What makes an internationalised university? Do you agree with the following?

• The greater the diversity of students and staff, the more internationalised the university.
• The more diverse the campus, the better the students' learning experience.
• The higher the number of students studying abroad, the more internationalised the university.

Current measures of internationalisation (used for ranking purposes) assume they are and reflect this traditional view, using criteria such as: proportion of international students, proportion of international staff, incoming and outgoing student mobility numbers, support facilities for international students, international joint publications.

Why compositional factors (e.g. mobility numbers) are insufficient

The above are important but insufficient on their own. Truly internationalised institutions, who wish to develop 'global graduates', pay attention to the quality of their internationalisation process. They support their students in becoming fully integrated, socially and academically, into a multicultural campus, thereby helping them develop the 'global graduate' skills that are highly sought after by employers. They also support their staff in facilitating this process and in developing the skills they themselves need to maximise the benefits of internationalisation.

How do you ascertain the quality of the global learning environment your students and staff are experiencing? Our Global Education Profiler is a diagnostic tool that helps you identify this.

Student Version

		Facet of internationalisation	Traditional	GEP
Traditional measures: Primarily aimed at BENCHMARKING		Composition: international students	X
		Composition: international staff	X
		Incoming & outgoing student mobility	X
		International student support	X
		International joint projects	X
GEP measures: Primarily aimed at POLICY MAKING, & MANAGEMENT		Social integration		X
		Academic integration		X
		Communication skills		X
		Foreign language skills		X
		Global graduate skills support		X

Staff Version (Academic/Teaching and Administrative/Management)

		Facet of internationalisation	Traditional	GEP
Traditional measures: Primarily aimed at BENCHMARKING		Composition: international students	X
		Composition: international staff	X
		Incoming & outgoing student mobility	X
		International student support	X
		International joint projects	X
GEP measures: Primarily aimed at POLICY MAKING, & MANAGEMENT		Global curriculum		X
		Teacher-student engagement		X
		Building relations at work		X
		Foreign language skills		X
		Global graduate skills		X
		International collaboration		X
		Personal global strengths		X
		Global skills support		X
		Foreign language skills development		X
		Integration & Identification		X

Insights provided by the GEP (see our Policy Briefing paper, our latest article in Higher Education, as well as papers in Knowledge Exchange)

Student Edition:
The Global Education Profiler for students systematically measures their aspirations and actual experiences, helping you:

• Track aspects of greatest need
• Optimise allocation of resources
• Provide students with insights for their personal development

Leading to…

• Increase in student satisfaction
• Increase in graduates with global skills and greater employability

Staff Edition
The Global Education Profiler for academic/teaching and administrative/management staff systematically measures their aspirations and actual experiences of handling a divers student body, helping you:

• Identify areas of excellence and further development
• Optimise staff development support
• Provide staff with insights for their personal development

Leading to…

• Increase in staff's ability to handle cultural diversity in departments
• Improvement in staff-student engagement
• Enhancement of students' study experience and learning gain potential

The GEP is licensed to i-graduate and available through them.

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