RENEE CASSIDY AND ERINNE LOSINIO20 APRIL 2011

CIE403 MODULE 13

Internationalizing Higher Education

Overview

Part One: Terminology Key concepts

Part Two: The Debate Critical issues

Part Three: The Way Ahead Considerations for the future

WHAT IS INTERNATIONALIZATION?

Part One: Terminology

What is internationalization?

“… the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of higher education at the institutional and national levels” (Knight, 2008)

“… internationalization is changing the world of higher education, and globalization is changing the world of internationalization” (Knight, 2004)

Do you agree? How do you view the relationship between globalization and internationalization?

What evidence of internationalization do we see in HEIs?

Another perspective…

Globalization is the reality shaped by an increasingly integrated world economy, new technology, emergence of international knowledge network & role of English language

Internationalization is the variety of policies and programs that universities and governments implement to respond to globalization

American Council on Education, 2010

What is the role of universities?

“…curricula with an international orientation in content, aimed at preparing students for performing (professionally/socially) in an international and multicultural context, and designed for domestic students and/or foreign students” (OECD, 1994)

Supporting international students Facilitating study abroad and educational exchange to broaden

and enrich students’ cultural experiences Learning about other languages and cultures as a way of

developing their skills of intercultural communication Preparing to work in the global knowledge economy

Key terms for consideration

Intercultural/global competence How does this relate to the ideas of global citizenship that we

discussed in the past few weeks? Neo-liberal imaginary

Is the link between intercultural competence and economic advancement overstated?

Epistemic virtues including relationality and reflexivity

How do you envision an effective internationalized curriculum?

GROUP ONE: DEFEND THE STATEMENTGROUP TWO: CREATE A COUNTER-ARGUMENT

You wi l l have 20 minutes to prepare your case . Choose a spokesperson to present your group’s argument . The

spokesperson must be d iff erent for each s tatement . Each s ide wi l l have 3 -5 minutes to present the i r case

and 1 minute a f ter the other s ide presents for any rebutta l s . Onl ine s tudents wi l l determine which s ide

presented the best argument .

Part Two: The Debate

Statements

1. Internationalization ultimately leads to the commodification and commercialization of education.

2. Curricular reforms focused on internationalization are narrow in scope and do not adequately prepare students to engage critically with the cultural politics of globalization.

WHAT DOES THE FUTURE LOOK LIKE FOR UNIVERSITIES?

Part Three: The Way Ahead

Rising demand of HE

Demand exceeds supply, especially in developing countries

Growth in number of students, opportunities, and demand of globalized, knowledge-based economy Competitive job market

Consequences Student mobility Campuses abroad, online Growth of private HEIs Privatization of public HE Demand for accountability

American Council on Education, 2010

Private higher education

Worldwide surge in private higher education 30% of global higher education enrollment is in private sector

Private institutions have no consistent model Operate with private assets or partially with public funds For-profit vs. non-profit Have owners or investors or operate as foundations Issues of quality assurance

Private enrollment increasing worldwide East Asia (70%) Latin America (45%) South Asia (30%) Africa (25%) U.S. (20%) Central & Eastern Europe (20%) Southeast Asia (15%) Australia (3 %) Western Europe (marginal) Middle East (just beginning to emerge)

American Council on Education, 2010

OECD, 2008

Internationalization in HEIs

Expect increased interconnectedness and competition Economic, political, social implications Collaboration vs. competition

Top three concerns/perceived risks among institutions (OECD, 2005) Commodification/commercialization of education programs “Brain drain” Degree mills and low-quality education providers

Universities remain intrinsically global, national, regional Competition for resources and position crosses national borders University curriculum cannot ignore cultural realities

Challenges

Adjusting to growing and multiple expectations of internationalization

At institutional level – quality, prestige, revenue

At national level – competitiveness, answer to demographic trends, for strategic alliances

At regional level – path to political and economic integration, competitiveness and social cohesion

At global level – all of the above AND solidarity, capacity building, Millennium Development Goals and sustainable development

IAU, 2007

What does the future hold?

Survival of the “global fittest”? (American Council on Education, 2010)

More privatization and growth of for-profit institutions?

Role of technology?

Increased role of governments?

Ranking systems as evidence of quality?

Final thoughts

Diversity of goals, rationales, geographic priorities, strategies, practices and models

Growing complexity with regionally differentiated interests and policy objectives (ex. immigration, competitiveness, trade, development)

New risks, new actors and new challenges but also new possibilities and opportunities

“We are at the beginning of the era of transnational higher education” (Altbach, 2004)

TO BE CONTINUED (ONLINE)…

Questions?

OECD, 2008

EUA Trends, 2010

EUA Trends, 2010