2015 09 12 Gell Habilitation Theses Internationalisation (PDF)

Increase of Students’ personal Development by Internationalisation Habilitation Thesis authored for the Habilitation Process at the University of Defence Brno / Faculty of Military Leadership Czech Republic Committee in Charge: Habilitation Commission Author: Colonel Dr. Harald GELL, MSc, MSD, MBA Head of the Docentship for Comparative Military Leadership Education at the Theresan Military Academy in Austria & Chairman of the Implementation Group of the European Initiative for the Exchange of Young Officers inspired by Erasmus of the European Security and Defence College in Brussels Brno and Wiener Neustadt, September 2015  I G A U D E O D I S C E R E U T D O C E A M (Seneca)  II Abstrakt a klíčová slova v češtině Habilitační práce zkoumá, zda mezinárodní aktivity podporují osobnostní rozvoj studentů. Oficiální dokumenty – většinou na úrovni Evropské unie – vyžadují úzkou spolupráci mezi členskými státy EU v oblasti vzdělávání a stanovují strategické cíle. Ale jen velmi zřídka existují vědecky ověřené důkazy, které popisují, jaké výhody získávají studenti z mezinárodních aktivit. Tuto mezeru autor vyplňuje předkládanou prací. Na Vojenské Akademii Marie Terezie se používají tři způsoby stanovení osobnostního rozvoje studentů. První z nich je srovnání úrovně studentů před a po období mobility. Druhý je porovnání metabolických dat studentů, opět před a po jejich mobilitě. Třetí je analýza existujících externích hodnotících zpráv z Modulu společné bezpečnostní a obranné politiky, vedených na Vojenské akademii Marie Terezie v minulých letech. Výsledky ukazují – pokud jde o známky – že všichni studenti po jejich návratu ze semestru v zahraničí vykazují lepší výkony, než studenti bez mobility. Pokud jde o metabolická data, studenti po mobilitě mají mnohem lepší výchozí schopnosti se vyrovnat s výzvami, než studenti bez mobility. Třetí výzkum ukazuje, že dokonce i krátké mezinárodní akce mají pozitivní dopad na osobnostní rozvoj studentů. V závěru – na základě výsledků této práce – autor navrhuje navázat na výsledky výzkumu a předložit doporučení k rozšíření a usnadnění výměnných pobytů. Klíčová slova v abecedním pořadí: Evropská Unie, Internacionalizace, Kompetence, Metabolická data, Modul Společné Bezpečnostní a Obranné Politiky, Osobnostní Rozvoj, Srovnání úrovně, Studenti, Vojenský Erasmus, Vyhodnocení klinického stresu.  III Abstract und Schlagworte in deutscher Sprache Die Habilitationsschrift untersucht, ob internationale Aktivitäten die Persönlichkeits- entwicklung von Studierenden fördern. Offizielle Dokumente – hauptsächlich auf Ebene der EU – fordern ihre Mitgliedstaaten zu einer engen Kooperation im Bereich der Ausbildung auf und legen die strategischen Ziele fest, jedoch existieren kaum wissenschaftliche Studien über die Vorteile für Studierende, welche auf internationalen Aktivitäten basieren. Diese Lücke wird mit der vorliegenden Schrift geschlossen. Drei verschiedene Zugänge werden angewandt, um die Persönlichkeitsentwicklung von Studierenden der Theresianischen Militärakademie festzustellen. Die erste Unter- suchung vergleicht die Studierendennoten vor und nach deren Auslandsentsendungen. Die zweite Untersuchung vergleicht ihre Stoffwechselwerte, wiederum vor und nach ihrer Auslandsausbildung. Der dritte Zugang ist eine Analyse von bereits vorhandenen externen Evaluierungsberichten bezüglich der Gemeinsamen Sicherheits- und Verteidigungspolitik-Module, welche an der Theresianischen Militärakademie in den letzten Jahren durchgeführt wurden. Die Ergebnisse bezüglich der Noten zeigen, dass sämtliche Noten von Studierenden, welche in ein Auslandssemester entsandt wurden, nach ihrer Rückkehr besser sind als die Noten von Studierenden, welche keine Auslandausbildung absolvierten. Betreffend die Stoffwechselwerte haben Auslandstudierende im Vergleich zu Studierenden, welche nicht im Ausland waren, eine bessere Ausgangssituation, um Herausforderungen besser zu bewältigen. Die dritte Untersuchung zeigt, dass sogar kurze internationale Aktivitäten eine positive Auswirkung auf die Persönlichkeitsentwicklung von Studierenden haben. Auf Basis der Ergebnisse schlägt der Autor am Ende Folgeforschungen vor und erlaubt sich, Empfehlungen und Anregungen zur Erleichterung und Intensivierung der Austausche zu geben. Schlagworte in alphabetischer Reihenfolge: Clinical Stress Assessment, Europäische Union, Internationalisierung, Kompetenzen, Militär-Erasmus, Modul der Gemeinsamen Sicherheits- und Verteidigungspolitik, Notenvergleich, Persönlichkeitsentwicklung, Stoffwechselwerte, Studierende.  IV Abstract and Keywords in English The Habilitation Thesis researches if internationalisation-activities increase students’ personal development. Official documents – mostly on European Union level – request close cooperation among the EU Member States in the field of education and set strategic goals, but very rarely scientifically proven evidences exist which describe the benefits for students based on internationalisation-activities. This gap the author fills with the present thesis. Three avenues of approach are used to determine the personal development of students of the Theresan Military Academy. The first one is a comparison of students’ grades before and after their mobility periods. The second one is a comparison of students’ metabolic data, again before and after their mobility periods. The third one is an analysis of still existing external evaluation reports for Common Security and Defence Policy modules conducted at the Theresan Military Academy during the past years. The results are that – concerning the grades – all mobility students perform better than non-mobility students after their return from a semester abroad. Concerning their metabolic data mobility students have a much better starting situation to manage their challenges better than non-mobility students. The third research shows that even short international events have a positive impact on students’ personal development. Finally – based on the thesis’ results – the author proposes followup researches and ventures to give recommendations and suggestions to facilitate and increase exchanges. Keywords in alphabetical order: Clinical Stress Assessment, Common Security and Defence Policy Module, Comparison of Grades, Competences, European Union, Internationalisation, Metabolic Data, Military Erasmus, Personal Development, Students.  Gell Habilitation Thesis: Increase of Students’ personal Development by Internationalisation Page 1 of 134 1. Table of Contents 1. Table of Contents 1 2. Preface 3 3. Preamble 5 4. Introduction 10 4.1 Thesis’ Concept 10 4.2 Terms and Definitions in alphabetical Order 15 5 Linkage to Scientific Disciplines 17 6. Current State of Research 20 6.1 General Remarks 20 6.2 Model of Competences 20 6.3 Comparisons of Grades 23 6.4 Comparisons of metabolic Data 26 6.5 The Initiative and the Analysis of external Evaluation Reports 29 6.6 Summary of the Chapter 44 7. Research Gap 45 8. Research Questions 46 9. Methodology 48 9.1 General Remarks 48 9.2 Methodology for Comparisons of Grades 49 9.3 Methodology for Comparisons of metabolic Data 51 9.4 Methodology for the Analysis of external Evaluation Reports 54 10. Research and Results of Research 55 10.1 Personal Development of Mobility Students ascertained by their Grades 55 10.1.1 General Remarks 55 10.1.2 Graduation Class 2010 56 10.1.3 Graduation Class 2011 57 10.1.4 Graduation Class 2012 58 10.1.5 Graduation Class 2013 60 10.1.6 Graduation Class 2014 61 10.1.7 Graduation Class 2015 62 10.1.8 Comparison of all Graduation Classes 64  Gell Habilitation Thesis: Increase of Students’ personal Development by Internationalisation Page 2 of 134 10.2 Personal Development of Mobility Students ascertained by their metabolic Data 66 10.2.1 General Remarks 66 10.2.2 The Calculation 67 10.2.3 The Interpretation 71 10.3 Personal Development of Students ascertained by external Evaluation Reports 72 10.4 Summary of the Chapter 73 11. Discussion of Results (pros and cons) 75 12. Restriction of Validity 79 13. Benefit for Scientific Disciplines 82 14. Prospects 84 15. Summary 86 15.1 Motivation 86 15.2 Search for completed Studies 87 15.3 Methodology 88 15.4 Results of Research 88 15.5 Concluding Chapters 89 16. Suggestions and Recommendations 90 17. Annexes 95 17.1 List of Abbreviations 95 17.2 List of Figures 98 17.3 List of Tables 99 17.4 List of Literature 100 17.4.1 Publications of the Author used for the Thesis 100 17.4.2 Books 104 17.4.3 Webpages 104 17.4.4 Official Documents 105 17.4.5 Grey Literature 106 17.5 Author’s Publications 120 17.6 Curriculum Vitae 132 18. Affidavit 134  Gell Habilitation Thesis: Increase of Students’ personal Development by Internationalisation Page 3 of 134 2. Preface The chapter describes the author’s personal relationship to the topic and provides acknowledgements to certain persons and institutions. “National champions are outdated.”1 According to this citation by the European Union (EU) Commissioner for Competition, the Theresan Military Academy (TMA) started its major exchange activities in 2005. Because of the tremendous increase of incoming and outgoing students and lecturers, there was the need to create an International Office (IO)2 dealing with all these exchanges. In 2012 the author of the present thesis was appointed as the head of this organisation.3 That is why it is a personal interest of the author and should be of value as well to have a deeper scientific look, if exchange activities may have a benefit for the future officers’ personal developments. In 2015 the author was appointed as the Chairman of the Implementation Group (IG)4 of the “European initiative for the exchange of young officers inspired by Erasmus”.5 This Initiative’s goal is to harmonise the European Basic Officer Education – one main avenue of approach is to increase exchange activities. As stated above, a scientific evidence for future officers’ increased personal developments by exchanges would help a lot for better argumentation against those persons who criticise exchanges owing to the increased costs. The author would like to express his gratitude to the Faculty of Military Leadership at the University of Defence in Brno – in particular to the Dean, Col Assoc. prof. Ing. Vladan Holcner, Ph.D. – for the possibility to submit this Habilitation Thesis in English. A special thanks goes to the Commission Members for this Habilitation Thesis who render a lot of effort to go through the entire thesis. With all the elaborations of the past 1 Citation of Kroes, N., European Union Commissioner for Competition. Cit. acc. to the homepage of Wirtschaftszitate.de. URL: http://www.wirtschaftszitate.de/autor/kroes_neelie.php. [7-8-15]. 2 Remark of the author: The official Austrian name of the IO translated into English is: Docentship for Comparative Military Leadership Education (International Cooperation). 3 Remark of the author: The author’s Curriculum Vitae (CV) can be found in sub-chapter 17.6. 4 Ibid. 5 Remark of the author: The quoted name is the original one as of 2009. Other names are “Military Erasmus”, “Erasmus Militaire”, “EMILYO” (Exchange of Military Young Officers) or “The Initiative”. The last expression is in most common use at present time and is also used in this thesis hereinafter.  Gell Habilitation Thesis: Increase of Students’ personal Development by Internationalisation Page 4 of 134 years the author hopes to be able to convince them that the results are valid, accurate and beneficial for all the persons and institutions involved in international activities. A cordial thanks goes to Univ.-Prof. Dr. Sepp Porta and his family. The head of the institute for applied stress-research contributed with his decades-long experience to one of the most important thesis’ results. He supported with his Clinical Stress Assessment (CSA) method the scientific findings essentially. The Head of Institute and Programme Director of the FH Bachelor Programme Military Leadership at the TMA – BrigGen Mag. Karl Pichlkastner – supported the author in allowing him to use databases of officer cadets’ grades and supported the Habilitation Process as such. The author expresses his gratitude to him. The author also would like to take a call to Mrs. Eva Rainer from the Department for Study Affairs of the FH Bachelor Programme Military Leadership who tried hard to provide officer cadets’ and civilian students’ grades of the past ten years to the author. A special thanks goes also to Mrs. Maria Meitz from the library of the FH Bachelor Programme Military Leadership who reviewed this thesis with a special plagiarism program to make sure that not any thesis’ part can be accused of plagiarism. Mag. Christian Thuller – English teacher of the FH Bachelor Programme Military Leadership at the Theresan Military Academy – checked the present thesis concerning proper English. Many thanks for his efforts. Last but not least the author gives thanks to the 165 probands who not only had to endure different burdens but also had to provide their blood for the stress measurements with the CSA method.  Gell Habilitation Thesis: Increase of Students’ personal Development by Internationalisation Page 5 of 134 3. Preamble The chapter draws the reader’s interest to the topic, should convey the importance of the Habilitation Thesis and should inspire to continue reading. „In a changing world, a person who is able to drive different types of cars will always be a better driver than those ones who just drive a single type their whole life.“6 In the spirit of this citation, in 2009 during one of the Bologna follow-up conferences the following strategic goal was issued: “In 2020, at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad.”7 In this communiqué it is stated that the mobility of students, researchers and staff enhances the quality of programmes and that mobility is important for personal development. Mobility also increases the competition and cooperation between higher education institutions.8 We can see these statements as arguments of politicians to reach a certain goal, but are they valid? Does the mobility of students really enhance their personal development? In the communiqué not any scientific research was mentioned which verifies the statements’ validity. With this thesis the author would like to prove, if – taking into consideration the strategic goal for the year 2020 – Higher Education Institutions (HEI) are on the right track or go astray. In 2008 the Implementation Group (IG) for the “European initiative for the exchange of young officers inspired by Erasmus” was founded9 based on a Council decision of the EU Ministers of Defence.10 Education experts from all 28 EU Member States are to 6 Citation made by Col Rainer, R. (2015) from the Austrian Ministry of Defence and Sports during a discussion with the author about the grades of TMA students sent abroad for one semester in comparison with those one who were not sent abroad. 7 Bologna follow-up Group (2009). The Bologna Process 2020 – The European Higher Education Area in the new decade. Communiqué of the Conference of European Ministers Responsible for Higher Education. Leuven and Louvain-la-Neuve. P. 4. 8 Cf.: Ibid. P. 4. 9 Remark of the author: Compare with footnote No. 5. 10 Cf.: Council of the European Union (2008). 2903rd meeting of the Council – General Affairs and External Relations. Council Decision. Document 15396/08. Brussels. P. 5. and Cf.: Council of the European Union (2009). 2974th External Relations Council meeting. Council conclusions on ESDP. Brussels. P. 16.  Gell Habilitation Thesis: Increase of Students’ personal Development by Internationalisation Page 6 of 134 solve problems to pave the way for exchanges mainly on Basic Officer Education level.11 In detail, the following strategic goals were determined:12  Improve interoperability and increase a European security and defence culture.  At basic level, students and cadets should share parts of their education with those ones from other countries to become familiar with future roles and responsibilities in international security.  Lift barriers which may oppose free mobility of knowledge, skills and competences of future military officers, their teachers and instructors between the European Basic Officer Education Institutions.  Supplement the action of the fora that have been created by European military institutes of a same service, such as the Conference of Superintendents of the European Naval Academies, the European Air Force Academies and the European Military Academies Commandants’ Seminar (EMACS).  Measure the increasing o number of exchanges, o mutual recognition, o use of Erasmus mobility, o opening of national educational opportunities to young European officers, o learning and teaching about Europe and its defence, such as the creation of a common modules and o promotion of the learning of several foreign languages.13 Again the question arises: Are these goals the right ones? If we deduce it from the on- going missions and operations – where our officers from different European countries are to work together – we could say that we take the right actions, but this argument is just based on a gut instinct. If we base the goals on scientific evidences, it would be much easier to argue if we head in the right direction. 11 Gell, H. (2015). Europeanising the initial Officers’ Curriculum. Some Challenges – many Opportunities (Visions from the operational Aspect). Zagreb. Publication for a RACVIAC compendium – Centre for Security Cooperation. Passim. 12 Cf.: Homepage of European Initiative for the Exchange of Military Young Officers. URL: http://www.emilyo.eu/node/30. [8-8-15]. 13 Cf.: Ibid.  Gell Habilitation Thesis: Increase of Students’ personal Development by Internationalisation Page 7 of 134 Scientifically proven or not, the fact is that since 2005 the Theresan Military Academy has increased its exchanges – mainly for officer cadets – tremendously.14 Additionally, an increased cooperation between the University of Defence in Brno and the TMA has taken place since 2011.15 In particular cooperation between these two institutions is made in the following major fields:  Semester exchanges: Officer cadets and civilian students spend an entire semester at the respective other institution.16  Lecturer exchanges: Within the ERASMUS+ frame lecturers of both institutions teach at the respective other institution.  Short term exchanges: Officer cadets and civilian students – mainly from UoD 14 Cf.: Gell, H. (2005). The Bologna-Process and its Impact onto the Austrian Officer Education. Vienna. Armis et Litteris 15. Scientific Series of the FH Bachelor Programme Military Leadership. P. 113-123. and Cf.: Gell, H. (2009). European Initiative for the exchange of young officers inspired by ERASMUS. Vienna. Yearbook of the Theresan Military Academy. Heeresdruckzentrum 1030 Wien. 4686/09. P. 53-57. and Cf.: Gell, H. (2010). One Year „European Initiative for the exchange of young officers inspired by ERASMUS“. Vienna. Yearbook of the Theresan Military Academy. Heeresdruckzentrum 1030 Wien. 4313/10. P. 63-69. and Cf.: Gell, H. (2011). Internationalization within the frame of Basic Officer Education. Vienna. Yearbook of the Theresan Military Academy. Heeresdruckzentrum 1030 Wien. 4432/11. P. 88- 106. and Cf.: Gell, H. (2012). Internationalization. Vienna. Yearbook of the Theresan Military Academy. Heeresdruckzentrum 1030 Wien. P. 70-77. and Cf.: Gell, H. (2013). Going International – Just an Interim Report? Vienna. Yearbook of the Theresan Military Academy. Heeresdruckzentrum 1030 Wien. 5292/13. P. 118-146. and Cf.: Gell, H. (2014). Internationalization at the FH Bachelor Programme Military Leadership. Vienna. Yearbook of the Theresan Military Academy. Heeresdruckzentrum 1030 Wien. 4821/14. P. 78-108. 15 Cf.: Gell, H. (2011). ERASMUS Agreement between the University of Defence BRNO and the FH Bachelor Programme Military Leadership of the Theresan Military Academy. Wiener Neustadt. Internet article. URL: http://83.64.124.70/campus/news/2012/pdf/2011-11-Austria- ERASMUS-Agreement-with-UoD-Brno.pdf. [8-8-15]. 16 Cf.: Homepage of the University of Defence Brno. Faculty of Military Leadership. URL: http://info.unob.cz/en/Pages/2015/04/20150427_1.aspx. [8-8-15].  Gell Habilitation Thesis: Increase of Students’ personal Development by Internationalisation Page 8 of 134 Brno – participate in short modules conducted at the TMA.17  The Initiative: Both institutions participate in the IG-meetings, for a sub-group dealing with lifelong learning (LLL), UoD Brno is responsible for. During annual so-called LOD-7 meetings in Brno the road is paved primarily for up-coming international Military Academic Forums (iMAFs).  iMAF: Both institutions signed a contract – together with three other institutions from Poland, Romania and Hungary – to conduct future iMAFs according to a rotation principle to share the costs. Since 2012 iMAFs have been dedicated to topics referring to the Initiative.18  Strategic Partnership: Within the ERASMUS+ programme the five iMAF institutions agreed on a future development of an international semester. The lead- institution is the Military Academy of Land Forces (MALF) in Wroclaw. In August 2015 this project received a grant from the Polish ERASMUS+ agency.19  Joint Degree Master on Common Security and Defence Policy (CSDP): In 2015 UoD Brno and TMA started a project for a Joint Degree Master programme under the lead of the Jagiellonian University in Cracow. It is planned to start the programme in winter semester 2017. 17 Cf.: Homepage of the University of Defence Brno. URL: http://info.unob.cz/en/Pages/2014/04/20140428.aspx. [8-8-15]. 18 Cf.: Gell, H. (2013). iMAF 2013 – 5th anniversary of the Initiative – Theresan Military Academy hosted Europe. Brussels. 10th Mobility Newsletter of the European Security and Defence College. P. 5-6. and Paile, S. & Gell, H. (2013). iMAF 2013: Lessons Learnt from the international Military Academic Forum 2013. Vienna. ISBN 978-3-9503699-0-8. Passim. and Gell, H. & Paile, S. (2014). iMAF 2014: Lessons Learnt from the international Military Academic Forum 2014. Vienna. ISBN 978-3-9503699-1-5. Passim. and Cf.: Gell, H. (2014). The international Military Academic Forum 2014 (iMAF 2014) in Austria. Brussels. 12th Mobility Newsletter of the European Security and Defence College. P. 6-9. and Cf.: Gell, H. (2014). The international Military Academic Forum 2014 (iMAF 2014). Vienna. Article in Military Series “Truppendienst” 5/2014 (No. 341). P. 409-414. 19 Cf.: Official e-mail from the MALF Erasmus coordinator on 5th of August, 2015. The mail is cited as evidence for trueness in sub-chapter 17.4.5 “Grey Literature”.  Gell Habilitation Thesis: Increase of Students’ personal Development by Internationalisation Page 9 of 134 All these cooperations between the UoD and the TMA poses again the question if there is a scientifically proven evidence for benefits from all these exchanges. Experienced educators of course may observe an increase of personal developments – but is observing enough to spend a lot of money and extensive administration work for all these exchanges? Of course education cannot always be weighted with just money – education needs money – but in times of decreasing defence budgets the question may occur if we set the right priorities? If the reader of this thesis wants to know the answers to the above mentioned questions and if the reader wants to know how the author tried to answer them by scientifically proven evidences, then it should be worth to continue reading.  Gell Habilitation Thesis: Increase of Students’ personal Development by Internationalisation Page 10 of 134 4. Introduction The chapter describes the thesis concept, which problems will be solved, which problems will explicitly not be solved and how the problems will be solved with the elaborations. Necessary terms and definitions are described as well to clarify them for the entire thesis. 4.1 Thesis’ Concept This Habilitation Thesis is authored following an advice of the Austrian Academy of Science which should be used for all variants of scientific theses. The sequence of the thesis’ chapters guarantees a golden thread because one chapter is built upon previous ones. This scientific structure as such is also taught by the author at various universities and academies; according to this structure scholar books were published by the author as well.20 Formal guidelines – such as quotation rules or to capitalise headlines – are used within 20 Gell, H. (2012). Directive for authoring Scientific Theses. Corvinus University Budapest & Sigmund Freud University Vienna. Passim. and Gell, H. (2013). International Cooperation: Regulation No. 24 for authoring Bachelor and Master Theses by International Students. Wiener Neustadt. Passim. and Gell, H. (2013). International Cooperation: Appendix to Regulation No. 24 for authoring Bachelor and Master Theses by International Students. Evaluation of Bachelor and Master Theses. Wiener Neustadt. Passim. and Gell, H. (2013). Internationale Kooperationen: Regelung Nr. 24 zur Erstellung von Bachelor- und Masterarbeiten durch internationale Studierende. Remark of the author: Translated into English the title means: International Cooperation: Regulation No. 24 for authoring Bachelor and Master Theses by International Students. Wiener Neustadt. Passim. and Gell, H. (2014). Regulation No. 05 for authoring the Bachelor Thesis 2 during the fifth and sixth Semester. Wiener Neustadt. Passim. and Gell, H. (2014). International Cooperation: Regulation No. 04 for authoring the Bachelor Thesis 1 during the fourth Semester. Wiener Neustadt. Passim. and Gell, H. (2014). Internationale Kooperationen: Regelung Nr. 04 zur Erstellung der Bachelorarbeit 1 im vierten Semester. Remark of the author: Translated into English the title means: International Cooperation: Regulation No. 04 for authoring the Bachelor Thesis 1 during the fourth Semester. Wiener Neustadt. Passim.