ࡱ> &#$%zakW7{y3T( sZ(m `  HNhttp://www.vgtu.lt/padaliniai/urd/?id=6Nhttp://www.vgtu.lt/padaliniai/urd/?id=6/ 0DArial Sans FB Dll.ׯ0DVerdanaans FB Dll.ׯ0" DTimes New Romanll.ׯ00DWingdingsRomanll.ׯ0@DBerlin Sans FBll.ׯ0"PDBerlin Sans FB Demi.ׯ0" A . '@n?" dd@  @@``   (  D6,,()  () 1 A,   8 (:L  ?f      5  xx [oym E     /X$r$kW7{y3Ti 0AA 33MMM333@8pqQʚ;P<(ʚ;g4KdKds ׯ0ppp@ <4dd8vS0l. <4!d!d8T0l<4BdBd8T0l80___PPT10 pp?~ jU~sienio ryais direkcijos direktor Asta Radzevi ienO  =hF J " Improving teaching staff mobility.# ""\  8=Does your institution have an internationalisation strategy? 2> > Yes No&33 =}Is Teaching Staff Mobility (in quantitative indicators) included into your university internationalisation strategy or plan? Z~d ~ Yes No&33  7lIs Teaching Staff Mobility (in quantitative indicators) included into general university development plan? zm-       Yes No( 33(  ArDoes your institution get financial support for international teacher mobility within the national funding scheme?:sH s Yes No* 33   ?Does your institution fully ( 100%) cover Teachers expenses related to participation in TSM under SOCRATES/ERASMUS?ww w Yes No 2 33  @Are TSM activities encountered into teachers performance assessment at your home institution? "b`.?    Yes No PartiallyP33 F    >zInternational Teaching Staff mobility at my home institution is limited within ERASMUS programme in a majority of cases. B{Ry  BYes , I agree No, I don t agree D! 33 " :9Has been TS mobility ever surveyed at your institution? ::9 Yes No2 33 9Have you ever brought teachers participating in TSM activities in your institution together? e.g. for institution-wide conference, round table, BBQ?*          Yes No L33:  M What of it?  ?????????????????????????? BBenefits for the institution  similar, institutional strategies- differentbL33  L  Institutional outcomes of TSM (out/in): Institutional capacity building; Curriculum development, enriching teaching programmes with an international perspective and new teaching methods Contribution to the internationalisation at home for non-mobile students; Visibility and promotion of the home institution; Spin-off i.e. increased mobility of other TS; Spin-off i.e. increased student mobility in/out; Possible recruitment of non-exchange international students; More attractive learning environment; `-ZZ,!33l    H1Institutional outcomes of TSM (out/in):Continued22`     T(Informal) assessment of the quality and approaches to learning and teaching Possibility to diversify international contacts/activities of the institution: Updating teaching techniques within institution ( copy, transfer, adapt, etc.). Keeping contacts with own students abroad Enhance the reputation of university abroad Synergy: 1+1=3 $UD33 U I@Benefits: Teachers perspective $!"  Personal experience and professional competence+ possibility to test him/herself. Updating teaching content; Updating teaching techniques ( copy, transfer, adapt, etc.); Collecting ideas for curriculum development and course innovation; Opportunities to develop new partnerships and maintain existing professional contacts; Opportunities to diversify personal international activities by other types and areas of activities e.g. research; Enhance ,,the popularity among students at home; Improve language and presentation skills :) Increase awareness to work in international settings; Career perspectives (promotion?) 6mPP/33?n  j [ J:Losses: Teachers perspective  ?Time! Time! Time! Time! Time! Time! Time! Ask the teachers!4.ZZ.? CjAt the starting Internationalisation point Managerialism k"33 "33"\       Knowledge on : organisational structures, resources allocated to facilitate TSM, actors in power. organisation culture Corporate culture Internationalisation zk*d33&33:{    j! TS Mobility management: Planing T! %33 33%X     Defining and ascribing planing and implementation functions: IRO, faculty administration, academics? Create plans; i.e. match the possibilities, capacities, institutional and individual goals. Create regulations and describe procedures by internal documents: http://www.vgtu.lt/padaliniai/urd/?id=6 Timetable of activities; Making the plans public in the institution. Monitoring, control, change management. @HPPWPP   ( [ +    * ( H0-l#Implementation Motivation 33& 3Advertising TSM wihin institution Building positive attitude of academic community towards TSM conferences, surveys, dissemination of good practices, information on possible outcomes, getting supportuniversity management and VIPs support, spreading of idea. Choosing IRO role and interaction approach: ? Total management of all stages +responsibility for results ? Emergency help function ? Control + responsibility for results ? Monitoring, analysis +no responsibility for results ? Everything in one Enhancing bottom-up initiatives through Empowerment `PP-PP4PP`-5                 m%Implementation: IRO role  Administrative and technical support communication with partners critical cases; ,,reminding messages , examples of introducing letters, CVs., university presentation with basic data. Finance management Change management, redistribution of resources and tasks if needed. Giving more responsibilities to the faculties and departments- Role of coordinator, freedom to change partner structure. Gathering and dissemination of information on TSM within institution, TSM outcomes, experiences, other related information). Creating system of institutional financial support for TSM Lobbying for recognition of TSM for teachers promotion, career development; Developing training programmes for TSM participants. :P% 7  o&Managerial Challenges *$  ? Identify obstacles (surveys, talks etc.) and eliminate obstacles TSM Quality assurance (Extr.motiv) Language preparation of TS, language courses, assesment financed by university); Publicity and faculty control; Selection of potential TSM candidates Combining tasks ( not only teaching , other tasks too) (Intr.motiv). Promoting home institution: info packages, example of PPT presentation of the university with basic data on the internet. Maximise possible benefits of TSM in line with institutional development strategy. Academic recognition of TSM (Extr.motiv) @@PeF|                       y        E.Keeping TSM contributing to HEIs development //".   cTSM attractive for university management? TSM attractive for teachers? TSM attractive for students?ddc OMotivation options:   yMake Teachers believe that they a doing a great job. Make others (institution!) believe that they a doing a great job. (5Dz z NMotivation in Practice:*0  4Goal Setting (MBO) Aligning personal & Organization Goals Goal Acceptance Goal Commitment Rewarding Self management Learning Approach- Belonging to the Team Participative & Empowerment TQM Organisation policies-(Job Characteristic Concept, Job security) Reward System Performance Evaluation System QW nQV33"33n33 5 n$Future development "  ! Quantaty ? Qualitity? Both QQ?Z   L      F" Teachers ,, role is crucial in bringing Europe to your university. Official SOCRATES/ERASMUS site 4lF% l 44Thank you! 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I hope it ill be a mixture of presentations and discussion, as I m sure that all of us here are well aquinted with in the problem and we can benefit a lot from sharing experiences. I d like offer you a kind of very short checklist of TS mobility related issues . Yes raise your hands if you can answer yes whirl [w:l] your card , if you can t decide to which group to attribute yourself. Hh? O<         & _       H  H  09g ? ̙33b80 @ r(  X  C Bx     S     tThe question doesn t assume the famous European Policy statement, which has been compulsory written by all of us. My question is about having more comprehensive [: kAmpr i9 hensiv] document.8S  9       H  09g ? 3380___PPT10.EƵ90 ` (  X  C Bx     S "    Or other professors teaching abroad? This is a Question for administrators which could be transformed for teachers as: Have you ever been participating in the event for teaching staff participating in TSM $& ~    H  09g ? 3380___PPT10.E@ڥ:0  (  X  C Bx     S 2    _I mean TSM outcomes, benefits, obstacles for mobility, teachers vs administrators perspective .@   H  09g ? 3380___PPT10.E70   (  X  C Bx     S ;    " H  09g ? 3380___PPT10.FУA> !0 0, (  ,X , C Bx    , S I    "Different planning practices? Which one is more effective? Depends on organosation culture, common management approaches. Create plans= match possibilities, capacities, institutional and individual goals. We have quite decentralized activities, corrected slightly by us at the central level. What we do. Faculty coordinators create the list of possible Teaching visits, and discuss it with us. We cut or add something and keep is as for a plan. Srtartiing from the very beginning we Created regulations and described procedures by internal documents: http://www.vgtu.lt/padaliniai/urd/?id=6 Timetable of activities; For sure within the first four week have been attacked thousand times in the corridors by those who call you stupid bureaucrats, because they red 2 pages of instructions. In a month they will be grateful that you described everything, and explained who is responsible for what. Making the plans public in the institution. Monitoring, control, change management., at VGTu is on the central level. JzV  v 9     |  O                2  ,    0/VH , 09g ? 3380___PPT10.FD> #0 g _ P4(  4X 4 C Bx   _ 4 S К    Succesful implementation means to find appropriate motivation tools on intitutional level. People are motivated by different methods and different reasons. The theory discerns two types of motivation: intrinsic and extrinsic. So on the institutional level a combination of both types works well. Enhancing bottom-up initiatives skatinimas throgh Empowerment i.e.concluding agreements for TSM, the right to choose partners. INSTRUMENTS Annual information and experience sharing sessions to discuss the development of staff mobility. Guide for outgoing Erasmus teachers; Website-based information on all incoming Erasmus teachers. increase the number of teaching programmes given in English teacher mobility can be used as a means of extending the experience of academic staff and enabling them to teach in a different academic culture and environment; of providing a basis for the promotion of outward Erasmus student mobility; of enriching the curriculum and the learning experience for your own students through inward teaching mobility. &_L o  >                   8  H 4 09g ? 3380___PPT10.FD> %0 (  `8 (  8X 8 C Bx     8 S     Administrative and technical support comunication with partners critical cases; ,,reminding messages , examples of introducing letters, CVs., university presentation with basicc data. INSTRUMENTS Annual information and experience sharing sessions to discuss the development of staff mobility. Guide for outgoing Erasmus teachers, information on institution; infpormation packages Website-based information and report on all incoming Erasmus teachers. increase the number of teaching programmes given in English is tight lycomnected with bot outgoing and incoming tSM. Gathering and dissemination of information on TSM within institution, TSM outcomes, experiences, other related information), keeping in mind all posible benefits of TSM IaH strategijos kontekstas).F% B                                       H 8 09g ? 3380___PPT10.FD>k&0 p<{(  <X < C Bx    < S h    }9Increased numbers and quality of TSM means a lot of job for admiistrators.??????????? Selection of potential TSM candidates UUPS Maximise possible benefits of TSM in line with institutional development strategy. Do not forget incoming teachers try to make them visible and lecturing as many hours as possible. &: <         c H < 09g ? 3380___PPT10.FD>J $0   @Z (  @X @ C Bx     @ S     \ <If you reached certaian quantity think about the quality. If you can t have quantity think about quality In both cases think about quality What is an attitude or possible attitudes of our network to TSm, and how we could facilitating TeMcontribute to institutional capacity building: What are the ways to impriove that particular activitu within the network and make it beneficial for each institution? do we need more More teachers within the netwoK  quntity More teachers with excellent reputation CV and excellent competence More younfg staff members in ordder to contribute to the network. this is time for discussion, the floor is yours now.   t               H @ 09g ? 3380___PPT10.F7F>40  D(  DX D C Bx    D S t4    tThank you for your active participation and your ideas, thanks a lot for George s contribution. Of course we touched only the edge of the problems related to TS mobility but at the same time it was really great job done within the time set. I hope that this discussion ranging from quite general theory and philosophy to very practical tips, how to deal with specific problems has been mutually encouraging and beneficial. Thanks a lot.   H D 09g ? 3380___PPT10.F7F>@0 A9@l(  lX l C Bx   9 l S 8I    9 (e.g. participation in the perrenkant kadencijai , kaip :9Z         H l 09g ? 3380___PPT10.FP#FA0 `tV(  tX t C Bx    t S 6    XI man ,,Will an institution get more state funding for the increase of numbers of mobile teachers. It concerns general scheme , not in the frame of socrates progrmme funding. e        H t 09g ? 3380___PPT10.Fhe$%B0 $$|4$(  |X | C Bx   # | S      6#fThere is a wide range of institutional benefits behind TSM, identified in the theory and by the practitioners of international education: Many of us agree on the same benefits we could get , but unfortunately its clear that the same strategies which has been effective in one institution might be absolutelly useless and ineffective in another institution, because of different organisational realities : different organisational structure, resources allocated to facilitate TSM and actors in power, organization culture, Some of the outcomes mentioned here are just obvious and used in almost every presentation, report on TSM, but I d like to start from the utmost import point, we often forget : INSTITUTIONAL CAPACITY BUILDING! Teachers are the most important university strategic resource. Unversity s capacity is grounded on human resources (on the knowledge and skills of its members). Participating in TSM is a kind of learning of certain group of Unieversity staff. TSM is a part of HRD, which is both a process and a goal, And this type of HRD ( in the ideal situation) must involve a planned approach, aimed at changes in knowledge, skills, understandings, attitudes and values, and in the behaviour of taching staff. From an internationalisation perspective the new quality of HR of the institution is one of the ends in itself. Thus, European funding for TSM might be traeted as external funding of institutionsl HRd, more valued and used more effectively. Other outcomes are more often mentioned in different reports: INCREASED FLOWS of lecturers and professors from abroad CREATE MORE attractive LEARning enviroment for local students, and international students too. Promotion of the home institution; Talking to prospective (exchange) students at partner institutions, talking to teachers , potential resaerch partners , making institution known. Students benefits from TSM The whole student community could benefit mobile and non-mobile, local and international It is likely that internationally obile teachers are more sensitive to cultural differences in teaching nad learning styles, so they are more responsive to international students needs. Outgoing students could benefit from: visiting & consulting them, understanding of real situation, discussing academic and administrative problems during their studies abroad Opportunity to be instructed by teachers coming from abroad; Opportunity to be instructed by local teachers with international experience; Possibility to benefit from international dimension integrated into curriculum (content); Possibility to benefit from internationally validated teaching methods and techniques (form); More positive teachers attitude to international studies and international students; Develop of international and intercultural awareness. Incoming students: participants of TSM might be more sensitive to cultural differences in teaching and learning styles. Outgoing students could benefit from visiting & consulting them by teachers from their home institution. Losses? Drawbacks? Problems? Ask the students 4 $ns4-$ */r !     &   ^       A + 6   .                 E  +  | a           0             *                   8   e  .  0  '     B o W   H | 09g ? 3380___PPT10.FPOJ~C0 (  X  C Bx     S P5     I d like to switch back to administrative perspective. How to improve institutional strategies and first off all the tools we are dealing with in order to enhance TSM. We are working between two extremes I think one extrieme is the sitiuation where everything is related to international activities are based just on good will, passion and contribution of the true- believers, those who recognize the value of international or internationalized education, with all the attributes of it. I think this situation is well known for many of us. Another model is based on internationalisation integrated into very activity of the university: studies, reasearch, administratio and social life. It means well planned, well organised and acurately accounted inernational activities. In these institutions international activities iare usually hihly ranked and placed on the top of the list of the competitive advantige tools of the institution. These pure types are quite rare but exist. The first one cost almost nothing just manpower, but is quite effective in the situation of limited organizsational resourses, allocated for international activities. From another side, carefully managed activities could be also an outcome of corporate internatonalisation culture, but more often are the result of precisely measured, assessed, accounting, so financed international activities. We are somwhere in between& usually In this part I d like to use our experience managing TSM at VGTU. I dare say that numbers show that we are quite successful in this area, so maybe our experience could be helpful for some of you. 6[B:$,a .  $    }   M                  /         I (         *  :             H  09g ? 3380___PPT10.F`*SE0 &(  X  C Bx     S (b     We Administrators want much more than just to facilitate TSM as good in itself, we want it to contribute to the institutional development. But this process could lack vitality and real power to change when we employ our favourite administrative methods only: procedures, regulations, plans. TSm could have power, sparkle and real impact from the institution if only it has a value for university management, teachers and of course students too. So motivation is behind the attractiveness. What are the strategies and the tools. Keeping teaching staff mobility contributing to HEIs development >>>>>> Keeping Teaching staff mobility important for university management? Explaining possible outcomes and positive effects of TS for the institution Nepamirsti kad TS exchanghe yra AMI capacity building issue The capacity of the firm to build organizational capacities by itself is meta-capability and is highly affected by the institutional qualities. The institution capacity bulding raises a question of what constitutes a firm s unique competence, whether a particular group of organizational actors exist with the resources (basically the knowledge and skills of its members) and socio-cultural configuration in order to perform that cannot be imitated by rivals. As HRD is both a process and a goal, it involves a planned approach to learning aimed at changes in knowledge, skills, understandings, attitudes and values, and in the behaviour of a learner or group of learners. Institutionzal competence development is often associated with a technical goal to reach certain level of knowledge or gain skills to be more efficiaent. From an internationalisation perspective the new quality of HR of the institution is an end in itself. Keeping teaching staff mobility contributing to HEIs development >>>>>>Teaching staff mobility attractive for teachers? Why it s important and could be very attractive for teachers Keeping teaching staff mobility contributing to HEIs development >>>>>>keeping teaching staff mobility contributing to students? The whole student community could benefit mobile i.e outgoings: visiting, consulting, understanding of real situation, discussing academic and administrative problems during their studies abroad. Non mobile  I can t go to stusdy abroad, but : I can be instructed by teachers with international experience (although they are local); + I can be instructed by teachers coming for teaching visit from abroad; And benefit from internationally vlaideated teaching methods and techniques (form), Integrated international dimension within curriculum (content); = I can develop my awareness for internationalbe more instructed byN P&B<   ?                              1              H  09g ? 3380___PPT10.Gps>0 ~vP(  X  C Bx   v  S H    Express your opinion regarding the following statement , whirl your card if it s true partially. 2  B H  09g ? 3380___PPT10. Hv H0 ~ v  (  X  C Bx   v   S `      Synergy: 1+1=3 means that every teachers/ experience should have and usually has a spin-off effects, so sending two teacher abroad institution has greater effect not just a su of benefits of two persons. These all where benefits from institutional perspective , the losses are our: administrative ones (first of al in terms of resources). *************************************** So, our problem is that we have to enhance TSM, and need to find a solution how? I m not going to touch managerial issues right now, let s leave it for the later stage of our discussion. I d like And I think we are at the good point. I  d like Gregory Macrides to take the floor O: and share with us his view on possible institutional strategies and solutions how to improve TSM and its management. 33D     H               H  09g ? 3380___PPT10.(H04 I0 0(  X  C Bx     S 4    2 Personal experience and professional competence+ possibility to test him/herself. Career perspectives (promotion?) it depends if itsi valued formally or at least informally? Students benefits from TSM The whole student community could benefit mobile and non-mobile, local and international It is likely that internationally obile teachers are more sensitive to cultural differences in teaching nad learning styles, so they are more responsive to international students needs. Outgoing students could benefit from: visiting & consulting them, understanding of real situation, discussing academic and administrative problems during their studies abroad Opportunity to be instructed by teachers coming from abroad; Opportunity to be instructed by local teachers with international experience; Possibility to benefit from international dimension integrated into curriculum (content); Possibility to benefit from internationally validated teaching methods and techniques (form); More positive teachers attitude to international studies and international students; Motivation Develop of international and intercultural awareness. Incoming students: participants of TSM might be more sensitive to cultural differences in teaching and learning styles. Outgoing students could benefit from visiting & consulting them by teachers from their home institution. Losses? Drawbacks? Problems? Ask the students / 33# \ */r !     &   ^       L + 6   . Z  (   0  '     B o     H  09g ? 3380___PPT10.)Ha6 J0 0F(  X  C Bx     S E `  H@___PPT9" Teachers (as all of us have only 24 hours per day) unfortunately& . Teaching abroad needs some extra preparation, the time spent for teaching abroad means less time for teaching at home, an average visit takes 5 working days, so it depends but a number of less teaching hours at home and necessity to compensate lectures after coming back, Less time for research and other activities, which sometimes are better paid and higher valuated by the institution Ask the teachers about other problems . Our experience, annual surveys, discussions, roundtables shows that other problems are usually kind of administrative ones. Which means that in many cases these problems could be solved by us administrators using managerial tools. ^W" v" /(v 1 P |   S  H  09g ? 3380___PPT10.AHP/RM0 |t` (  X  C Bx   t  S S    | Let s frame our starting position Well we are x % teachers to % administrators here . We have couple experts here, who could present their good practice and we hope very much that you ll share your experience with us. The majority of institutions we represent here have an internationalization strategy, unfortunatelly tis is not a case of my institution and my country either I dare say. Regardless the fact that many institutions have internationalisation strategies, quite often we are not sure about what are the targets exactly, and I could gues that if student mobility is more or les detailed in terms of quantitative indicators, the goals of internationalisation related to teaching staff are guite blurred. In order to decrease this uncertainity we international relations administrators try to do our best: we try to understand general tendencies in Europe at least, we try to get insight into situation at our institution. And having a chance we attend such conferences or seminars looking for the remedies. For our workshop of today we have got some tasks . We were asked to discuss TSM benefits from three perspectives: teacher, student and institution. I ll start start from students and teachers and then Gregory will continue, he ll present his view on institutional and inter-institutional strategies of TSM . *?  % DW    :          m  y        B    H  %         $ H  09g ? 3380___PPT10.fH=0 p(  X  C Bx     S <    rI mean TSM and included into strategy and defined like e.g. ,,to increase TSM to partner institutions in 25 % within three years& Green means both included and expressed in numbers.    H  09g ? 3380___PPT10.H0{DN0 vn(  X  C Bx   n  S Q T  <4___PPT9 Belonging to the Team, means to be engaged in a social interaction where the individuals are making you feel good by validating your skills, accepting you, or affirming your status. Create an opportunities for networking, formal or informal. Createthe feeling that thay are a team. We checked the strenght of this motivation just a month ago, when we had training on Teaching in International classroom for our TSM participants. It s a great feeling for them, and na instrument for us. Participation & Empowerment, qiute"Modern Concept", give them other tasks, they might like to be visible. Herzeberg's Motivating & Maintenance Factors Motivating (Intrinsic)- Opportunity for achievement Responsibilities Recognition- Advancement/promotion- Creativity- Challenge of work- Personal Growth Maintenance (Extrinsic)- Organisation policies- Salary- Job security- Employee benefits- Job Status- Personal life, have an interestig life, enrich your life W-j-*,{        ?                                  H  09g ? 3380___PPT10.IPO0 0( (   X   C Bx   (   S \    What administration couldmake to motivate Teachers Motivation Processes: - make them believe that they a doing a great job. Create intrinsic motivation , Unfoprtunatelly, intrinsic Reward is intangible Its like an its an activity leading to positive satisfaction or Social Feedback, Make others, institution beleive that they a doing a great job,. CREATE Extrinsic MOTIVATION, but then REWARD usually means something tangible. H"-Jn             H   09g ? 3380___PPT10.IeLbr  pz `vjl`${Zg 8@:00 L Pc$ ),B 08U@<jlPrxfޱh<1Oh+'04 hp  0 < HT\\ SOCRATES/ERASMUS PROGRAMA Auktasis mokslas Ilona Kazlauskaite 2004IlonaProfileastrad106Microsoft PowerPoint@@@yO&@P.iK8G2g  O&" WMFC \\'lx EMF\'`h@~F(GDICx!b $$==^t$0T ( % % V0xx x % % $$AA( " FGDICF(GDIC !b $$=='% % V0 \% % $$AA$$==_888% % W$W % % $$AA( " FGDICF(GDIC km!b $$==_888% % W$jmN % % $$AA( " FGDICF(GDIC l.wFGDICF(GDIC jFGDICF(GDICMcFGDICRp@"Verdana4ďDSVerdanh2N\U@"Verdan 0 hӏSxO0O0$%0\Uhӏжُ]7P0]7hӏ,Py0ȏxˏdv%    333TiSWAAiWLlDr. Asta Radzevi % ( Rp@"Verdana4ď@"Verdan 0 hO|4PQ|Hm|{ hӏжُ7P0]7%0\U0y0 ȏxˏdv]7PPv%8 8(PxO.!dv%    333TTSWAAWLP  % ( Rp@"Verdana4ďQ|Hm|{ hӏжُhO|4PQ|Hm|{ 0y0 ȏxˏdv7PPv%0\Uп(P xO.!dv]7PPDoes your institution have an internationalisation strategy? ~Is Teaching Staff Mobility (in quantitative indicators) included into your university internationalisation strategy or plan? mIs Teaching Staff Mobility (in quantitative indicators) included into general university development plan? sDoes your institution get financial support for international teacher mobility within the national funding scheme?wDoes your institution fully ( 100%) cover Teachers expenses related to participation in TSM under SOCRATES/ERASMUS?bAre TSM activities encountered into teachers performance assessment at your home institution? {International Teaching Staff mobility at my home institution is limited within ERASMUS programme in a majority of cases. :Has been TS mobility ever surveyed at your institution? Have you ever brought teachers participating in TSM activities in your institution together? e.g. for institution-wide conference, round table, BBQ? What of it?LBenefits for the institution similar, institutional strategies- different2Institutional outcomes of TSM (out/in):Continued!Benefits: Teachers perspective Losses: Teachers perspectivekAt the starting Internationalisation point Managerialism !TS Mobility management: Planing Implementation MotivationImplementation: IRO roleManagerial Challenges /Keeping TSM contributing to HEIs development Motivation options:Motivation in Practice:Future development Slide 25Thank you! Lets continue!  Fonts UsedDesign Template Slide Titles 8@ _PID_HLINKSA(http://www.vgtu.lt/padaliniai/urd/?id=6_astradastrad  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"'Root EntrydO)PicturesCurrent UserSummaryInformation(D4PowerPoint Document(DocumentSummaryInformation8