Internationalisation, Globalisation and the Knowledge Economy THE CHANGING ENVIRONMENT: GLOBALISATION, INTERNATIONALISATION AND HIGHER EDUCATION Module C/Unit 2: Internationalisation, Globalisation and the Knowledge Economy Peter Maassen; 21 November 2006

Globalisation and Higher Education Key issues (from the globalisation debate): Flows, networks and ICT Changing role of the nation state: deregulation, privatisation and liberalisation Convergence and/or divergence Role of stakeholders (incl. anti-globalists) Flows: free mobility (to be distinguished from organised mobility on the basis of bi or multilateral agreements between countries) is not new, but has increased a lot (forecast: 1.8m in 2000 to 2.8m in 2010 and 4.8m in 2025) as as result of the overall growing demand for higher education (40m in 1974 to 80m in 1995, forecast: 150m in 2025). These flows are global although clear patterns exist: east to west and south to north. Brain drain implications ”Moving education not people”. ICT supported distance education. The promise of reducing costs. The hype of the e-learning market. In Held’s terms: transformation in the spatial organisation of social relations (e.g. institution, student, content): radiply broadening geographical scale of educational provision, increasing intensity and speed of transnational flows, etc. Changing role of the nation state: (deliberate) deregulation, privatisation and liberalisation (GATS) (Castells) (not deliberate / challenging) lack of control on TNE (QA) Convergence & divergence: Systems vs outcomes: e.g. Bologna vs diversification HE’s anti-globlisation movenment(s): students, unions, and other interest groups (academics).

Globalisation and Internationalisation Conceptual difference : interconnected - integrated. Internationalisation: increasing interconnectedness of national education systems (activities) without the boundaries between them or the authority of national governments over these systems being brought into question Globalisation: increasing integration of flows and processes over and through boundaries that leads to a transformation in the spatial organisation of social relations, changing/challenging the role of the nation state. See also Ulrich Teichler’s definitions on page 247 of your reader! Van der Wende, 2002, p. 286-287

Internationalisation or globalisation: Views on internationalisation:   Scott Van der Wende Marginson Inter–nationalisation Internationalization reflected – and maybe still reflects – a world order dominated by nation states. (1998: 126) Universities are national institutions, created to fulfil national purposes. (1998:113) Internationalisation in higher education means “including any systematic, sustained effort aimed at making higher education (more) responsive to the requirements and challenges related to the globalisation of societies, economy and labour markets (1997) The term ‘internationalisation’ describes the growth of relations between nations and between cultures. (2000a)

Internationalisation or globalisation: Views on globalisation:   Scott Van der Wende Marginson Globalisation Globalisation ignores, transcends and is even actively hostile to nation states. (2001) (…) But globalization can be given a much wider meaning - one that emphasizes the impact of global environment changes, the threat of social and political conflicts that can not be walled off by tough immigration or asylum policies or policed by superpowers, and the growth of hybrid world cultures created by the mingling of global-brand culture and indigenous tradition. (1998: 122) Globalisation generally relates to the process of increasing convergence and interdependence of economies and to the liberalisation of trade and markets. Besides, the cultural component of globalisation is recognised, encouraging at the same time the establishment of a (usually western) global-brand culture, as well as the spread of more indigenous traditions. From the political perspective, the globalisation literature claims that the process of globalisation will turn nation states into powerless institutions and that ultimately their role will vanish (2001). Globalisation does not create a single political world – it does not abolish the nation state – but it changes the condition in which nation states operate (2000a) Universities are among the most globalised of institutions (2000b: 8) It is as much about the cross-global movement of people and ideas as about markets and money, and more about networks than about patterns off comodity trade or off-shore production(2000b, p. 47)

Internationalisation or globalisation: Views on their relation:   Scott Van der Wende Marginson Relation Globalization can not be regarded simply as a higher form of internationalization. Instead of their relationship being seen as linear or cumulative, it may actually be dialectical. In a sense the new globalization may be the rival of the old internationalization (2001) Both the terms globalisation and internationalisation are used to identify the increasing international activities and outreach of higher education (2001) Internationalisation can be seen as a response to globalisation (2001) Globalisation does not refer to the growing importance of ‘international’ relations, relations between nations, per se… the term ‘globalisation is reserved here for the growing role of world systems

Internationalisation or globalisation: Views on their relation: According to Slaughter (1999), globalization has at least four far-reaching implications for higher education: (1) the constriction of monies available for discretionary activities, such as postsecondary education, (2) the growing importance of techno-science and fields closely involved with markets (3) the tightening relationship between multinational corporations and state agencies, and (4) the global intellectual property strategies.

Globalisation and Internationalisation in HE ”Not all universities are international, but all universities are subject to the same process of globalisation, partly as objects, victims even, but partly also as subjects, or key agents of globalisation” (Scott, 1998).

Globalisation and Internationalisation in HE (2) Perceptions: Globalisation: external process, unsteerable, competition, less compatible with academic values (commercialisation, trade, reduced academic freedom) Internationalisation: policy process, cooperation, compatible with academic values (quality, cultural diversity, personal development) Internationalisation as a respons to globalisation (e.g. cooperation for better competition) Globalisation (increasing competition and a global division of labour) as a rival of the ”old” internationalisation.

Globalisation and Internationalisation in HE (3) Policy agendas compared: Bologna (internationalisation) and WTO/GATS (globalisation) Different institutional arrangements Different views on HE as a public/private good Cooperation vs Competition

Linkages, connections and flows Student and staff mobility Increase in numbers Changing rationales Changing patterns Flows of educational services Cooperative programmes ‘Offshore’ education Distance education On-line provision of education Increase of linkages Increased linkages The changing nature of linkages

Growth of foreign students foreign students enrolled in the US, 1955-2000 (x 1000) Source: Institute for International Education (2000)

Growth of foreign students over the last 20 years (1990 = 100) Source: OECD

Patterns of flows Source: OECD

Rationales in cross border delivery Shift in approaches to internationalisation Mutual understanding approach Revenue generating approach Skilled migration approach Capacity building approach Also it has caused a shift in the rationale for cross-border edcuation and the institutional incentives to engage in cross-border education See document ‘rationales cbc’ Approaches are not mutually exclusive. See next slide

Linkages, connections and flows Student and staff mobility Increase in numbers Changing rationales Changing geographies Flows of educational services Cooperative programmes ‘Offshore’ education Distance education On-line provision of education Increase of linkages Increased linkages The changing nature of linkages

Types of Cross-border education activities Main forms Examples Size 1. People Students/trainees Student mobility - Full study abroad for a foreign degree or qualification - Part of academic partnership for home degree or joint degree Probably the largest share of crossborder education Professors/trainers Academic/trainer mobility - For professional development - As part of an academic partnership - Employment in a foreign university - To teach in a branch institution abroad An old tradition in the education sector, which should grow given the emphasis on mobility of professionals and internationalisation of education more generally 2. Programmes Educational programmes Academic partnerships E-learning - Joint course or programme with a foreign institution - E-learning programmes - Selling/franchising a course to a foreign institution Academic partnerships represent the largest share of these activities E-learning and franchising are small but rapidly growing activities 3. Institutions/providers Foreign campuses Foreign investments - Opening of a foreign campus - Buying (part of) a foreign educational institution - Creation of an educational provider abroad A trend increasing very quickly from a modest starting point Knight (2003b) and OECD

Linkages, connections and flows Student and staff mobility Increase in numbers Changing rationales Changing geographies Flows of educational services Cooperative programmes ‘Offshore’ education Distance education On-line provision of education Increase of linkages Increased linkages The changing nature of linkages

The changing nature of international linkages Dimensions Members: From bilateral to multilateral Membership: From open to restricted Interests: From collective to individual interests of institutions Activities: From single activities to multiple disciplines & themes Agency From academic to leadership driven Intensity From connections to coordination to integration