The Third Phase of Australian International Education

Transcription

1 The Third Phase of Australian International Education Professor Trevor Grigg Deputy Vice-Chancellor (International & Development) The Mooted Phases: Phase One Aid (Giving) Phase Two Academic Capitalism (Taking) Phase Three Internationalisation (Giving and Taking) 1

2 The Driving Framework Human Capacity Development Policies and Research and Innovation Policies of Governments Significance of international education and training for each nation to achieving these objectives Universities as instrument of public policy, albeit with varying degrees of institutional autonomy to pursue their internationalisation agenda International Yield per EFTSL $25,000 $20,000 $15,000 $10,000 $5,000 $0 Go8 ATN IRU Other Mean $ Median $

3 Internationalisation and Globalisation Globalisation the widening, deepening, and speeding up of worldwide interconnectedness Internationalisation concerns the relationship between and among nations and cultural identities. Internationalisation of universities is a pro-active response to the catalyst of globalisation Higher Education is on National Agendas Higher education a major driver of economic competitiveness in an increasingly knowledge driven global economy. Governments increasingly expect (mandate) significant contributions to a nation s social and economic development from their universities 3

4 National Agendas Blend of: 1. Mutual understanding approach 2. Revenue generating approach 3. Skilled migration approach 4. Capacity building approach Universities vary in their alignment with these diverse agendas both within and between nations 30% % Contribution to International EFTSL at UQ 25% 20% 15% 10% 5% 0% China Singapore Malaysia USA Indonesia Japan Fiji 4

5 The Role of Universities Universities expected to contribute to social and economic development through: The formation of human capital (primarily through teaching) The building of knowledge bases (primarily through research and knowledge development) The dissemination and use of knowledge (primarily through interactions with knowledge users) The maintenance of knowledge (inter-generational storage and transmission of knowledge). Drivers at the National Level Demand for an international dimension in education and training for enhanced ability for successful interaction with international partners Growing global labour market for highly skilled (globalisation of professions, international recognition of qualifications) Increasing demand for tertiary educated workers in new economy (international education seen as part of long term skill development strategy through migration policies) International education as cost effective solution to national provision 5

6 National Drivers (cont d) International education as a response to capacity oversupply due to aging populations (elite>mass>international education hub) De-regulation of education systems Trade value of international education Benefits of internationalisation of universities to a nation Extend national capacity to generate and apply knowledge Strengthen underpinning of national foreign affairs and trade efforts Enhance national capabilities to meet needs, to solve problems and to contribute to the building of human capacity both nationally and internationally Development of competence to participate successfully in a globalised marketplace whilst promoting international understanding among a nation s citizens To grow exports in education, training and scientific services 6

7 An internationalised university strives: To prepare graduates to be global citizens and leaders To help individuals and communities manage change To contribute to the global development of economies, institutions, and government Features of an internationalised university Diverse student profile Diverse staff profile Internationalised curriculum International student experiences Graduate attributes that reflect the needs and demands of the global community Extensive international research linkages Extensive teaching and research partnership arrangements Engaged in and contributing to international development 7

8 Drivers at the Individual Level: Push and pull factors to study overseas Perceived quality of international academic experience Perceived value of this international experience on the labour market General attraction of country/city Ease of accessing, including cost, language of instruction, places Drivers at the Individual Level: Push and pull factors to study overseas Bottlenecks in domestic provision and absence of some specialisations Financing of education in home country as against cost impact of overseas study ( free vs fees, high fees vs cheaper alternative) Perceived quality, prestige, social networking value (cost may be secondary consideration) Portability of public funding for overseas study Migration intentions 8

9 Student Mobility What academic activities encompass an international experience? Is it necessary for all students to go overseas to gain an international experience or can other activities be included in program structures to facilitate an international experience? Where an international experience involves outward mobility, what types of mobility should the University encourage and support eg. student exchange, study abroad, international internship arrangements, short international research projects, attendance at international conferences and workshops? Are program structures sufficiently flexible to accommodate an international experience or do we need to reconceptualise our program structures to facilitate a variety of arrangements? What type of resources (financial or otherwise) does the University need to develop in order to support students in these activities? 9