excellent.

Nevertheless, we obtained the following comment: Relatively to Internationalization of management it is a too huge University

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Chart 26. Kassel University SWOT

The Kassel University self-evaluation questionnaires/interviews present all items marked good or excellent and all above 5 with one exception: Participation in International Fairs (Satisfactory). One item is not evaluated (Participation in International Rankings). Then we have 15 marked Good and 13 with Excellent.

There are no comments added.

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Chart 27. EIU SWOT

The Eurasia International University self-evaluation questionnaires/interviews present all items marked good or excellent and all above 5 with one exception, marked Poor: Participation in International Fairs. So, in 30 items, 1 was marked Poor, 21 were marked with Good and 8 with Excellent.

Nevertheless, we obtained the following comments: • EIU has adopted the two-cycle system since 2005 and the adoption of three cycle is closely connected with the National Policies. Armenia is yet in the process of redesigning and adapting the educational system to three cycles. • The university has established quality assurance system based on ESG Standards and Guidelines. The major challenge though remains the Quality Assurance of Research and Internationalization. • EIU is lacking clear processes and procedures for developing and implementing international projects: the development and implementation is mostly done by the initiative of staff members, after which a task force is gathered for the project development and implementation. • The University has orientation events and also provides counselling to outgoing students, but is lacking alumni networks and loses the connection with the students upon arrival (in case if the student is already a graduate of the university). • EIU weak points are mostly concentrated in the pre-arrival and follow-up activities. Although EIU has redesigned the web page and provided information for international students concerning the services and other logistical information, it is still not enough. EIU needs to improve both the web page content, as well as produce detailed brochures and flyers for international students. As to follow-up activities, EIU has a database,

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organizes final meetings with quality assurance department to evaluate the quality of the visit and for overall evaluation, but after loses the connection with the alumni. There are no mechanisms in place to ensure the further networking and alumni care. • The faculty members teaching in English to foreign students receive a higher hourly rate and remuneration. Teaching in English doesn't count towards promotion and tenure though. The university is lacking appropriate mechanisms to incorporate the competence of teaching in English in the faculty evaluation system. During the educational programme and course development and revision the task forces observe international best case practices and take into consideration. During the recent years the educational programmes and courses have undergone a massive revision and "restructuring". Although the university has a clear benchmarking procedure, it is not properly implemented and in most cases the benchmarking is not documented. • EIU participates mostly in national rankings and hasn't yet put much effort in participation and advancement in international rankings. The experience of participation in International fairs is also absent and there is no unit devoted to the latter. • The monitoring of project implementation reports, as well as outcomes and impact is mostly carried out by the donor.

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Chart 28. RAU SWOT

The Russian-Armenian University self-evaluation questionnaires/interviews present all items marked between satisfactory and good. So, in 30 items, 5 were marked Satisfactory (Participation in International Fairs, Evaluation Study Programs, International Teachers, Teaching in English and Foreign Language Courses/Testing (Out) and 25 were marked Good.

The RAU has no comments added.

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Chart 29. SFedU SWOT

The Southern Federal University self-evaluation questionnaires/interviews present all items marked between Satisfactory (International Joint Study Programs and Mobility Windows, International Teachers and Teaching in English) and Excellent. So, in 30 items, 3 were marked Satisfactory, 24 were marked with Good and 3 with Excellent.

We obtained the following comments:

• As to Implementation of EHEA instruments all aspects are available. The QA system is mainly centralised. Faculties are introducing teachers' evaluation by students as an obligatorily part of QA. Peer review is not wide spread. Students influence on decision- making is not yet strong. • In International of Management all activities are fully in place including all basic components. Key groups are satisfied. • In incoming Academic Mobility all activities are conducted on regular basis including a majority of basic components. Language courses are offered on a fee basis. There is no printed guide for outgoing students. This year there will be a partners' universities day covering presentation of all partner universities either by international colleagues or by exchange students. In previous years a central exchange coordinator made presentations of partner universities at each faculty. • In Outgoing Academic Mobility, the majority of components are included into all these activities. But there is no e-mail newsletter for international alumni; religious facilities are offered by the city and not by the university. The weak point is lack of joint efforts

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between international office and department of youth projects (sport and cultural events). The system of buddies is well developed. • Not all international visitors offer lectures in English. International teachers employed by the university often deliver lectures in Russian. The curricula include mobility windows for students enrolled in 2015 and 2016 but not earlier. Some programmes are evaluated by international experts during the process of international accreditation (more than 45 programmes). The weak point is the national system of education framework which hinders flexibility and individualized learning as well as some local regulations concerning the number of students per learning group (25 students). Russian students often do not want to take courses in English, and the number of international exchange students is not often sufficient to launch a course in English. Besides Russian professors are not willing to read courses in English because of lack of motivation instruments. • There is not clearly formulated strategy for communication. The English version of the site is under reconstruction now. New pages and items will be added including research profiles of all academic staff members. We participate in QS, Times HE and Webometrics rankings. There is a special unit which is engaged in planning and implementing university participation in international education and research fairs and exhibitions. The weak point is the English web site which is undeveloped because of high work load of few international officers. • Relatively to Research and Educational Projects all the activities are available, including all basic components, but there is room for improvement. There should be more trainings for academic staff. Not all academic units are involved into project proposal writing.

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Chart 30. VSU SWOT

The Voronezh State University self-evaluation questionnaires/interviews present all items marked between Satisfactory (Participation in International Fairs, Evaluation of Study Programs, Incorporation of International Content into Curricula, Teaching in English, Follow-up Activities In, Evaluation of Results out, Centralized/Decentralized Management, Quality Assurance and Use of ECTS) and Good. So, in 30 items, 9 were marked Satisfactory and 21 were marked Good.

We obtained the following comments:

• Obstacles as language skills, difference in study programmes, financial issues (costs of students abroad, high fees). Regarding 3-cycle implementation there is no harmonisation with Russian education system. Different criteria of assessment. QA doesn't consider study programme organisation, role of student, the main aim seen as description of control. • The University has no internationalisation strategy. There is no budget allocated to funding of international activities. Lack of motivation among faculties and institutions that leads to limited involvement of particular faculties into international activities. Lack of motivation among IR coordinators at particular units. Incentive instruments are rarely

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used. Low level of language skills of university employees. The University has no financial resources for sending abroad the staff using university budget funds. • Selection process shows lack of motivation of students to study abroad, to participate in exchange programmes. Low level of awareness of specific approaches to study process in HEIs abroad. There is no unified approach to learning outcomes evaluation. • Well-developed system of buddies, providing socialising activities and help with communication with local authorities. Despite the fact that the University has alumni associations (in the UK, Germany) the follow-up activities and further links with visiting staff frequently doesn't work and further involvement of visiting staff is low. • The University provides 170 courses taught in English, there are also a number of courses taught in French, Spanish and German, but there are few programmes fully taught in foreign languages. Obstacles are like poor incentives for academic staff to teach in English, lack of language skills of academic staff. No alignment with international standards. • There is a lack of participation in international fairs though there are special groups established for the purpose of participating in international fairs. This is related to lack of fund-raising skills in the area as well as lack of resources for co-funding from the University side. • Lack of the University budget resources for co-funding activities

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Chart 31. PSU SWOT

The Penza State University self-evaluation questionnaires/interviews present all items marked between Satisfactory (Participation in International Fairs, Evaluation of Study Programs, International Teachers and Foreign Language Courses) and Good. So, in 30 items, 5 were marked Satisfactory and 21 were marked Good.

The PSU has no comments added.

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Chart 32. BSU SWOT

The Belarusian State University self-evaluation questionnaires/interviews present marks between Poor and Excellent. In 30 items, 2 were marked Poor (Use of ECTS and Support to Academic Mobility), 1 was marked Satisfactory (Evaluation of Results out), 21 were marked with Good and 6 with Excellent.

We obtained the following comments:

• At the national level the 3-cycle system of HE has not been implemented fully yet and for 3rd cycle has not been introduced. PhD/ Doctorate level is considered as a separate level and not incorporated into the system of HE with Ministry of Education having no control over it. At the national level, the use of ECTS is still on its initial stage of introduction, so far HEIs are able to calculate study load of subjects in ECTS subject to recommendations issued by the MoE, however there is no transfer or accumulation of credits. QA System has major differences as compared to EHEA with emphasize put on negative control instead of recommendations and ways for improvements. In addition, the QA culture is in the process of formation with QA agents needed to develop relevant competencies and ethos. • So far minor specific matters remain uncovered by internal regulations on international activity at the University (such as co-financing policy for international projects, regulations on financial conditions for students sent abroad etc.) while institutionalized procedures with document templates have been established and followed for all general matters. Efforts are still needed to be taken for decentralization of management of international activity towards closer engagement of faculties and academic staff and

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redistribution of responsibilities from central IRO. Printed aid has been published on academic mobility, methodological aid for project developers and managers are under development. • Dissemination of information on academic mobility across faculties needs to be improved. Foreign language support/testing are underdeveloped: so far only German language courses are available at the University while practice of English proficiency test had been introduced but interrupted lately. The major obstacle for outgoing mobility is the absence of national/internal regulations on recognition of studies abroad which makes recognition process non-institutionalized and in many cases dependant on attitude of academic staff members at the University. • Sections of the BSU web-sites targeted at incoming students lack of detailed and clear updated information on arrival and other practical issues. There are certain difficulties in practical organization of pick-up services for students, overpriced mentor services make it unwanted by incoming students. There is no institutionalized tutoring/mentoring program by peer students, incoming students are accompanied by volunteering international/local students on individual basis. Due to varied terms of exchanges and multiplicity of frameworks there is no possibility to organize general meetings for international exchange students, no surveys or follow-up activities (feedback forms collected via web-site etc.) are conducted on evaluation of exchange studies completed by incoming students at the University. • So far there is no solid system of financial incentives introduced at the University which results in lack of motivation for academic staff members to develop courses in English/ other foreign languages or joint study programs. Low intensity of incoming exchange students and prevalence of degree-seeking students who study in Russian result in low demand for English courses. Absence of courses in English makes it difficult to provide study programs with incoming mobility windows. More efforts are needed to attract foreign experts and professors, so far difficulties remain with incorporation of guest lectures/courses into curricular due to low flexibility of study programs. Academic staff members don’t carry out evaluation of their courses based on feedback from students, no benchmarking mechanisms are introduced for evaluation of study programs. • IRO staff members responsible for international marketing need to improve their competencies in foreign languages and computer skills (Excel, Access, Adobe Acrobat, Sound Forge, Power gold, Adobe Audition, OTS AV, and Photoshop). • Administrative staff members from financial/ accounting/ planning units need to be engaged more closely in management of projects, efforts are needed to be taken to build relevant competencies, including raising English language proficiency to make it possible to work with project documentation in English. Closer engagement of faculties and chairs/ academic staff members is needed for fundraising and project activities. No established evaluation and monitoring procedures are incorporated in internal regulations on project management and implementation. Set of indicators for measuring performance/ achievement of goals is needed to be developed and adopted to assess project results and outcomes. So far educational and research projects are managed by different units, work is carried out separately, more efforts are needed to be put to integrate and institutionalize development and management of international research projects.

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Chart 33. BTEU SWOT

The Belarusian Trade and Economics University of Consumer Cooperatives self-evaluation questionnaires/interviews present marks between Poor and Excellent. In 30 items, 1 was marked Poor (Support to Academic Mobility), 1 was marked Satisfactory (International Teachers), 22 were marked with Good and 6 with Excellent.

We obtained the following comments:

• Doctoral programmes are not a part of Higher education system in Belarus. They are separate courses of a scientific direction. Only in 2015 Belarus became a member of the Bologna Process. At the moment the ECTS system is introduced and used in BTEU • At the moment University carries a Master programme in English language. And it is rather complicated process to introduce and approve new study programmes. Unfortunately, there are not enough international teachers. Mainly these teachers are the representatives of partner Universities • A limited number of academic and administrative staff have experience in developing project proposals. But University tries to conduct different seminars and workshops on this topic with the aim to encourage staff to work in this area.

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Institutional Analysis – Interviews

The research made also included personal interviews to staff at each institution of the Harmony Consortium.

For accuracy and comparison purposes, the Consortium agreed to establish seven open questions as presented in Chart 34.

Chart 34. Open questions

Open Questions 1) How would you evaluate your internationalization efforts? 2) What internationalization outcomes have your institution identified as most important? 3) Describe your image/brand and how it is linked to your internationalization strategy? 4) What are your best advantages you co uld offer to international scholars and students? 5) Your university starting/current position in international rankings and future plans to raise your position? 6) Global academic peer review and amount of international citation per faculty? 7) Types of incentives that universities can use to increase internationalization?

Four/five persons among staff and teachers were interviewed in each institution and the answer presented in the following charts summarizes the global points of view obtained. Answers were limited to 1000 characters.

Chart 35. Seville University’s Interview

1) How would you evaluate your internationalization efforts? The US finds itself at the end of a strong and successful internationalization period based on the European-Erasmus agreements and on exchanges with South America since approximately 2010. It is gradually improving the relations with Eastern Asian countries, North America and China. The big push started with the establishment of the Andalusia Tech Campus of Excellence. Other Milestones of this expansion are seen in the establishment of an office in Berkley University, the creation of study abroad courses, the creation of the East Asian studies program, the formation of the International Centre with a new executive structure led by the vice rector for international relations. Internationalization is one of the main points of the strategic plan of the university. 2) What internationalization outcomes have your institution identified as most important?

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1. Improving the precision of the international rankings. 2. Improving the production of researcher results with international repercussions. 3. Promoting the hiring of international professors of excellence. 4. Increasing the recruitment of international post graduate students. 5. Promoting collaboration with foreign universities in order to increase the number of students who obtain double degrees. 3) Describe your image/brand and how it is linked to your internationalization strategy? The University of Seville is over 500 years old with strong traditional links to South America. The Erasmus program in the 90's allowed the university to overcome a period of isolation. Its success has allowed the university to expand its horizons. However, the recent crisis has caused the rate of this success to decline. 4) What are your best advantages you could offer to international scholars and students? An unbeatable catalogue of academic offerings for the variety and number of degrees offered for undergraduate and graduate students. Since the 90's, the university has been one of the preferred destination points for Erasmus programs and consequently, for all other international students. International students are attracted by the numerous resources offered by the university and its associated big research facilities. The excellent location of Seville in the south of Spain. The prize awarded to the University of Seville for the management of Erasmus is the public acknowledgement at the national level of the universities international performance. 5) Your university starting/current position in international rankings and future plans to raise your position? According to Spanish Public University Rankings, Architecture, Art History, History, Electrical Engineering, Agricultural Engineering, Industrial Technology engineering, Labour relations offered by USE occupy the top 5 positions (by subject) for public universities, along with a Building Construction programme rated at number two. Overall the USE is positioned number 13 According to 2016 QS World University, USE is among the top 601 -650. The same rankings, by subject, identify the USE a top university in 8 of its 42 disciplines. The excellent rating in 4 of the 5 main branches of study Engineering Program falling in the top 200 and its Computer Science and Information Systems occupying the top 400 in the world. Lastly, in Natural Sciences, Chemistry remains in the top 300 while Mathematics has risen to the top 250. 6) Global academic peer review and amount of internat ional citation per faculty? According to the Web of Science platform, the USE produced 2256 documents in 2014, which were cited internationally 7390 times. 7) Types of incentives that universities can use to increase internationalization? The Campus of International Excellence, the US reference of Research, Development and Innovation (R&D). More than 400 research groups, almost 4,500 researchers and close to 7,500 yearly scientific publications with international impact. Technology transfer; knowledge management, collaboration with the economy. The spirit of enterprise and professional scope, introducing you to the business world. More than 9,000 students doing internships in more than 3,500 businesses. The University ranks third in Spain as far as number of patents generated on a national level, and is the founder of many Knowledge-Based Businesses

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Taking into reference the most attractive studies are geography and history, architecture, communications, faculty of arts, academic and business sciences, law, and tourism. As for Teaching staff, the University of Seville is designing a plan to attract teaching staff of excellence with the support of the Andalusian Government.

Chart 36. Aston University’s Interview

1) How would you evaluate your internationaliz ation efforts? Strong performance with a visible global platform. Aston has a Pro-Vice Chancellor for International Relations and a University-wide International Strategy Committee which meets 3 times a year. Each Academic School (Faculty) has an Associate Dean International to drive their faculty's internationalisation objectives which cover a multitude of activities in education, research and partnerships. This structure also provides a basis for collaboration and cooperation between Schools within the framework of an agreed International Strategy. The University recognises that we need to raise our international profile further and to this end has prepared a new International communication plan. 2) What internationalization outcomes have your inst itution identified as most important? 1. Raise international profile, reputation and influence 2. Improving our rankings 3. Increase international student enrolments particularly PG taught programmes - both on-campus and via TNE (collaborative programmes e.g. off shore) activities 4. International employability - increasing the percentage of students studying or working abroad 5. Increase international research collaborations and funding. 3) Describe your image/brand and how it is linked to your internationalization strategy? Aston is a relatively young university. Having just celebrated our 50th Anniversary, we are the ' incumbent newcomer'. Aston is a challenger brand - fresh, dynamic and inclusive with a distinctive position relative to other universities. Aston's track record in providing work experience opportunities for its students - mainly through the integrated placement year - has a strong and evidenced track record of helping its students to develop into employable graduates. Our international Marketing Strategy builds on Aston’s overall brand positioning, aiming to be competitive in a globalising environment. It is focused on improving and maintaining our reputation and our place in global rankings, in order grow student recruitment. Aston’s excellence has recently been recognised, with the award of an exceptional five star global rating by QS Stars, for excellence in teaching, employability, innovation, facilities, inclusiveness, and internationalisation. 4) What are your best advantages you could offer to international scholars and students? Key for attracting students is our reputation for enhancing the prospects of employment for our graduates through our commitment to providing work placement opportunities across our degree programmes. In addition, our location in the heart of the largest city in the UK outside London; our student care and support systems; quality of our research and teaching and commitment to international working e.g. through EU and other international R & D collaborations.

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5) Your university starting/current position in international rankings and future plans to raise your position? Aston is currently ranked 358th in the QS World University Rankings. This includes a ranking of 79th for 'International Faculty' and 138th for 'International Students'. It has also been awarded 5-star status by the QS (same rating as world renowned institutions such as Oxford, Cambridge and Harvard), which includes a 5-star rating specifically for the 'Internationalisation' category. Aston's ratings on 'outputs' rather than survey opinions is higher. Aston is placed in the top 30 universities in the UK by every major league table compiler in the UK which confirms that Aston is a sector leader regarding quality of students, degree programmes, teaching and research. We are implementing a new communications plan to showcase these successes around the world. Please see detailed answer on the attached additional data sheet headed Aston Notes under Rankings 6) Global academic peer review and amount of international citation per faculty? Publications produced by our institution: 861 International citations 1684 by faculty: Engineering and Computer Science (875) Life and Health Sciences (348) Business (259) Languages and Social Sciences (202) 7) Types of incentives that universities can use to increase internationalization? Aston's key incentive is that of employability through the offer of work placements in our undergraduate degree programmes. Additional incentives are: scholarships; the commitment to international collaborations e.g. co-designing projects and developing international R & D partnerships with opportunities for transnational working within them for participating researchers. Aston’s Centre for Innovation, Learning and Professional Practice (CLIPP) supports strategic internationalisation objectives through: • Adapting our existing taught programmes to be delivered in diverse cultural contexts e.g. Italy, Vietnam, India • Supporting Aston’s collaborative teaching partnerships • Support for Aston programme teams developing international courses e.g. Global Strategic Marketing Management (GSMM) • Deep, focussed international research collaborations e.g. LiHE • Promoting Aston’s reputation visibility internationally • Building a diverse international community.

Chart 37. Thessaloniki Alexander Technological Educational Institute’s Interview

1) How would you evaluate your internationalization efforts? Good, but still there is a need for further development 2) What internationalization outcomes have your institution identified as most important? Strengthen the mobility of students and staff, and synergies in education and research 3) Describe your image/brand and how it is linked to your internationalization strategy?

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We have a good Brand Name due to our synergies in the context of Erasmus External Cooperation Windows with countries from European Asian area and Central and South America 4) What are your best advantages you could offer to international scholars and students? We provide good facilities, high qualified academic staff and rich culture and friendly environment 5) Your university starting/current position in international rankings and future plans to raise your position? In Webometrics our institution holds one of the three first places in Greece for the last 3 years 6) Global academic peer review and amount of international citation per faculty? It is required for the academic staff to participate in international conferences as well to publish in peer reviewed international journals 7) Types of incentives that universities can use to increase internationalization? Use of technology to enhance the international learning, increase the number of curricula offered in foreign language, adopt good practices and rewards for the staff and the students which are participating in international programmes

Chart 38. Tomar Polytechnic Institute’s Interview

1) How would you evaluate your internationalization efforts? Good. The strategy is part of IPT DNA and IPT has conquered an image of strong internationalization. It is stronger at Research and Master level than at BA level, though. The fact that the country is undergoing financial constraints, makes it harder to have a more assertive effect on students as the ERASMUS grants are still low for many of them. The lack of proficiency in foreign languages is also a barrier. On top of that, many teaching staff members will not consider to undergo on an international mobility experience as they have a poor command of foreign languages and have a workload that prevents them from going abroad for a week. 2) What internationalization outcomes have your institution identified as most important? A focus on BA is now a target priority. The creation of Joint degrees and the increase of mobility students (incoming and outgoing). To guarantee tutorial support for each course unit in at least one foreign language. To provide creation of lecture notes in English. To reinforce the use of ECTS concepts 3) Describe your image/brand and how it is linked to your internationalization strategy? In all IPT documents the international dimension is very strong. Internationalization has been defined as the transversal binding strategy of IPT. With more than 50 countries with steady relations, this image is a core component of IPT. 4) What are your best advantages you could offer to international scholars and students?

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Quality in teaching, good facilities, research projects for training, welcoming support from IRO, low cost of living, internships with private and public companies, including several international opportunities. 5) Your university starting/current position in international rankings and future plans to raise your position? This is not a priority for us. 6) Global academic peer review and amount of international citation per faculty? Lecturers of IPT regularly publish within peer reviewed journals. IPT hosts a major component of a research centre rated "Excellent" by the Foundation for Science and Technology (unit 73). 7) Types of incentives that universities can use to increase internationalization? Attractiveness is primarily focused on welcoming support and language training, besides overall quality of teaching. IPT has no specific incentives at this stage, for lack of funding.

Chart 39. Rome Sapienza University’s Interview

1) How would you evaluate your internationalization efforts? The International Office of Sapienza has grown significantly during the last decade in terms of human resources and competences. Yet, we could be more active on horizontal issues: for example PhD soft skills, international projects and networking, benchmarking and best practices to be imported, how to teach in English for our academic staff, employment opportunities, promotion of our institution ... 2) What internationalization outcomes have your institution identified as most important? Attraction of International students (degree seeking above all) and exchange students; enhance mobility of our outgoing students, above all at PhD level; achieve better position in International rankings; improve the quantity of International research and educational projects both as coordinating and partner institution; foster Development cooperation 3) Describe your image/brand and how it i s linked to your internationalization strategy? Our brand is "the future has been here" and "I chose Sapienza (knowledge)": much effort is dedicated to enhance research at all levels and to guarantee a better quality of didactics. In our new strategic plan these 2 aspects are clearly highlighted in the first 2 strategic objectives, namely Ensure a sustainable and qualitative didactic and Ameliorate the quality and productivity of research. Future, research and education, and quality are the key factors of our image. The link with Internationalization is clearly given by some of the indicators linked to both the two strategic objectives. 4) What are your best advantages you could offer to international scholars and students? Wide academic offer both in Italian and in English for all disciplines except veterinary and rural sciences; reputation also given by the position achieved in International rankings; orientation services for students; huge campus facilities; high number of very rich libraries; wide exchange opportunities both from the point of view of bilateral agreements with foreign institutions at EU and extra-EU level and of

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available funding; central location in Rome (close to each transport facility: bus, metro, train station, tram). 5) Your university st arting/current position in international rankings and future plans to raise your position? The current position of our university in the different rankings is: US News 2015 - 148th Times Higher Education - THE 2015 - 201-250th QS World University Rankings 2015 - 213th Shanghai Jiao Tong University 2015 - 151-200th Centre for World University Rankings (CWUR) 2016 - 90th QS Subject 2016 - present with 28 subjects in the top 200 and with 11 subjects in the top 100 6) Global academic peer review and amount of international citation per faculty? Information not available 7) Types of incentives that universities can use to increase internationalization? Incentives can come from the State, from best practices of other institutions of the same country or from benchmarking and best practices of International institutions, but universities cannot "walk" alone. Internationalization is a strategy that has to be shared by the university governance and supported by the governing bodies of the country. The aim has to be the improvement of the quality of research and didactic, which are the only means to attract people and funds; to grow in reputation; to back the growth of a knowledge and self-conscious society.

Chart 40. Kassel University’s Interview

1) How would you evaluate your internationalization efforts? Overall, outcomes of internationalisation efforts are good. The University participated in an external evaluation which confirmed this impression. 2) What internationalization outcomes have your institution identified as most important? English Taught Master Programmes; Development cooperation; Internationalising the curriculum and IaH; Welcome culture 3) Describe your image/brand and how it is linked to your internationalization strategy? Entrepreneurship: university of ideas; renewed profile in the area of environmental protection (e.g. renewable energies; ecological agriculture); broad offer of study programmes; diversity and equal opportunities; integrating science, music and art as well as architecture and humanities 4) What are your best advantages you could offer to international scholars and students? Orientation and support offered by the welcome centre; pre-study courses and mentoring; broad offer of language courses 5) Your university starting/current position in inter national rankings and future plans to raise your position? No answer 6) Global academic peer review and amount of international citation per faculty? It is not monitored centrally

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7) Types of incentives that universities can use to increase internationalizatio n? Internationalisation strategy at both institutional and faculty level; internationalisation strengthens and sharpens the institutional profile; important quality feature;

Chart 41. Eurasia International University Interview

1) How would you evaluate your internationalization efforts? EIU has done huge efforts for last 3-4 years to internationalize its activities, to find more partners outside of Armenia and to establish close cooperation with foreign universities and educational centres. Several Tempus and Erasmus Mundus projects, as well as Erasmus Plus projects are good indicators of such efforts. 2) What internationalization outcomes have your institution identified as most important? EIU is among the top universities in Armenia offering international exchange opportunities to staff and students within Erasmus +. In 2015-2016 EIU has been the third in the country by the number of bilateral agreements for mobility of individuals (based on the data provided by National Erasmus+ office). 3) Describe your imag e/brand and how it is linked to your internationalization strategy? EIU is a dynamic private higher institution which is open to international cooperation. In recent years EIU is more associated with international institution by different stakeholders and many students apply for the available exchange opportunities 4) What are your best advantages you could offer to international scholars and students? Individual approach to each international student/ staff member; Individual study plan linked with the student/staff member goals and objectives of the visit; Appropriate documentation for credit transfer; Ongoing support and counselling; great network of internship places and an opportunity to ensure also effective internship for students based on their plan 5) Your university starting/current position in international rankings and future plans to raise your position? EIU is in top places in national ranking 6) Global academic peer review and amount of international citation per faculty? Not calculated 7) Types of incentives that universities can use to increase internationalization? Increase effectiveness of international office, more opportunities to gain grants for capacity building, more exchange programs, decreasing sanctions against Iran.

Chart 42. Russian-Armenian University Interview

1) How would you evaluate your internationalization efforts? During the last 5 years the university has undergone through important stage of boosting internationalization of education and research. Significant work has been done to regulate the process of internationalization, including creating structures/staff responsible for internationalization, strategy and roadmap of

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internationalization, policies and procedures regulating mobility programs and recognitions have been developed, etc. Having only 1-2 international projects, in 2015 the university was already involved in 10 Tempus projects focusing on curriculum development, reforms in university governance, etc. Along with those project, several projects under Erasmus Mundus, DAAD, Visegrad, Japan foundation and other funds have been implemented. 2) What internationalization outcomes have your institution identified as most important? 1. Updating and creating new academic programs using best international practices in given field of studies, including development of double/joint degree programs with foreign partners, 2. Improving university's positions in international/regional rankings, 3. Increasing incoming/outgoing student and staff mobility, 4. Strengthening partnership with world leading universities, 5. Improving foreign student recruitment and expanding our recruitment outreach to Iran, India and China, 6. Improving international employability of graduates. 3) Describe your image/brand and how it is linked to your internationa lization strategy? We are a young university that will be celebrating its 20th Anniversary next year, which is now one of the leaders of local educational market with its international curriculum and broad international research activities undertaken. Being an intergovernmental university we primarily bring Russian and Armenian expertise to our academic and research activities, which combined with its other foreign partnerships creates programs that are unique on the local market. The special status of the university directly imposes internationalization at university. 4) What are your best advantages you could offer to international scholars and students? Most significant advantage of the university is that over 80% of BA and MA programs are providing Double diploma from Ministries of Education and science of Armenia and Russia. This makes the programs highly attractive both for local students who would like to continue their education/career in Russian-speaking countries, and for Russian-speaking to study in Armenia, where the living costs are much affordable and the country is safe. 5) Your university starting/current position in international rankings and future plans to raise your position? The university is involved in several regional and international rankings. During last 2 years the university is working on being included in QS EECA ranking. The long-term plan is to be included in several international regional rankings and to improve our positions in those where we are already involved. 6) Global academic peer review and amount of international citation per faculty? International citation per faculty is 0.526, while global academic peer review is 67 7) Types of incentives that universities can use to increase internationalization? 1. Erasmus + grants, Horizon 2020, Visegrad EaP grants, other funding opportunities; 2. Creating English-taught joint/double degree programs; 3. Increasing the amount of publications indexed in Web of science, Scopus, etc.

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Chart 43. Southern Federal University’s Interview

1) How would you evaluate your internationalization efforts? The university undertakes a number of initiatives to enhance the international dimension within education and research and visibility of the university brand. But the progress towards comprehensive internationalization at different faculties is uneven. We need to undertake more efforts to involve students and teachers into Global Agenda 2) What internationalization outcomes have your institution identified as most important? Reputation enhancement and recognition of university; The international competencies and experience enhancement of students, staff and faculty; Attracting talented students; Alumni's carrier development in transnational corporations and global companies; Developed intercultural competencies; Strengthen international and global dimension of the curriculum; Contribution to global problems solving; Strategic partnership with world class universities. 3) Describe your image/brand and how it is linked to your internationalization strategy? The university is a key actor of socio-economic and regional development. It provides cutting-edge research and ensures integrity of scientific knowledge. Consistent modernization of scientific and educational infrastructure of the university, and its active incorporation into research and educational networks allow SFedU to shape its development trajectory in line with leading Russian and international universities. This secures progressive advancement of the university towards achieving and maintaining its leading position in the Russian market, its entrance into the world scientific and educational environment, preservation and development of its prospects and reputation. 4) What are your best advantages you could offer to international scholars and students? High level of research High quality of teaching Modern research and innovation infrastructure; Comfortable climate and convenient geographical position; Possibility to learn Russian; Internationally accredited academic programs; Low-cost living; Multicultural environment; 5) Your university starting/current position in international rankings and future plans to raise your position? QS world university rankings - 551-600, among Russian universities - 15 QS BRICS - 85 Times higher education - 601+ Future plans: to enhance recognition, academic reputation, employability, research results to improve ranking profile.

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6) Global academic peer review and amount of international citation per faculty? Amount of citation per faculty (Scopus, 2011-2015): 12,9 7) Types o f incentives that universities can use to increase internationalization? University scholarships for study abroad and for recruitment of talented students; research grants to co-finance joint research projects; internships in the leading research centres; free language courses for teachers; internal awards and recognition

Chart 44. Voronezh State University’s Interview

1) How would you evaluate your internationalization efforts? Internationalisation is one of the priority line in the University development strategy. The University considers internationalisation as opportunity to extend the number of students, to obtain new partners for joint research and innovation activities as well as new education markets. Projects in the internationalisation field are discussed and controlled by the Academic Council. The University had not had an internationalisation strategy yet but it is moving towards its development. Internationalisation plans include setting up of offshore campus and establishment of strategic partnerships 2) What internationalization outcomes have your institution identified as most important? The outcomes are as the following: increase in number of international students both for exchange education and joint programmes; establishment of double-diploma programmes that leads to reforming of education technologies and brings new methodologies and approaches to study and teaching process. Then increase in number of international projects - 19 projects (2014/15 academic year). Increase in number of foreign visiting scholars and teachers that leads to increase in joint publications, international events. 3) Describe your image/brand and how it is linked to your internationalization strategy? The VSU is the leading regional HEI, is included in the leading classical HEIs of Russia; Participates in the main international rankings: VSU is an internationally oriented university being the 4th Russian HEI by a number of foreign students. VSU obtains the 3rd position by employability of students in Russia 4) What are your best advantages you could offer to international scholars and students? Long-standing traditions of high-level research in such scientific fields as mathematics, physics, chemistry, philology, linguistics. The VSU has 41 scientific schools, some of them are leading in the country; currently implements 167 research projects. Has 5 research institutes. In 1961 VSU was one of the 1st USSR uni-s training students from overseas and 15,000 foreign citizens from 141 countries have enrolled in various training programmes at VSU since 1961. Institute for International Education has a unique expertise in pre-start courses of Russian language for foreign students that is a launching pad into further education in other Russian HEIs. VSU has developed an e-platform 'Russian as a foreign language'. VSU provides all up-to-date infrastructure 5) Your university starting/current position in international rankings and future plans to raise your position?

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THE World University Rankings: 801+ band in the world and the 13 position out of 24 Russian HEIs; Quacquarelli Symonds: 701+ band in the world and 22 position out of Russian HEIs; RUR Research Performance World University Rankings: 659 position in the world and 12 position out of 23 Russian HEIs; Webometrics Ranking of world universities: 1759 line among HEIs around the world and 18 out of Russian HEIs; QS University Rankings: BRICS: 111-120 band of BRICS HEIs and 22 position out of Russian HEIs. VSU plans: to be included into 700+ band, to come into 100 band of BRICS HEIs, come into the Russian academic excellence project '5 to 100', which aims to maximize the competitive position of a group of leading RU HEIs in global research and edu market 6) Gl obal academic peer review and amount of international citation per faculty? More than 60 staff members published articles in top-rated journals (impact factor 2 according to the Web of Science Citation Report), more than 200 people published articles peered in Scopus. Number of citation of all the publications is 14 710, Hirsch index is 88, number of citation of all the publications (Web of Science) is 902, number of citation of all the publications (Scopus) is 288. Among 18 faculties of VSU the highest citation rate has Law faculty (51), Faculty of Philology (43), Faculty of Economics (38), Faculty of Physics (32), Faculty of Biology and Soil Studies (30), Faculty of Romance and Germanic Philology (30), Geological Faculty (27), Faculty of Chemistry (24), Faculty of History (23), Faculty of Mathematics (22) 7) Types of incentives that universities can use to increase internationalization? Provide promotion in career for any internationalisation efforts. To establish university grants for the most advanced and innovative ideas in internationalisation area, for international projects, creating joint programmes, the most successful double-degree programmes. As financial incentives - to pay extra for teaching in English or other foreign languages; to send academic staff abroad with the aim of studies and upskilling in the leading universities by account of university.

Chart 45. Penza State University’s Interview

1) How would you evaluate your internationalization efforts? During last 5 years the university has undergone through important stage of boosting internationalization of education and research. Significant work has been done to regulate the process of internationalization, including creating structures/staff responsible for internationalization, strategy and roadmap of internationalization, policies and procedures regulating mobility programs and recognitions have been developed, etc. Three of four programs taught in English have been introduced to the market. The Number of international students has risen dramatically. Eefforts are being made to develop international projects both with and without the use of international grants. 2) What internationalization outcomes have your institution identified as most important? a) Improving foreign student recruitment and expanding our recruitment outreach to Iran, India and China and other countries b) Introduction of 4 master and specialist programs in English, c) Increasing incoming/outgoing student and staff mobility, d) strengthening partnership with world leading universities, e)Updating and creating new academic programs using best international practices in given field of studies,

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including development of double/joint degree programs with foreign partners f) Improving university's positions in international/regional rankings 3) Describe your image/brand and how it is linked to your internationalization strategy? Penza State University (PSU) is one of the largest scientific and educational centres of Russia. It was founded in 1939. PSU offers academic programmes at all levels including Bachelor, Master, Graduate and Post-graduate courses, Post-doctoral studies, as well as continued learning. PSU conducts research within 11 branches of sciences in 29 scientific fields. It is a member of six technological platforms. The main cross-disciplinary research areas are information technology, integrated security, and biomedical technology, federal and regional aspects of the formation of the Russian nation. Every year the university carries out over 200 projects, the results of many of them are successfully used in various industries. Using its potential PSU is trying to cooperate with leading schools and companies worldwide. Desire of thinking globally imposes internationalization at university. 4) What are your best advantages you could offer to international scholars and students? Most significant advantage of the university is that almost all medical programs are provided in Russian and English languages. This makes the programs highly attractive for foreign students as the cost of tuition and the living costs are much affordable and the country is safe. 5) Your university starting/current position in international rankings and future plans to raise your position? Penza State University entered the top 200 best universities in the developing countries of Europe and Central Asia, according to a leading international rating agency QS Quacquarelli Symonds (QS University Rankings: Emerging Europe & Central Asia) and took up a position in the group of 151-200 seats. Among the 64 Russian universities included in the ranking, PSU is located at 58 position. Analysts Quacquarelli Symonds indicated high values of the individual PSU indicators: in terms of "Percentage of employees with a degree" (16 place among Russian universities), "The share of foreign students' (17th place). 6) Global academic peer review and amount of international citation per faculty? No Answer 7) Types of incentives that universities can use to increase internationalization? a) Erasmus + grants, Horizon 2020, Visegrad EaP grants, other funding opportunities; b) creating English-taught joint/double degree programs; c) Increasing the amount of publications indexed in Web of science, Scopus, etc.

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Chart 46. Belarusian State University’s Interview

1) How would you evaluate your internationalization efforts? BSU has been actively promoting and enhancing internationalization through several major directions, including thematic international projects aimed at internationalization starting with pioneering Tempus PICASA project and continuing with Erasmus+ HARMONY and Visegrad I-Net. Under umbrella of these projects BSU had developed its Internationalization Strategy now having its new generation for 2016-2020, which institutionalized this direction as one of University’s strategic priorities adopted at policy level. Other activities undertaken by BSU include capacity building of its staff members on internationalization (trainings, seminars and methodological support), promotion and support of academic mobility and active participation in calls for proposals. At the national level BSU is pioneering this direction launching national portal for internationalization http://inter.bsu.by/ and sharing its experience and best practices accumulated for other Belarusian HEIs. 2) What internationalization outcomes have your institution identified as most important? BSU Internationalization Strategy 2016-2020 defines key directions of internationalization of the University. These are the following: - enhancing the quality of management of international activity; - promoting international visibility of BSU; - introducing international dimension into implementation of educational programs and research; - support and diversification of incoming and outgoing academic mobility; - fundraising via active participation in international calls for proposals, R&D cooperation and export of educational services. Within the above directions sets of quantitative indicators are defined to measure performance such as number of staff members trained/ sent abroad for training, number of international agreements, number of joint educational programs, international research and educational projects etc. 3) Desc ribe your image/brand and how it is linked to your internationalization strategy? BSU positions itself as a leading scientific, educational, innovation and cultural centre of the Republic of Belarus with 95 a year history. It exercises its potential which is based on the best domestic and international experience in order to comply with intellectual, cultural and social demands and interests of the individual, society and state and to facilitate the sustainable development of the country. International activity of BSU is an important part of BSU brand, according to major international rankings BSU is placed among 2 per cent of world leading universities. BSU belongs to a highly internationalized university community and puts a great attention to cooperation with foreign partners both at inter-university level and within international projects framework. Internationalization being adopted at a policy level as one of strategic priorities is also reflected in image of BSU promoted. 4) What are your best advantages you could offer to international scholars and students?

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BSU is a top Belarusian University both in terms of quality of education and research and its scale. BSU Complex includes 16 faculties and 6 educational institutes, 10 educational establishments, 10 research and development institutes and centres, 41 research and developments laboratories, 10 innovation and production enterprises. Facilities offered by BSU specifically for international student include Faculty of Pre- University Education issuing certificates valid for entering HEIs in Russia, Ukraine and Belarus, wide range of Russian language courses. BSU provides accommodation for all international students in its campuses. BSU also offers a number of courses and degree programmes in English. 5) Your university starting/current position in international rankings and future plans to raise your position? According to major international rankings the BSU is among 2 per cent of world leading universities out of 30 thousand educational institutions. According to QS international ranking in 2015 BSU is among 430 best world universities. The BSU is the only Belarusian university on the list of the prestigious Times Higher Education World University Rankings occupying 601-800 positions. The Webometrics Ranking of World Universities also places the Belarusian State University among top 2 per cent of world universities (609 place). Specific Work Group “BSU Rating” is responsible for this domain. Annual work plan for the Work Group is approved by the Rector’s order defining the set of activities and measures to be undertaken in this direction. 6) Global academic peer review and amount of international citation per faculty? BSU follows a number of international rankings based on scientometric data: 1. URAР rating: 1 331 position in 2013-14; 1420 position in 2014-15. BSU is the only Belarusian HEIs to be rated under URAР and has 12th place among CIS HEIs. 2. SIR rating by SCImago Lab based on Elsevier Scopus data: current BSU position is 635. 7) Types of incentives that un iversities can use to increase internationalization? Contests among faculties/ units on performance under relevant domains. So far BSU has annual contest among faculties on best open educational and research resources with bonus fund of about 34 000 Euros; Financial wage bonuses awarded to the staff members following active participation in University’s international activity, high performance etc.; Preferences given during selection for exchanges/ visits abroad provided by the University; additional opportunities for participation in exchanges/ trainings/ events abroad etc. Moral incentives: honourable certificates issued by the Rector, notes of acknowledgement etc.

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Chart 47. Belarusian Trade and Economics University of Consumer Cooperatives’ Interview

1) How would you evaluate your internationalization efforts? Internationalization efforts of BTEU are successful. At the moment there are 56 international Agreements on cooperation and mobility with partner educational institutions from 14 countries. And this number grows annually. Number of foreign students from different countries increases every year. Currently projects of student mobility implement in BTEU. Number of incoming and outgoing students tripled in comparison with 2014-2015 academic year. 2) What internationalization outcomes have your institution identified as most important? The most important internationalization outcomes for BTEU are: - Active participation of created International Non-commercial Organization “Council of the Heads of Cooperative Education Institutions”; - Participation of students and staff in international projects and programmes (Erasmus+, DAAD etc); - According to results of participation in ICAEN Tempus project BTEU developed Strategic Plan of Internationalization accepted by the Council of the University and approved by the Ministry of Education of the Republic of Belarus. 3) Describe your image/brand and how it is linked to your internationalization strategy? BTEU presents itself as an innovative University. We actively develop international relations, academic mobility, and "blended learning" as well as distance-learning education. 4) What are your best advantages you could offer to international scholars and students? Qualitative e-textbooks; Well-developed network of cooperative education institutions; Innovative material and technological recourses; All foreign students are provided with comfortable rooms in the hostel; In the learning process we use modern education technologies; Wide choice of economic specializations; Long-term experience of work with foreign students. 5) Your university starting/current position in international rankings and future plans to raise your position? According 4International Colleges and Universities ranking BTEU is on 36th place among all Belarusian HEIS. In ranking of international cooperation of HEIs in the Republic of Belarus BTEU is on 13th place. According Webometrics ranking BTEU is on 33th place among Belarusian HEIS, and on 10560th place in World ranking. BTEU actively extends geography of education service export. This year University has joined International Networking University. Development of blending education.

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6) Global academic peer review and amount of international citation per faculty? The average amount of international citation and global academic peer review is 89 per faculty 7) Types of incentives that universities can use to increase internationalization? Opportunity to get scholarship for students and academic staff within international projects; Grants of Belarusian Republican Fund of Fundamental Research; Opportunity for students to get discount for tuition fee.