Faculty Research Coordinator and Faculty Internationalisation Coordinator
Higher Education
Memorandum of Agreement
National Development Plan
National Research Foundation
Quality assurance
Research Chairs (including NRF and other funded research chairs)
Research, Technology and Innovation
Southern African Development Community
South African National System of Innovation
Strategic Initiatives and Partnerships
Sustainable Development Goals
Science, Technology and Innovation
Teaching and Learning at CPUT
CPUT 2021–2030 strategic decadal plan
preamble
Internationalisation is undoubtedly one of the most powerful forces for change in contemporary Higher Education (HE). The international dimension and the position of HE in the global arena are given greater emphasis in international, national and institutional documents and mission statements than ever before.
A UNESCO (2009) publication states that universities have always been affected by international trends and to a certain degree operated within a broader international community of academic institutions, scholars, and research. Yet, 21st century realities have magnified the importance of the global contex. It is clear that the internationalisation of HE is a complex, multi-dimensional and often fragmented process.
The factors that foster or impede internationalisation activities developed at an institutional level cannot be viewed only in the national and international context. There are influences deeply rooted in the normative and cultural insights, such as history and culture; academic disciplines and subjects; the HE institution’s profile and strategic imperatives; national policies; regulatory frameworks; finance; and the African and developing economy agenda. There have always been many different terms used in connection to internationalisation of HE. In literature and in practice of internationalisation of HE, it is common to use terms that only address a small part of internationalisation and/or emphasise a specific rationale for internationalisation. Most of the terms used are either curriculum-related: international studies, global studies, multi-cultural education, inter-cultural education, etc., or mobility related: study abroad, education abroad, academic mobility, etc.
This document has relevance to the future of the Cape Peninsula University of Technology
(CPUT) and the strategic value of purposeful partnerships, while building inclusive networks, and internationalisation of our academic and research activities. In other words, these activities become of strategic importance to CPUT and therefore form part of the CPUT institutional strategy, Vision 2030 (ONE SMART CPUT). ONE SMART CPUT embeds the elements of a smart university as fundamental to CPUT’s strategic technology focus.
These elements are summarised as Smart T&L, Smart RTI, Smart Infrastructure, Smart People, Smart Governance and Smart Impact, in relation to CPUT’s relevance and responsiveness to the CPUT stakeholder environment and civic society. Whilst SMARTNESS is technology and human-centeredness related, ONENESS is especially concerned with building a climate and culture of unity and identity for all stakeholders at CPUT.
Furthermore, this document is in response to the Government Framework on Internationalisation (March 2019) and the strategic positioning of CPUT as a University of Technology in the national and international environment, both as teaching institution (T&L) of note, as well as research institution (RTI) of note, as deliberated in ONE SMART CPUT. The document is the result of engagement across CPUT, discussions on CPUT’s internationalisation, the alignment to the Government Framework on Internationalisation, the National Development Plan 2030 (NDP 2030) requirements, the STI White Paper (2018) and the African Agenda 2063.
in our smart internationalisation, we set the following principles:
• Being smart, by engendering strategic internationalisation into CPUT for CPUT to participate in the international space
• Being smart, by guiding faculties and entities in making resource and development choices in the global space
• Being strategic, and deliberately selective, in pursuing international collaborations in line with ONE SMART CPUT’s focus on technology-enabledness and human-centricity
• Being smart by ensuring that internationalisation is embedded in the CPUT DNA
• Contribute to South Africa’s competitiveness through programmes and mechanisms that contribute to our academic and research value and our focus on the digital world of work
• Engagement and buy-in to new strategy
context & content of partnerships, internationalisation and intra-nationalisation in higher education
Higher Education (HE) globally faces a changing landscape based on increasing demands from industry, society and Government for a new workforce equipped to deal with a changing technological landscape. Indeed, the pertinent question in HE revolves around the changing world of work and the subsequent changes in academic and research offering and function.
Worldwide, HE is undergoing a unique transformation moving from a teacher-centred model where students are the recipients, the receptacles of knowledge to be regurgitated, to the teacher as facilitator, using social networking, accessing global expertise and collaboration with the learning becoming project and inquiry based; to, likely, students as connectors, creators, constructivists, with access to experts. In the latter, the student becomes content producer using the Web as curriculum and, in a way, their own teachers (Tapscott,1999:4).
According to the South African National Development Plan 2030 (NDP 2030), HE is the major driver of the information/ knowledge system, linking it with economic development. However, HE is much more than a simple instrument of economic development. Indeed, ‘Education is important for citizenship and enriching and diversifying life’ (NDP, 2030).
The White Paper on Science, Technology and Innovation (STI) (2018) identifies specific global challenges and proposes three STI outcomes:
Socio-economic landscape and the intersecting megatrends of rapidly growing populations, demographic shifts and increased urbanisation in the developing world.
Economic: Increased consumption driven by an expanding middle class in emerging economies, rising inequality, youth unemployment and social unrest.
Geopolitical (the rise of China and India, and the declining economic influence of the United States and Europe).
Environmental (the natural environment is under increasing pressure, giving rise to the need to make economies more sustainable, for example, by using clean energy and minimising waste).
In responding to these challenges, the White Paper proposes three STI outcomes:
• Increasing employment through faster economic growth
• Improving the quality of education, skills development and innovation
• Building the capacity of the State. In its response, the White Paper suggests harnessing the Next Industrial Revolution. Indeed, HE has always been perceived as the drivers of innovation and creativity, and the developers of technology and knowledge to contribute positively to unemployment and work readiness.
the context and content of partnerships, internationalisation and intra-nationalisation in higher education
The South African HE space is faced with a dearth of problems specific to its environment, but shared globally. Most pertinently, it relates to lack of funding, the aging profile of the academic, and the lack of research and research supervision skills. Internationalisation can greatly contribute to these.
Global research, for example, the World Competitiveness Reports, the Sustainable Development Goals, etc., all focus on human-centricity and addressing the needs of society in terms of poverty, hunger and health. These issues place a burden on the economic development of a country, with the solution directed towards its education system. It therefore seems inevitable that global HE faces and answers these issues together, thus making internationalisation an imperative.
The benefits of internationalisation in HE cannot be over emphasised in a technology-driven society. Internationalisation can help students achieve their goals to obtain a quality education and pursue research. It gives students an opportunity for “real world, real time” experiential learning in areas that cannot simply be taught. Institutions, on the other hand, may gain a worldwide reputation, as well as a foothold in the international HE community, and rise to meet the challenges associated with globalisation. Some of the advantages of internationalisation of HE, include: Improving student preparedness in the world of work by introducing elements of internationalisation to the curriculum and the environment, enhancing the international profile and competitiveness of the institution, strengthening and expanding the institution’s research and knowledge portfolio by introducing worldwide trends, tuition models and policy frameworks.
The internationalised university is characterised by the following:
• The development of a multi-cultural ecosystem in support of internationalisation
• The development of national collaborations and partnerships in support of internationalisation (i.e. intra-nationalisation)
• The provision of a supportive environment and educational experience that prepares our students at all levels, for global political and social environments
• The development of international alliances and partnerships to support and build our capacity and capability in education, research, enterprise, knowledge and commercial exchanges
international matters
Whether we refer to it as globalisation or as (intra-) nationalisation, internationalisation matters. Against this background, internatio-nalisation is promoted as a top priority in many universities around the world. “International students are said to be more lucrative than home students, and university profit margins increase in proportion to their ratio. “ Research into the economic impact of international students shows that outcomes from internationalisation activities created significant job numbers globally. Yet, viewing international students only from an economic point of view means the quality of HE presents a limited view. Global connectedness and the subsequent multi-cultural mindset goes beyond economic sustainability:
For the greater good. Internationalisation is an ethical imperative. There is evidence that, if communities do not embrace racial, ethnic, cultural, religious, and national diversity, the world as we know it will cease to function. Diversity and nationalism are seen as competing forces. Therefore, we must do more than simply promoting internationalisation in the generic sense, and actively resist forces that oppose it and deploy an internationalisation strategy for competitive advantage, as indicated by Vision 2030.
It helps us to grow. Internationalisation is a necessary means of “self-transformation”. Contact with international players enables us to see the world from vantage points that reach beyond our own backgrounds, allowing for an embracing of new cultures and countries.
Best of both worlds. Internationalisation is a strategy through which we contribute to the world, while also being shaped by it. Successful internationalisation means training our community to approach our own cultures and traditions in different ways and through comparative perspectives. This is a process through which we are transformed and compelled to think differently about our traditions and beliefs.
It helps us to see beyond ourselves. Internationalisation is a com-parative project, and it is an agenda with intellectual implications. It gives us the opportunity to view ourselves and our cultures differently. We therefore need to internationalise ourselves first in order to fully and comprehensively internationalise CPUT.
International students are said to be more lucrative than home students, and university profit margins increase in proportion to their ratio.
important policy frameworks & guiding principles
Firstly, CPUT is committed to the Southern African Development Community (SADC) and the concomitant SADC strategic imperatives driving southern Africa. This is an important consideration and strategic direction for CPUT.
African Agenda 2063
The African Agenda 2063 is a strategic framework, developed by the African Union, for the socio-economic transformation of the continent over the next 50 years. It builds on, and seeks to accelerate the implementation of past and existing continental initiatives for growth and sustainable development. In its focus on African citizenry, some of the key areas for growth include integrated high speed train network, Africa virtual and e-university, African commodity strategy, continental free trade area, African outer space strategy, single air-transport network, and continental financial institutions.
The
National Development Plan 2030 (NDP 2030)
The NDP provides a strategic framework for South Africa’s development by defining a desired destination and identifying the role different sectors of society need to play in reaching that goal up to 2030. It highlights socioeconomic and infrastructure activities, like poverty and inequality reduction, healthcare, transport, efficient energy and densification of cities. The Plan outlines the three key functions of HE as: Provision of high-level skills, dominant producer of new knowledge, and the provision of opportunities for social mobility. It acknowledges an understanding of the importance of HE in leading and shaping the future of modern nations of science and technology, and sees HE as the major driver of knowledge creation and distribution to achieve economic development.
In terms of internationalisation and strategic partnerships, the NDP acknowledges that the 75% university staff with PhD requirement require a special skills work permit to augment our capacity from outside the country, and that, obtaining a PhD outside the country in lieu of our capacity constraints, is supported. Indeed, the NDP supports internationalisation activities in order to reach HE outcomes.
DHET Framework on Internationalisation
In its endeavour to provide a more formalised view of internationalisation across the South African HE landscape, the DHET Internationalisation Framework allows univer-sities choices of value of their partnerships and interna-tionalisation activities. This is in order to develop strategic alliances aimed at enhanced bilateral, multilateral and regional cooperation in HE. The goals are relevant to CPUT. For example:
• To enhance the reputation, quality and relevance of CPUT
• To enhance CPUT’s international research collaboration
• To better equip CPUT students and staff members with knowledge, skills and attitudes, including intercultural skills
• To attract talented and highly qualified people to CPUT
• To open up CPUT to novice and experienced researchers, academics and support staff
We agree that internationalisation activities should add value to the CPUT environment from both a financial and a non-financial perspective. Indeed, there are significant sustainability imperatives to internationalisation that are linked to our research agenda (through the research focus areas) on top of the financial sustainability through capacity building and other initiatives.In brief, these frameworks contribute to the Fourth Industrial Revolution and the consequent capacity requirements and skilling required for such a different world of work.
vision & mission
CPUT’s Vision 2030 follows on its Vision 2020 that formed the baseline of its strategy. Developed in 2014, Vision 2020 expressed the CPUT vision:
“To be at the heart of technology education in Africa.”
At CPUT, one of the ten design components of Vision 2030 is the significant value (in monetary and non-monetary terms) of internationalisation, thus leading to a stronger emphasis on this important strategic goal. Vision 2030 is directed towards oneness and smartness in support of the university’s pillars of Smart T&L, Smart RTI and Smart Engagement. This, the University achieves through its operational excellence (referred to in Vision 2030 as Smart Operations), stakeholder intimacy and product leadership initiatives in ONE SMART CPUT. The role of internationalisation in achieving all three is obvious.
Operational excellence:
The focus is on achieving operational excellence in processes and systems in order to operate and compete in the international arena. By operational excellence, we mean a culture of efficient and effective smart technologyenabled processes, people and systems in support of the total student experience.
Stakeholder intimacy:
Stakeholder intimacy aims to explore and develop partnerships for CPUT that have strategic value. This is important for smart internationalisation, as CPUT needs to develop smart mechanisms to determine the extent, level and duration of partnerships in respect of intra-nationalisation and internationalisation. We define stakeholder intimacy as a culture of understanding, building and maintaining relationships internally and externally in support of the total student experience. To this end, partnerships need to be assessed and managed to ensure value to CPUT and mutuality in the partnership or network.
Product leadership:
In its product leadership, the quality of the partnership outcomes is important in order to ensure competitive advantage for CPUT. We see product leadership as a culture of delivering value through development, and offering leading edge products and services in support of the total student experience.
strategic imperatives
The CPUT Smart Internationalisation Strategy links to ONE SMART CPUT and the Smart RTI Strategy. The RTI Blueprint aims to, ‘unlock the potential of staff, students and partners to excel in research, technology and innovation that offer solutions to the needs of society,’ while focusing on sustainability and technology. The RTI BP also defines the research focus areas denoting the identified strengths and growth areas for CPUT in line with the Sustainable Development Goals and the NDP 2030. These focus areas are integrated in both the T&L and the RTI portfolios to achieve competitive advantage for CPUT.
Much has been written about the quadruple helix model of partnerships. CPUT agrees. Our approach to collaborations and partnerships in internationalisation and in intranationalisation follows this approach, bridging the space between government, business, the social environment and HE. Our collaborators and partners need to fill this space, as delineated in figure 1 below.
It follows that the identification and maintenance of partnerships are viewed as a strategic activity for ONE SMART CPUT and in line with the Government’s support for internationalisation as a way to improve the quality of education and research in the development of partnerships. For the purposes of our internationalisation, we define strategic partnerships as:
‘A collaboration between and among partners to come up with innovations and value for CPUT, its stakeholders and communities through research, technology development, community engagement and knowledge transfer, using the principles of mutuality.’
This definition allows for a measure of discernment when evaluating the possibility of a new partnership, and focuses on the strategic relevance in teaching and learning (possibly mobility) and research (possibly research collaborations and policy development). In this, we see opportunities for collaborations across a large domain of possibilities, including, but not limited to staff and student mobilities, external examinations and assessments, research projects, policy development, curriculum development and collaborative degrees.
Strategic partnerships afford the partners the means and pathways to work together towards shared or joint goals benefiting all partners in the short- and long-term. Such partnerships can be between individuals, entities or groups, or across the institution or intra-nationalisation between national partners. The partners agree on workload and administrative responsibilities, financial aspects, intellectual property, sharing of resources and outcomes.
With regard to the above figure, our partnerships need to be valued in terms of their monetary or
non-monetary outcomes in line with the DHET Internationalisation Framework. Examples of the latter are capacity building and assessment activities.
Therefore, strategic partnerships need to be viewed for the potential income, and, alternatively, funding needs to be provisioned for the project to be deployed. Although the focus is on ‘strategic’ partnerships, partnerships that are not deemed to be strategic, i.e. of specified value to CPUT and in line with the university’s strategic imperatives, are also relevant and appropriate. Such partnerships, may be at the individual level and can be upgraded or expanded to institutional level at some point. We have elected to determine tier 1 and tier 2 partnerships.
CPUT foresees two tiers of collaborations in support of our strategic direction as exhibited in the following table. These tiers will also direct the strategic direction towards increasing our strategic partnerships on the African continent, in line with CPUT’s identity.
Figure 1: Quadruple helix partnership framework employed by CPUT
CPUT’s smart internationalisation as comprehensive internationalisation
Comprehensive internationalisation is clearly a commitment, confirmed through action, to infuse international and comparative perspectives throughout the T&L, RTI and community engagement (CE) functions at CPUT. It shapes our institutional ethos and values. It should be embraced by CPUT leadership, governance, staff, students, and realign the entire ecosystem in support of a multi-cultural community. It is an institutional imperative, not merely a desirable possibility and requires eco-systemic support.
According to Hudzik (2011, p 7), ‘Comprehensive internationalisation should be everybody’s priority’. This is supported by the DHET Internationalisation Framework, which highlights the emerging relevance and value of comprehensive internationalisation to the South African effort. Given the strategic value CPUT’s Vision 2030 places on internationalisation, the following definition of comprehensive internationalisation supports the infusion of a sprit of internationalisation, as almost a culture driven by internationalisation aspects in order to achieve the CPUT strategic advantage of product leadership.
Comprehensive internationalisation is a form of internationalisation that commits the institution to a total internationalisation view, as expressed by Hudzik (2011, p 6): ‘Comprehensive internationalisation is a commit-ment, confirmed through action, to infuse international and comparative perspectives throughout the teaching, research, and service missions of higher education. It shapes institutional ethos and values and touches the entire higher education enterprise. It is essential that it is embraced by institutional leadership, governance, faculty, students, and all academic service and support units. It is an institutional imperative, not just a desirable possibility. Comprehensive internationalisation not only impacts
all of campus life but the institution’s external frames of reference, partnerships, and relations. The global reconfiguration of economies, systems of trade, research, and communication, and the impact of global forces on local life, dramatically expand the need for comprehensive internationalisation and the motivations and purposes driving it.’
The global reconfiguration of economies, systems of trade, research, and communication, and the impact of global forces on local life, dramatically expand the need for comprehensive internationalisation and the motivations and purposes driving it. CPUT views comprehensive internationalisation as consisting of the three interrelated but distinct imperatives as shown in the following figure. Authors like Knight (2011) and De Wit & Hunter, (2015) consider internationalisation as a process of integrating an international, inter-cultural, or global dimension into the purpose, functions or delivery of postsecondary education.
CPUT’s smart internationalisation, in consideration of a wider application of comprehensive internationalisation, considers its internationalisation as strategic, as more than a process, but rather a culture dynamic towards a multi-cultural identity and global citizenship in leading technology.
Smart internationalisation is CPUT’s commitment to the strategic value of our internationalisation efforts in achieving and sharing our advancements in technology and innovation, and collaboratively blurring the lines between ourselves and our partners in the achievement of multi-cultural and intra-international communities of practice for mutual beneficence and sustainability of the global environment.
The CPUT Smart Internationalisation Strategy makes provision for all three distinct internationa-lisation themes prevalent in a HE setting. Firstly, internationalisation at home. This imperative touches upon all aspects, a window into international curricula and student life, the interaction between local students and international students and faculty, to the development of internationally-focused research topics, to commercialisation. It provides local students and faculty access to international and global trends, e.g. entrepreneurship, sustainability, technology and innovation. The second imperative focuses on internationalisation abroad. In this imperative, there is a focus on student and staff exchanges, degree mobility, joint/co-badged degrees, international conference attendances, cross-border delivery. The third imperative, focuses on strategic partnerships and collaboration. In this imperative, bilateral institutional linkages, partnerships and strategic alliances and multilateral institutional networks, capacity building consortia, research collaboration are supported and encouraged.
Comprehensive internationalisation...shapes our institutional ethos and values. It should be embraced by CPUT leadership, governance, staff, students, and realign the entire ecosystem in support of a multi-cultural community.
The goal of CPUT’s smart internationalisation is:
‘To develop a multi-cultural community by building capacity in T&L, RTI and CE for students and staff as global citizens in preparation of a global world through enhancing our preparedness for the world of work by means of improving the quality of education in support of Vision 2030’.
Further to this, CPUT’s internationalisation focus will enhance its institutional reputation and competitiveness, improve the quality of research, may lead to financial benefits, enhance our smart engagement and uptake, and, respond to demographic shifts. In developing our students for the future world of work, internationalisation can support critical thinking, creativity, our graduate attributes, research skills and joint supervision, external examining, community engagement, curriculum development, content and context, and technology and technological skills.
strategic themes
Therefore, the CPUT Smart Internationalisation Strategy will focus on the development of a multi-cultural community in support of comprehensive internationalisation through the following three strategic themes:
To develop a sense of internationalisation at CPUT by developing cultural and cross-cultural sensitivity through a range of activitites.
To provide access to the international world through activities and content in our curriculum (formal, informal & hidden). Theme
To provide CPUT staff and students with an opportunity for development in the international higher education space.
Strategic themes 1 and 2 are directly linked to comprehensive internationalisation. Internationalisation at home is defined and applied as the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within CPUT’s learning environments.
Activities include attracting international and exchange students to participate and attend CPUT’s programme offerings, inviting international faculty and staff to present and teach local, national or international content and the development of intra- and trans-national education programmes bringing different perspectives to the classroom. Internationalisation abroad is widely recognised in developing economies, and it is accepted that outward mobility is beneficial to the individual and the hosting country, notably through the enhanced competencies obtained through vertical or horizontal activities. It is recognised that an integration of national and international perspectives is unquestionably valuable to all entities in the collaboration.
The last theme (internationalisation of the curriculum) warrants more attention, as it provides
inter-cultural and multi-cultural engagement to staff and students that are more easily accessible and universal. This can include language, diversity, subject-oriented and political and socio-economic knowledge creation and distribution.
According to Leask (2015), internationalisation of the curriculum is the incorporation of interna-tional, inter-cultural and/or global dimensions into the content of the curriculum, as well as the learning outcomes, assessment tasks, teaching methods and support services of a programme of study. This definition leads to three paths of internationalisation of the curriculum: a formal curriculum, an informal curriculum and a hidden curriculum, but essentially focuses on the development of an internationalised campus and supports CPUT’s smart internationalisation as the development of a multi-cultural society.
The primary objective of CPUT’s comprehensive internationalisation discourse is the development and participation of the students and staff as learners, as sharers, and as implementers of new knowledge and technologies through multi- and inter-cultural conversations within a multi- and intercultural environment.
Figure 2: CPUT’s Smart internationalisation using comprehensive internationalisation
objectives & actions
It is acknowledged that, in order to implement its internationalisation strategy, CPUT will adhere to the same core principles of its Vision 2030. The CPUT Smart Internationa-lisation Strategy is driven by the three strategic objectives in support of a multi-cultural community with a global mindset. Therefore, information and review are critical aspects.
In light of the DHET framework, and the CPUT institutional imperatives in Vision 2030, we identify the following strategic objectives in the development of such a community;
Smart Strategic Objective 1:
To contribute to learning and research activities through the promotion and deployment of traditional and non-traditional and nonWestern, national and cultural perspectives, and recognition of diversity.
Smart Strategic Objective 2:
To provide the CPUT staff and students with a richness and diversity of knowledge and technologies relevant to the 21st century world of work through our smart collaborations.
Smart Strategic Objective 3:
To contribute to the quality of education and research for the benefits of CPUT stakeholders through our cutting-edge research endeavours and across the African continent.
These smart strategic objectives can be translated into the following strategic actions.
Smart Action 1:
A smart agenda for multi-culturalism. Creating an agenda for diversity and globalisation through focused activities and the promotion of a pervasive culture of internationalisation. Examples could be internationalisation of the curriculum, joint supervision and joint research work.
Smart Action 2:
Smart partnerships. The nature of CPUT’s partnerships needs to be relevant and strategic, considering the technology factors as expounded by Fourth Industrial Revolution (4IR), Fifth Industrial Revolution (5IR), and the cyclical economy. Activities to be considered could include international qualifications in line with the Government Framework on internationalisation, shared programmes, shared research, and emphasis on the Vision 2030 imperatives, as well as the focus areas as partnership criteria.
Smart Action 3:
Smart direction of our internationalisation. Refocus the internationalisation efforts aligned to the African Agenda 2063 and the academic and research richness of the African diaspora (like the U6+) and links within BRICS. The focus should be on the tier 1 and tier 2 partnerships and efforts, and the value they bring to CPUT in terms of skills, capacity and infrastructure, in line with the human-centric and technologically-enabled focus of Vision 2030.
Smart Action 4:
Smart data and information management. This will reflect a one-stop integrated service and electronic data management system to plan and track internationalisation activities and ensure that there is feedback into the CPUT system. Measurable (quantitative and qualitative) outcomes based on objectives and targets set.
Smart Action 5:
Thought leadership. Continuously scanning HE nationally and internationally for developments in order to contribute to the goals and objectives of CPUT’s smart internationalisation. Being at the periphery of knowledge and understanding of the international field.
In order to achieve these, our strategic partnerships and internationalisation strategy, will be developed along the themes of comprehensive internationalisation in the HE space, namely Internationalisation at Home, Internationalisation Abroad, and Internationalisation of the Curriculum.
It is understood that smart internationalisation requires a global mind-set of skills and understanding of a world within borders and a world without borders. In developing such a multi-cultural mind-set, there are different actions that need to be taken.
Some of these are listed below and will be presented in the smart internationalisation framework in support of the Smart Internationalisation Strategy.
• A CPUT ecosystem in support of smart internationalisation
• Policies in support of smart internationalisation, for example international travel, partnerships and international funding
• Activities in support of the three themes of comprehensive internationalisation
• Oversight and review of strategy and measurable targets and outcomes
COLLABORATION operationalisation of the smart internationalisation strategy and the CPUT internationalisation ecosystem
• Capacity building projects and programmes, for example, project management, writing skills, research skills, communications skills, IT skills, understanding funding frameworks and entities, and specific requirements
• A smart internationalisation annual report
A CPUT ecosystem in support of smart internationalisation
Comprehensive internationalisation is more than three internationalisation components. At the macro level, comprehensive internationalisation looks into the development of a global mind-set, for continually looking for the edge of science in the global HE space. At this level, preemptive environmental scanning for enriching opportunities is critical. At the micro level, CPUT needs to develop the systems, people, processes and policies to develop and engage in smart internationalisation.
Therefore, comprehensive internationalisation becomes embedded in the institutional DNA. It requires that all systems converge to the goal of CPUTs Smart Internationalisation and work together to achieve this. It requires leadership direction and support, and an engagement and possible reskilling across the institution. It certainly will see the development of data and information systems in the form of analytics and big data to support proactive and reactive engagement, in line with the CPUT Vision 2030.
At the micro level, a dedicated strategic office, like the Strategic Initiatives and Partnerships Office (SIP), is invaluable in hosting partners, providing direction and high-level institutional support. SIP should ensure that the strategic direction is maintained and followed by faculties, and that support and information is provided to build smart internationalisation.
STUDENTAFFAIRS
Figure 3:
The CPUT ecosystem for smart internationalisation
oversight & direction
Oversight and direction can only be provided with relevant and up to date data and information. Therefore, an electronic system needs to be designed and supported to share information across the entity. This could take the form of smart international dashboard and analytics.
Strategic review committee
The purpose of the stra-tegic review committee is to provide oversight and direction at the institutional level by reviewing new partnerships and established ones. Internationalisation needs to create monetary and non-monetary value to CPUT, primarily by enhancing intellectual diversity nationally and regionally in T&L, research and CE. For instance, value can be determined through the level of collaboration (individual, departmental, faculty, institutional), linked to the CPUT focus areas, have a technology focus in line with Vision 2030 (4IR, 5IR, SDGs, NDP, cyclicality, entrepreneurial university), specific academic value (curriculum development, Master’s & Doctoral support and outputs, capacity building, research value (outputs, knowledge distribution) and contribution to South Africa’s interests, the interests of the SADC Africa, the BRICS, global south, emerging economies and the global world.
An internationalisation forum
The purpose of the internationalisation forum, hosted quarterly, is to provide a platform for discourse about internationalisation developments and good practices to take place between CPUT academic and support staff and contribute to developing a shared understanding and appreciation for internationalisation as a strategic imperative. We will invite experts and decision makers in the field and provide an opportunity for us, as CPUT, to engage and derive value for CPUT about developments in the field.
Funding and grants
Third stream income plays an important role in HE, hence resources should be provided to attract and maintain funding through large scale projects, international exchange programmes and study abroad programmes in order to deal with capacity building requirements and skills transfer.
Activities and events
CPUT needs to develop events, workshops and other multi-cultural activities in support of a global mind-set. Some examples are: Africa Day, Mother Tongue Day, International Students Orientation Programme, International Staff Welcome, Consular Networking Cocktail Reception, International Partnerships/ Scholarships Fair, International Student Day, and events involving the CPUT alumni. Activities should also be designed in support of the integration of international and exchange students and staff into the CPUT environment, in conjunction with the Dean of Students and the Registrar’s Office.
Smart internationalisation operating manual
No institution can operate without the prerequisite process and policies in place in support of the direction. An operating manual highlighting standard processes, frequently asked questions
and information for the international traveller should be developed.
Smart internationalisation annual report
Being of strategic importance to CPUT, an annual report on CPUT’s smart internationalisation outcomes and activities should contribute to the multi-cultural outcomes anticipated.
Web and media presence
Internationalisation needs to be embedded in the CPUT DNA. To this end, events and activities should be posted on selected platforms.
anticipated outcomes
CPUT’s smart internationalisation, and applying the principles of comprehensive internationalisation, will support the development of a multi-cultural society that can better prepare students and staff for the future world of work. Some envisaged outcomes are:
Increasing the number of international (including exchange, and short study abroad) students studying in South Africa (and at CPUT).
Attracting outstanding researchers to our institution and building research capacity and commercialisation of research.
Building world class networks of learning and innovation that can attract funding from outside the South African education system.
Equipping CPUT students and staff with skills and experience to compete in the global arena.
Increasing the numbers of CPUT students and staff who integrate the international experience into their studies and curricula through maximising mobility opportunities and applying for large-scale project grants.
Connecting the benefits gained from internationalisation in education with enterprises to support the achievement of the NDP goals.
Enhancing CPUT’s alumni networks to build global connections for greater social and economic outcomes for South Africa at home and abroad through our smart internationalisation.
Developing a structure for funding of internationalisation activities and support through levies and management fees.
and the relevant policies in support of smart
Africa Agenda 2063. www.un.org/en/africa/osaa/pdf/au/agenda2063.pdf
De Wit, H and Hunter, F. 2015. Assessing Internationalization in Europe. International Educator, Vol 24(6), p 4
De Wit, H & Leask, B. 2017. Foreword: Internationalisation, the curriculum and the disciplines”. In, Green, W & Whitsed, C (Eds.). Critical perspectives on internationalising the curriculum and the disciplines: Reflective.
Government Framework on Internationalisation. http://www.dhet.gov.za/policy framework for internationalisation in higher education.pdf
Hudzik, JK. 2011. Comprehensive internationalization: From Concept to Action Washington, DC: NAFSA.
Knight, J. 2011. The Internationalization of Higher Education: Motivations and Realities. Journal of international studies , 2011, Vol 10
Leask, B. 2015. Internationalising the Curriculum. Abingdon: Routledge. National Development Plan 2030. https://www.gov.za/ issues/national-developmentplan-2030
Science and Technology White Paper. 2018. https://tbdepartment of science/ NEW-White-Paper-Draft-1.5-V2-as-at-24-Novem ber-2017.pdf
