In a Mixed and Changing Environment for Higher Education Internationalization, The Need for Public Education and Public Diplomacy at Home.

Transcription

1 In a Mixed and Changing Environment for Higher Education Internationalization, The Need for Public Education and Public Diplomacy at Home. Prof. John K. Hudzik, Michigan State University President of MUCIA NAFSA Senior Scholar for Internationalization Previously MSU Vice President and Dean of International Programs Former President of AIEA and of NAFSA Copyrighted by Prof. J. K. Hudzik

2 Four Over-Arching Environmental Factors Impact the Future of H.E. Internationalization 1. Emergence of a more conflicted public environment for internationalization (BREXIT an indicator but only one example). 2. Global demographics, economics and an emerging global H. E. market propelling internationalization forward nonetheless. 3. Global trends in expanding scale and scope of higher education international activity. The challenge is access who gets to play and partake. 4. Reforms of higher education. (Pressures on H.E. internationalization to adopt wider reform agendas many in the interest of the public). 6

3 Tensions from the Interaction of These Factors: The Role of Public Diplomacy at Home The public is divided and conflicted about the consequences of globalization and many are fearful of its seeming inevitable growth. As higher education is pulled more and more into cross-border activity, do the public begin to wonder also if their higher education systems at home remain in service to THEM and THEIR best interests? The public and policy makers want greater accountability from H. E. A theme that I will pursue is the need for public diplomacy at home through public education and public engagement. 7

4 The Reform Wild Card Policy makers and the public have reform agendas for higher education, such as: Cost control, reprioritizing goals and desired outcomes, changing who pays, and tying appropriations to achieving and documenting outcomes. A widened and diversified set of policy and public interests and criteria of accountability will be in play. 8

5 Factor 1: A More Conflicted Environment of Support for Internationalization BREXIT: A watershed event but conceivably an indicator of something larger. There are powerfully worrisome implications for the UK and the EU that will take years to unfold. Its wider significance may be as a symptom of a more pervasive reaction to globalization in its various forms. And possibly to internationalization (guilt by association?). 9

6 Commentaries After the Vote Identified Several Factors Involved in Shaping the Exit Result Anti-immigration and Xenophobia, Nationalism and sovereignty. Trade-inspired job dislocations, Perceptions of disparity over globalization s consequences: elites benefit; non-elites harmed or shut out. Resurgent inward-focused populism, Distrust (or irrelevancy of established leadership who seem to benefit from globalization. (making room for the demagogue). 10

7 It is Not Just the UK Alex Usher and others note that similar issues are surfacing in other national and regional settings. Immigration/refugees major catalyst for recent reactions in numerous countries such as in the UK, France, Germany, Turkey and the USA and in a host of other settings. Inward-looking protectionist sovereignty and cultural purification surface in some locations. E.G., China purging certain western influences in its universities and similar events in Turkey. The country list of the disquieted is extensive where immigration, economic dislocations, and terrorist-related violence intermingle. 11

8 A Problem is that Globalization and Internationalization are Sometimes Confused as Synonyms Globalization is about the forces (political, economic, social, and cultural ones, and knowledge and problems) crossing borders almost unimpeded. The invasion of the global impacting the local cannot be effectively controlled through concepts such as the nation, sovereignty, and homecultural protectionism. Internationalization is understanding, mediating and helping to negotiate global phenomenon. Understanding and building productive relationships across national boundaries. This message may fall on deaf ears with those harmed or left out. 12

9 Inward Communication About Internationalization We speak mainly to the converted in conferences such as this (to ourselves and in an echo chamber) and less effectively or not at all to the larger numbers of others in our societies who are Not a part of higher education. Who see themselves as pawns in the global soup. We have given insufficient attention to public education and in our teaching, research and outreach engagement to help mediate between the local and the global for the entirety of our societies. This is an omission with serious consequences. 13

10 Nationalism and Internationalization Are Permanent Residents in the Same House As Alan Ruby, an Australian living abroad, notes. Nationalism may have been dormant or passive or been masked by political and cultural changes that flowed from greater mobility, freer trade and greater connectivity. Nationalism never went away, nor will it any time soon. internationalization and nationalism will be dual forces for a long time. Our responsibility is to consider how higher education internationalization can mediate the local and the global for the entirety of societies. Some believe H.E. is the only institution left to mediate the local and the global. 14

11 Conflicted Views Come from the Inside and the Outside Having significant proportions of societies robustly hostile to globalization (and internationalization its assumed fellow traveler) is not helpful. Madeleine Green points out that, within the academy, few overtly object to internationalization but many faculty don t see its relevance to their teaching and research, and some see it competing with [other] urgent agenda. We are all aware of the gap between VCs, presidents and provosts vociferously touting the critical need to internationalize their institutions, but following up with anemic action to make it possible. 15

12 Potential Solutions Commitment and action to public education, scholarship, problemsolving, and policies to encourage a more inclusive internationalization to address both faces of globalization. It is being fixed anyway? The internationalization of higher education continues to move forward at a healthy pace, despite a more conflicted environment. But will this by itself deal with the more conflicted environment over globalization and internationalization? Or, only provide the means to do so? Or, exacerbate the situation? 16

13 Factors 2 and 3 Trends in global demographics and H. E. international activity are Capturing more attention, time and money. (And public notice!?) 17

14 Drivers (Demographics, Economics and A Global Market) Global explosion of the middle class (by billions?). Rising private and declining public funding for education. The global knowledge-based economy. GDP per capita and Level 3-4 analytical skills Higher education is the source of these skills, B H.E. requires access global pathways of ideas to be effective. This is another driver of cross-border activity 18

15 More Drivers Global upward levelling of research capacity and activity. Scientific knowledge production shifting from Individual to the group Single to multiple institutions. National to international teams Higher education capacity/demand tripling globally Global massification of participation in H. E., toward a norm of 50% plus. 19

16 Scale and Scope of H. E. Internationalization Action (Expansion Even With Disquiet Over Globalization) A 4-5 fold increase in student mobility and 2030 Increased faculty mobility related to research, conferences, teaching, and development. Expansion of cross-border collaborations across all mission. Teaching Research/Scholarship Community engagement problem solving 20

17 Consequences of An Inexorable Internationalization of Higher Education? Will the continuing globalization and internationalization of higher education institutions increase concerns among the public? It will depend on public education, engagement and public diplomacy by higher education Not directed toward the favored, the elite, the connected, but directed to all. 21

18 A Potpourri of Consequences and Implications Inescapably, there will be increased global higher education competition and opportunity for collaborations An institution not globally engaged puts itself and its community at a disadvantage. Only elite institutions engaged is a big part of the problem.) Higher and tertiary education institutions With rising private pay, customers paying more will demand more from institutions at home and will shop around, including across borders. As a global market for higher education services develops, pressure will increase for systems and institutions to document value and quality in terms relevant to policy makers and various publics. 22

19 Consequences of Research Capacity Levelling Up Cutting-edge ideas and discoveries increasingly emerge from multiple world regional platforms. As cutting-edge research becomes more complex and costly, institutions look for partners for cutting edge ideas and cost share. More partners found across borders, more international coauthorship. While in the past inter-institutional agreements were driven heavily by mobility interests, they are now also increasingly driven by research and other scholarly interests. 23

20 Institutional Consequences Cross-order institutional partnerships and networks are evolving form single-purpose to multi-purpose (multi-mission) collaborations. And toward fewer and more selective for each institution in the interest of manageability and strategic priorities. How will public interests figure in this along with institutional interests? Faculty and academic units become major players in decisions about cross-border affiliations and other activity. Those who have labored for decades in the international office focused mainly on mobility (in and out), now have lots of company (allies?) AND a diversity of objectives to pursue not all of which are in harmony. How will we balance service to our customers at home with services across borders? (e.g., whose students get spaces; whose problems are addressed). 24

21 Factor 4 Rising Public and Policy Maker Calls for Higher Education Reform 25

22 Reforms of Higher Education and Impacts on Internationalization The reform dynamic is global, placing pressure on established and developed systems in North America, Europe and the Antipodes, and in the massive recalibrations of higher education taking place on virtually every other continent,. These reforms are likely to raise accountability AND increase global competition based on cost and quality. The general public (consumer) is probably the ultimate winner (but depending on who/what controls the reform agenda). 26

23 PRIORITIES FOR H. E. REFORM AND ACCOUNTABILITY` Funding based on outcomes not student numbers and revenue diversification Controlling costs (for government AND the public/consumer). Access for the many (not just expertise for the few) Global competition for the best faculty and students. (A mixed benefit for the general public?). IMPLICATIONS FOR INTERNATIONALIZATION LEADERSHIP Pressure put on advocates of internationalization to document outcomes in learning, knowledge, skills and valued research and problem solving outcomes from international activity. There is pressure on internationalization not to add cost to the degree or because of cross-border activity. A global higher education market place will reward both quality and cost control. Mainstreaming access to international learning and advantage. Requires innovation in expanding access and delivery. Merely scaling up existing methods is not a practical solution. Global reputation will depend on attracting the best faculty and students in the global market place. In a globally open market place, institutions systems will compete world-wide for the best. How will this impact the publics at home? 27

24 In Summary: Engaging Public Interest, Education and Diplomacy at Home Community outreach and education (awareness and knowledge and skills for the population in general related to globalization). Community assistance and problem solving to address the impacts of globalization Communication and messaging answering: why are we internationalizing and how do we intend that this helps you. Do we seek outcomes relevant to you? 28

25 Thank you for listening to my explorations of a widening terrain for higher education internationalization 29

26 False Dichotomies Internationalization within the academy is saddled with many false dichotomies. We have all heard and experienced versions of these. Internationalization is someone else s job (International office, not me). Mainstreaming access to international content threatens quality can t afford it for everyone (elites in; others out); It is either local or global; we cannot afford both. Does a more conflicted public environment for globalization and internationalization increase the saliency of these false dichotomies? 30