Presentation at Going Global 2013 in Dubaï. I was asked to set the scene on Higher Education, internationalization and the knowledge economy (session 9.3) . Panel discussion with Prof. Atta-ur-Rahman, Prof. Sultan T. Abu Orabi, Peter Darroch.

1. Developing
knowledge economies:
Setting the scene
Fabrice Hénard-6 March 2013

2. We will discuss the following…
 Both young and adults drive globalisation
 Knowledge economy is changing itself
 The crisis changed the settings of the knowledge economy
 In response, Governments introduced corrective actions via
HE
 Government + Crisis + Globalisation!
 Metrics are lacking on internationalisation impacts
 4 policy pointers.
 Thanks and list of contributors

3. Both youth & adults drive demand for HE
 Expansion of the knowledge economy and growing middle class in many
developing nations = higher demand for tertiary education.
 Global massification of education, not yet saturated,
a. Especially in regions with the large young population and climbing
enrolment rate
b. E.g South Asia (where enrolment is still less than ½ of world average),
sub‐Saharan Africa (still less than quarter of world average) and the Arab
world.
 The traditional age‐group for higher education is also broadening:
a. The demand from mature students for higher education is growing in
many parts of the world.
b. A lasting trend for some time.
11/23/08

4. Knowledge economy is changing itself
 The world of Knowledge Economy is changing in itself :
a. HE has become an aspiration for all, and not exclusively for the social elites
HE is increasingly perceived as a social, economic and political driving force
for progress in developing countries – providing a renewed constituency for
scientific development, political democracy and justice, and for the quality of
general education
b. Science is increasingly global and increasingly perceived as linked to
human, social and economic progress
c. Changes in the constituencies for knowledge (e.g. risk governance is a new
field…)
11/23/08

5. The crisis has changed the settings of the
knowledge economy
 The 2008 financial crisis and the subsequent public debt crisis had many negative
impacts especially on
a. Business innovation and R&D
b. Employment rate : Unemployment of highly skilled has increased Quarterly
unemployment rate for high-skilled workers for selected countries
 Yet, the crisis and the recovery have been uneven across industries… and certain
countries have better resisted the crisis than others: China, Korea Business funded
R&D, yearly growth rate remains high
11/23/08

6. In response, Govts introduced recovering
measures associated with HE reforms 1/2
 Overall, in response, governments introduced short- term measures and
longer-term reforms, a large bunch of them focusing on HE with:
a. High priority and increased resources allocated to Higher Education
b. Increased budgets for higher education and universities (India, Poland,
Sweden, Switzerland, etc.)
c. Development of HE capabilities including infrastructures (Canada, Colombia,
France, India, etc.)
d. Maintained or increased hiring of researchers at university during economic
downturn (Italy)
e. Changes in the governance of HEIs : Reform of HEIs management and
funding: confirmed trend in many countries towards greater autonomy and
more competitive grant funding (away from „block‟ funding) – introduction
of performance- and indicator-based allocation mechanisms• Strengthen
evaluation of HEIs and building evaluation capacity…

7. In response, Govts introduced recovering
measures associated with HE reforms 2/2
 Strengthen education for innovation…Improve the teaching of STEM• Earlier
STEM education (Colombia, Germany)• New teaching methods: increased hours
of instruction (Germany, Ireland, Norway), new curricula, standards
(Australia, Ireland, UK), new assessment practices (Austria, Norway, Poland)•
Teacher training…
 Financial incentives to students (Australia‟s income-contingent student
loans, doctoral/postdocs fellowships etc.)• Tutoring (Sweden‟s free remedial
classes, etc.), Mentorship, prizes, senior positions (e.g. attract women to S&T
studies), Set quantitative targets
 Improving the teaching of entrepreneurship: Accelerate knowledge transfer to
industry and society, Improving the conditions of technology
transfer, Professionalisation, Raise awareness of IPRs in the research community
(courses) and the general public (e.g. China: media campaigns and education in
primary and high schools)…

8. HE Reforms driving force: internationalisation
 All these measures are driven by a strong impulse to Internationalisation
which becomes the driver to change:
a. Higher Education Internationalisation Agenda / strategy (Netherlands)
b. Open up educational and research programmes, including funding
mechanisms (Australia, Finland, Ireland, Norway and Slovenia)
c. Amended legal and framework conditions to allow foreign researchers and
institutions to participate in research programmes and access research
infrastructure funded by national sources.
d. Increased presence in foreign countries (Chinese-Danish Centre for Education
and Research)
e. Measures to encourage international mobility of researchers and doctoral
students abroad and return (grants, bi-national programmes, international
collaboration on R&D projects, etc.)
f. Training and education (languages, intercultural skills, etc.)

9. Mass + Crisis + Globalisation! 1/3
The Massification, the advent of the crisis and the ongoing globalisation are
interlinked and are evolving hand in hand. We predict that universities,
governments or stakeholders will have to cooperate to progress and recover.
a. HE has become an inevitable social response to globalization
b. Globalisation shapes political evolution (and revolution) in the developing
world
c. Globalisation will allow for a new political role of interconnected researchers
and academics at world level and for renewed North-South HE partnerships
d. It will bring about the conditions for immense science development
e. It opens up new opportunities for socioeconomic and education policies: HE
institutions as economic enablers, diversifying and interconnecting education
pathways, linking education and work, fostering community action.

10. Mass + Crisis + Globalisation! 2/3
True, HEIs improve the workforce, create jobs, foster innovation, and attract new
business and industry.
However, as globalization has fostered a worldwide market for goods and services,
higher education is no longer a resource confined exclusively to the domestic domain.
Both political and economic borders have become more porous, allowing individuals
and institutions to move more freely among nations and economies.
The local impact of HE needs to be understood through the global context in which it
exists :
a. HEIs attract students and resources from beyond immediate communities,
and indeed beyond national borders.
b. They can support the expansion of international trade within their local
communities.
c. They play a critical role in developing a workforce that is globally competitive;
a workforce that is crucial for helping existing businesses expand
internationally and attracting international businesses nearby.

11. Mass + Crisis + Globalisation! 3/3
HE also serves as a form of international trade in its own right.
a. HE might be considered a tradable service. Indeed, the national estimates of
its economic impact have been substantial.
b. In USA, HE consistently ranks among the top ten service exports. (NAFSA
2011), in 2010 – 2011 international students contributed about $28,000 per
student to the local community through tuition and fees without including
any type of multiplier effect to track those student dollars into local
economies,
c. In Canada $30,000 per student to local economies. About 83,000 students
worked during their stay, paying about $300 million to the Canadian
government in various revenues.
d. HEIS operate physical outposts in more than one nation and each of these
outposts exerts its own impact on the economies in which it exists. One
aspect is the itnernational branch campus, there are some 200 operating.

12. Metrics are lacking re: impacts of
internationalisation
While higher education’s international engagements
have become much more expansive in the last decade;
metrics to assess the full breadth of the economic
impact of these engagements have yet to develop
(Lane/Owens)

13. What shall we do?
More than one player must be on the
chess mat!
Countries have taken different approaches
to internationalisation ranging from market
reliance (higher education competition) to
centralised intervention (with binding
government regulations).
HEIs have developed their own
internationalisation strategies regardless
of government policies, often focussing on
international student recruitment. As a
result, mismatches can arise between
national and institutional objectives.

14. 4 major policy pointers 1/2
1. Fostering synergies between government and institutions’ policies
In order to help institutions define effective internationalisation strategies, national policies
and country-specific goals for internationalisation should be well-aligned within a
comprehensive policy framework.
2. Making the national framework for internationalisation explicit
Governments need to have a clear view on global HE and whether or not they want to
participate in a more globalised approach to higher education, informed through dialogue
between governments, institutions and other stakeholders. Institutions need to take care
to use language accessible to decision-makers in describing their own internationalisation
strategies and ambitions.
Governments that analyse both the supply and demand sides of internationalisation will
be better placed to understand the driving forces (e.g. dynamic demographics in one
country may inflate outgoing student mobility)

15. 4 major policy pointers 2/2
3. Alignin internationalisation with funding challenges
Funding is crucial to the internationalisation of higher education and needs to be aligned
with the national strategy. Internationalisation’s sustainability, requiring constant
commitment to succeed, emerges at a time with fewer financial resources. Investment is
needed in advanced internet networks that enable collaboration in research, provide access
to specialised instrumentation and encourage collaboration for teaching and learning.
4. Evaluating internationalisation-related impacts
Governments should explore how to measure the effectiveness of internationalisation.
Student mobility is a visible and measurable effect, although it overshadows the other
important aspects.

16. I kindly thank the following contributors…
• Jason Lane, Taya Owens, Measuring the Economic Impact of Higher Education’s
International Engagements: Trade and Foreign Direct Investment, Chap 8
http://www.sunypress.edu/p-5608-universities-and-colleges-as-ec.aspx
• J. Lane, Worldwise blog: http://chronicle.com/blogs/worldwise/author/jlane
• Dominique Guellec and Sandrine Kergroach OECD Science, Technology and Industry
Outlook 2012: From the higher education perspective.
http://fr.slideshare.net/OECDEDU/oecd-science-technology-and-industry-outlook-2012-
from-the-higher-education-perspective-dominique-guellec-and-sandrine-kergroach
• Memduh Karakullukçu, Vice Chairman and President of the Global Relations Forum, Turkey -
, 2012 http://www.rockinst.org/forumsandevents/oecd/presentations/Memduh_OECD-
SUNY_APRIL_12_2012_SPEECH-MAY_2012.pdf
• José Mariano Gago, Where have we got to in attaining and sustaining mass higher
education? OECD General Conference 2012. http://fr.slideshare.net/OECDEDU/where-have-
we-got-to-in-attaining-and-sustaining-mass-higher-education-jos-mariano-gago

17.  Evaluation
 Capacity Building
 Quality Expertise
www.learningavenue.frfhenard
@learningavenue.fr