Epicenter Cities and International Education 17th AIEC Melbourne, Victoria Australia Thursday, 23 October 2003 Todd Davis, Ph.D. Senior Scholar Institute of International Education
The idea of the global city Relatively recent concept pioneered by Saskia Sassen with the 1991 publication Global Cities Global cities are distinguished from merely large world cities In a post cold war era trans border flows of capital, goods, ideas began to flow around nation states under the pressures of global economic competition facilitated by information technologies. Specifically cities and regions began to be players in their own right interacting with other such global metropoles
The thinking goes as follows: with the geographic dispersal and integration of a corporations functions the greater the need for highly complex support functions and coordination and the greater the likelihood of major firms outsourcing these functions to specialized firms such as accounting, legal, public relations, programming, telecommunications which in turn require a mix of firms, talents and access to pools of highly specialized and globally integrated human resources which gravitate to particular urban environments which have key supporting characteristics
and to continue... and these centers can be located physically in places other than old style world cities locations and when such relocations occur the resulting concentrations, tied as they are to global networks become increasingly divorced from the regional hinterlands and perhaps even the national economy these global cities are defined by the importance of transnational networks and at root talent matters because of the highly specialized services that these global nodes provide.
So for the future... Current thinking suggests that the impact of terrorism and global tension will be to continue the process of eroding the primacy of the old style world cities...with their high taxes, restrictive business regulations and climate, poor schools and deteriorating services. The Fate of New York? (and other world cities ) a way station for immigrants, a temporary sojourn for the upwardly mobile and a permanent home for the profoundly neurotic Joel Kotkin in the 10-5-03 New York Times
How might international education support the development of a global city? first... international students are tightly clustered geographically. in the USA in the UK in Germany and in Australia
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Data provided by the British Council Source: HESA Student Record December 2001-02 International Students in the UK By Region Northern Ireland North East Wales East Midlands South West Midlands East Anglia Yorkshire & Humberside North West Scotland South East London 0 10 20 30 40 50 60 70 London with 39 institutions, the South East with 19 and Scotland with 20 institutions. Collectively London and the South East host almost 40% of the UK s 235K internationals
Foreign students by federal states in 2002 Source: Wissenschaft Weltoffen 2003 Lander Foreign Percent of Students (000) Total Nordrhein-Westfalen 57.5 27.9 Bayern 23.1 11.2 Baden-Württemberg 29.2 14.2 Hessen 21.1 10.3 Niedersachsen 13.9 6.7 Berlin 18.7 9.1 Sachsen 6.2 3.0 Rheinland-Pfalz 9.4 4.5 Hamburg 8.0 3.9 Thüringen 1.8 0.9 Schleswig-Holstein 3.1 1.5 Sachsen-Anhalt 2.5 1.2 Brandenburg 4.3 2.1 Bremen 3.5 1.7 Mecklenburg-Vorpommern 1.3 0.6 Saarland 2.7 1.3 Länder Insgesamt 206.1
Distribution of international students in Australia by state/territory, 1998 Source Overseas Student Statistics, 1998 65% of Australia s international students are located within proximity of: Sydney - Canberra - Melbourne 1998 1998 State Students Percent New South Wales 51,460 35.0 Victoria 42,097 28.6 Queesland 22,210 15.1 Western Australia 19,203 13.1 South Australia 7,232 4.9 Capital Territory 2,588 1.8 Tasmania 1,757 1.2 Northern Territory 338 0.2
If international students are clustered What are the features of these metropolitan areas that may be creating a supportive climate? Richard Florida suggests that it may be Talent (especially an openness to immigrant talent) Technology Tolerance
An openness to global talent Using data from the US census by leading 50 MSA s for factors associated with immigration of high skilled talent and measures of racial & ethnic diversity as they are correlated with the number of international students produces the following: Factors Significantly related to number of foreign students Correlation % of foreign born college graduates 0.63 % of foreign in sci & eng 0.62 % of foreign born in labor force 0.61 % of foreign born 0.60 % of foreign born in technology 0.58 Factors Not significantly related to number of foreign students % of non white 0.27 % of other race - college ed 0.25 % of other race 0.25
A regression analysis produces the following model that yields a multiple r 2 of.48 and includes just two variables: The percent of foreign-born college graduates The percent of foreign-born persons in technology fields. MSA FB College Grad's FB Technology New York, NY 18.2 18.3 Los Angeles-Long Beach, CA 21.7 20.6 Washington, DC 12.7 11.7 Chicago, IL 12.3 10.6 Philadelphia, PA 7.5 5.5 Houston, TX 11.8 9.7 Dallas-Fort Worth, TX 7.3 5.7 San Francisco, CA 19.1 18.0 Miami, FL 29.0 32.7 Atlanta, GA 6.4 5.2 16.0 14.0 12.0 10.0 8.0 6.0 4.0 2.0 0.0 Average participation of foreign born in leading 50 MSA's FB College Grad's FB Technology Top 10 Second 10 Third 10 Fourth 10 Last 10
What about tolerance & technology? 1 New York 2 Los Angeles 3 Washington 4 Boston 5 San Francisco 6 Chicago 7 Philadelphia 8 Seattle 9 Phoenix 10 Austin 11 San Diego 12 Atlanta 13 Dallas 14 Denver 15 Houston Average tolerance ranks for leading MSA's (lower is more tolerante) Average number of students in leading MSA's 20 18 35,000 30,000 16 14 25,000 12 10 8 Average top 5 Average next 10 20,000 15,000 Average top 5 Average next 10 6 4 10,000 2 5,000 0 Index Index Tech-Pole Gay Bohemian Milken 0 Students
Flows of recent immigrants and foreign students from Poland are focused on the north east Distribution of recent immigrants from Poland, 1992 Distribution of foreign students from Poland, 1993 Source: Open Doors 1993/94
Mexicans Texas and California Distribution of hispanics of Mexican extraction, 1990 Distribution of foreign students from Mexico, 1993 Source: Open Doors 1993/94
Flows of recent immigrants and foreign students from Jamaica are focused on New York and Florida Distribution of recent immigrants from Jamaica, 1992 Distribution of foreign students from Jamaica, 1993 Source: Open Doors 1993/94
Implications for metropolitan development European Institute for Comparative Urban Research EURICUR has launched a multi city initiative designed to examine the way in which students are integrated in the life of the city. Especially: What is the role given to students in various urban issues such as planning, housing and public transportation? How can students address questions important to them? How to attract recently graduated students to search employment in the cities where they have studied? How do institutes of higher education co-operate with their host cities on student matters?
Characteristics of a global student city Nottingham - Student City 1 -International venue 2 -Sports facilities and cultural events 3 -Easy access by train and by air 4 Public transportation network...400 scheduled bus departures everyday. State of the art tram system 5 Wealth and Job Creation... creating jobs nearly three times faster than the national average. 6 -Top for retail with containing 1,330 retail outlets. 7 - The city has over 400 clubs, café bars and restaurants with capacity for 110,000 customers. 8 -Showcase for art with over 400 practicing artists museums, art galleries and studios.