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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Globalisering og de Videregående Uddannelser Rotary Århus 22. november 2005
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T The case of Australia
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Foreign Students in Australia by mode of study (1996-2001)
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Cross-border higher education and international mobility: trends and issues
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T International mobility of students OECD countries receive about 85-90% of all foreign students in the world, i.e. 1.8 million students in 2002 The majority (57%) of foreign students within the OECD area come from non-OECD countries 5 countries received 77% of all foreign students in the OECD area in 2002: United States (33%), United Kingdom (13%), Germany (12%), Australia (10%), France (9%)
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T The international market for higher education Source: OECD Education at a glance 2005
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T The international market for higher education Source: OECD Education at a glance 2005
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Recognition of degrees and quality assurance are key drivers of mobility Recognition of foreign degrees facilitates the reception of foreign students with former education facilitates the return of domestic students with foreign degrees Lack of recognition of foreign degrees can also be a driver of cross-border education: people can study abroad because their domestic degrees are not well recognised in the country where they want to work Quality assurance and accreditation, recognition of foreign degrees, and recognition of professional qualifications become increasingly interlinked
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Trends in international mobility of students and cross-border education
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T International mobility of academics United States 84 281 international scholars in 2003: an increase by 40% since 1994 Foreign scholars were estimated to represent 30 to 40% of total university researchers Europe No systematic evidence, but the academic mobility through the EU Socrates programme has increased by 71% between 1997 and 2000 (to 12 000 scholars) Source: OECD & Institute of International Education (IIE)
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T International mobility of programmes and institutions Programme and institution mobility is still limited in scale but grows rapidly, especially in the Asia- Pacific region 37% of all international students enrolled in Australian institutions studied from their country in 2001 (against 26% in 1996) Singapore: more undergraduate students accessed a foreign programme from Singapore than studied abroad in 2000 China: 9-fold increase in foreign programmes between 1995 and 2003
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Growth of Foreign Students: 1990 to 2002 (1990=100) Source: OECD
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Origin of foreign students in America & Europe (2001) OECD receiving countries in North America EuropeOECD From Africa20%77%12% From N. America 55%38%7% From S. America 54%42%4% From Asia47%29%42% From Europe15%81%34% From Oceania29%19%1% From WORLD33%54% Source: OECD
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Rationales and policies to internationalisation: the capacity building agenda
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Rationales and drivers of cross- border higher education Disappearance of distance (new technologies, decrease in costs of travel and communication) Globalisation and labour market opportunities Unmet demand in some emerging countries and need to increase their stock of human capital Need to attract highly skilled people in the context of ageing societies and increasingly knowledge-based economies
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T EXPORT stragegiesIMPORT strategies Capacity building Revenue generation Skilled migration Intensity of economic rationales Mutual understanding
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Cross-border education and brain drain/gain
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Cross-border education and brain drain/gain Increasing competition for highly skilled people 75% of Chinese students who studied abroad between 1978 and 1999 failed to return USA: 25% of temporary visa holders were formerly enrolled in US universities (27% of all medical doctors educated abroad)
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Stay rates of 1996 PhD holders in the USA in 2001 Source: Oak Ridge Associated Universities
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Costs and benefits of skilled migration for the sending countries Costs: Loss on investment (if they have financed the schooling) Loss of qualified human capital (and thus productivity) Benefits: Investment from their diaspora Remittances from their diaspora Business links enabling the sending country to participate in international networks Permanent and temporary migration are two different cases
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Some countries, especially in the Caribbean and in Africa, face significant emigration rates of their elites (sometimes exceeding 50%)
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Conclusion Participation in cross-border higher education is important for building capacity: there is still room for more participation of the Nordic countries Quality assurance agencies and recognition bodies should coordinate internationally to ensure the quality of cross-border higher education and facilitate international mobility (full Bologna and ECTS) While cross-border higher education can contribute to brain drain, it is only a small aspect of mobility - and a risk to be taken in order to benefit from brain gain. The Nordic countries participates in mobility in a give-and-take system.
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Lauritz B. Holm-Nielsen, Rektor A A R H U S U N I V E R S I T E T Globalisering og de Videregående Uddannelser TAK FOR INVITATIONEN rektor@au.dk
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