The University of British Columbia Internationalization of Universities: Revenue Oriented or Pedagogy-Driven? Kurt Hübner Jean Monnet Chair for European Integration and Global Political Economy The University of British Columbia

Diversity and Harmonization The birth of the modern nation-state throughout the 19th century erected borders, brought passports, national money, and…’put/kept national education systems on their given paths Diversity in terms of size, access, and quality Bologna Process as a way to unlock path dependence and to create a common educational space without borders This analytical perspective helps to understand the journey of the Bologna process The core of Sorbonne

Universities were born in Europe, some three-quarters of a millenium ago. Our four countries boast some of the oldest, who are celebrating important anniversaries around now, as the University of Paris is doing today. In those times, students and academics would freely circulate and rapidly disseminate knowledge throughout the continent. Nowadays, too many of our students still graduate without having had the benefit of a study period outside of national boundaries. Sorbonne Declaration, 1998

Internationalization “Internationalization at the national, sector, and institutional levels is defined as the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education” (Knight 2014) Internationalization afflicts national paths in different ways, in terms of opportunities as well as challenges Mobility of goods, services, capital, people, and ideas Student mobility is one dimension of internationalization of post-secondary education Sending and receiving students Institutional mobility: satellite campus Global circulation of ideas

Internationalization Plans Thirty three of the EHEA countries estimate that more than half of their higher education institutions have adopted internationalisation strategies. Among these, 11 countries report that all higher education institutions have an internationalisation strategy. No country estimates that none of their higher education institutions have adopted such a strategy. Ten systems (Andorra, Estonia, Finland, Iceland, Italy, Kazakhstan, Liechtenstein, Norway, Spain and the United Kingdom – Scotland) report that in addition to the existence of a national strategy for internationalisation, all their higher education institutions have also adopted internationalisation strategies …Internationalization plans have become a Must for governments as well as for universities

Student Mobility INWARD MOBILITY OUTWARD MOBILITY Short-term: credit mobility Long-term: degree mobility Joint Degree programs

Expected Outcomes of International Student Mobility cultural awareness: recognition and understanding of differences between cultures cultural intelligence:individual’s ability and skills to manage themselves and interact with others across cultures. global mindedness:extent to which an individual feels connected to the global community and to its members cultural sensitivity and empathy:being open to and showing respect for cultural differences. cultural adaptability:individuals’ abilities to adapt to cultures other than their own language skills cross-cultural communication skills and intercultural competence …should improve employability (Achinto Roy, Alexander Newman, Tori Ellenberger & Amanda Pyman (2018): Outcomes of international student mobility programs: a systematic review and agenda for future research, Studies in Higher Education, DOI: 10.1080/03075079.2018.1458222 )

Erasmus: Flagship Program of EU

Bologna Internationalization  The EHEA mobility target adopted in 2009 in Leuven- Louvain la Neuve states that at least 20 % of those graduating in the EHEA should have had a study or training period abroad by 2020 National targets differ, depending from different starting points Mobility inside EHEA high, with exemptions

Revenue-Driven Concept Most prominent cases: UK Australia New Zealand Canada

Market Perspective OECD estimates indicate that the flow of international students (students attending universities and colleges in countries other than their county of citizenship and/or permanent residence) has approximately doubled from 1.8m in 2000 to 3.5m in 2012, and this total is expected to double again to around 6, 7 or 8m by 2025. Despite the Provincial jurisdiction of education, Canada announced its first ever national strategy for international education in January, 2014. In this strategy, international undergraduate student recruitment is the highest priority, with a trade commissioner for education in Ottawa, and with a plan to double international students studying in Canada from 2011 to reach 450,000 by 2022, without displacing domestic students. This would increase international students as a proportion of all post- secondary students in Canada to around 17% by 2020, 23% in BC.

The Case of UBC Share of international students: 26% UBC has one of the most diverse populations of international students in Canada, with students from more than 150 countries. The top five source countries of international students in 2016-17 were China (4,929), the U.S.A. (1,594), India (846), Republic of Korea (504), and Japan (365) In the 2016/17 fiscal year, $234 million was received from international undergraduate students compared with $221 million from domestic undergraduate students. Internationalization at home, given that UBC only sends close to 3 % of its student body abroad

Revenue-driven strategies favour inward mobility rather than outward mobility Pedagogy aspects less relevant