1. Middlesex Symposium – June 2012
Internationalisation –
A crowded world?
Dr David Law
PVC (Students and External Relations)
Edge Hill University
2. Summary- I
environment is increasingly competitive
no ‘cake mix’ recipe for success
universities must operate in a consistent and
consciously co-operative way (even though there are
many features of a competitive market)
3. Summary - II
serious players must demonstrate a commitment to
internationalisation
in academic practice
in student support
in cultural inclusivity
leadership (principled and purposeful) is also crucial
energetic and enabling
without a strategic approach, the local initiatives of
individual units and teams of enthusiasts lack the
strength to achieve real sustainability
4. Educating Global Citizens
More than …
studying alongside students from many countries
learning about other cultures and acquiring languages
We must …
equip students with the skills to engage with people from
other cultures
encourage critical evaluation
enable active learning
embrace complexity
5. Global Citizens
… examine ideas that challenge their own cultural
assumptions …
… show respect for other perspectives …
“We should not ‘tolerate’ or ‘accept’ cultural difference
because these words implicitly place ourselves at the
centre of what is acceptable or right.”
(Washington International School)
6. The Globalisation of
TALENT
Talent -
technologically literate
globally astute
operationally agile
internationally mobile
7. Access: The Global Challenge
Demand for
Higher
Education
Expansion of Higher Education
8. Economic Growth in Asia
5-year average growth rates in two major economies
hugely outstrips US + EU
CHINA 10% INDIA 8%
9. International student mobility: trends since 1975
Chart Box 3.1.
Growth in internationalisation of tertiary education (1975-2004)
1975 1980 1985 1990 1995 2000 2004
0.6 M 0.8 M 0.9 M 1.2 M 1.3 M 1.9 M 2.7 M
3 million students are being
educated outside their home By 2025, 8 million students
countries, a 50% increase will be educated internationally
since 2000.
Source: OECD, Education at a Glance 2007
14. Fundamental questions
1. How international do we want to be?
Sense of purpose: Income generation or developing graduates for
the global economy
Capacity & Balance
Accommodation
Programme, level
Location
on-campus /off-campus
UK based/overseas based
Mode of delivery
Distance learning
Outreach teaching
Franchised provision
15. Fundamental questions
2. How do we compete?
Cost-based or differentiation
If based on differentiation
How to position ourselves as a quality provider
How to ensure our course offerings meet market demands
How to ensure excellent student experience for all
How to target customer groups
16. Internationalisation means more than just recruitment.
INTERNATIONAL STUDENT DOMESTIC STUDENT
RECRUITMENT MOBILITY
STAFF STUDENT
RECRUITMENT EXCHANGES
STUDENTS
STAFF CURRICULUM
-COURSES – TEACHING –
STAFF LANGUAGES
EXCHANGES
INTERNATIONALISATION STAFF - DEPARTMENT
COLLABORATIVE - INSTITUTIONAL
DELIVERY
PARTNERSHIPS
TNE AND E-DELIVERY
DEVELOPMENT /
RESEARCH
ARTICULATION INTERNATIONAL GOOD COOPERATION
CAMPUSES TEACHING
COOPERATION
18. Changing
The Changing Workplace Expectations:
Gen X, Y, 60+
Employee
Engagement Multiple, Skills Employability Work/Life
Overlapping Shortages vs. Job Balance
Networks Security
Information
Changing IR
Overload Multiple, Ne w 24/7/365
Legislation Self-Directed Technology, Anytime,
Collaborative Knowledge Careers New Energy anywhere
Decision Workers Distributed New
Making Valued Leadership Retirement Diversity in
Options the
Lev eraging Two Speed
Youth
Workforce
Inte llectual Workers Dis tance
Economy on
Property C ollaborati
Physical & Global
Corporate
Data Outsourcing Competition +
Social
Security China, India
Responsibility
Sustainability
19. Implications for Education
20th Century 21st Century
Number of 1 – 2 Jobs 10 – 15 Jobs
Jobs
Flexibility
Job Mastery of
And
Requirement One Field
Adaptability
Subject Integration of 21st
Teaching Century Skills into
Matter Subject Matter
and Learning
Mastery Mastery
20. What kind of higher education?
learner centred
problem focussed
team oriented
technologically enabled
process driven
21. Conclusion
universities will learn and act in their own way
no university can find the right answers purely
through internal reflection
much easier to say what won’t work rather than be
confident about what will!
strategy is important
successful strategies require many kinds of
contributions
leaders have to listen ( or risk all sorts of mistakes)