the internationalisation and globalisation of higher education: implications for china stamenka...

The Internationalisation and Globalisation of Higher Education:

Implications for China 

Stamenka Uvalić-Trumbić & Sir John DanielEducation Masters: DeTao Masters Academy

Plan: 5 sessions

1.Internationalisation & Globalisation

2.Ranking universities

3.Access to higher education

4.Qualifications and credentials

5. Wrap-up and conclusions

Plan: 5 sessions

1.Internationalisation & Globalisation

2.Ranking universities

3.Access to higher education

4.Qualifications and credentials

5. Wrap-up and conclusions

DEFINITIONS

Globalization

Internationalization

Cross-Border Higher Education

INTERNATIONALISATION

INTERNATIONALISATION

•Between and among nations(e.g. inter-university

agreements)

•Nation is basic unit(e.g. China Education Association for International Exchange)

GLOBALIZATION

GLOBALIZATION

• Global economic integration(e.g. McDonald’s)

• World: a single Market(e.g. MOOCs, Rankings)

What is Cross-Border HE?

“… teacher, student, programme, institution/provider or course materials cross national jurisdictional borders”

CROSS-BORDERbranch campuses student mobility joint programmesonline learning

International Branch Campuses

• International Branch Campuses distinct form of CBHE

• 32 international branch campuses in China (2014)

BUT

Branch campuses remain a marginal phenomenon.

In China branch campuses and joint programmes combined account for 1% of student enrolments.

STUDENT MOBILITY

STUDENT MOBILITY

•4 million students abroad (2012)

•Majority Asian (53%)

•700,000 Chinese students abroad (2012)

GRADUATE MIGRATION•30% of migrants to OECD countries (2010) are graduetes – total 27 m

•20% of them from China, India and Philippines

•70% increase since 2000

16

FACULTY MOBILITYDeTao Masters from the Whole World

FACULTY MOBILITYDeTao Masters from the Whole World

ONLINE LEARNING

3,850 MOOCS are now available!

QUESTIONS?

COMMENTS?

Mr Jiang Bo with Stamenka Uvalic-TrumbicBeijing, 2012

GROUP DISCUSSIONS

•What lessons from China’s experience of study abroad?

•What impact of internationalisation and globalisation on migration?

PLENARY DISCUSSION

•What are the most productive modes of educational cooperation between China and the rest of the world?

Plan: 5 sessions

1.Internationalisation & Globalisation

2.Ranking universities

3.Access to higher education

4.Qualifications and credentials

5. Wrap-up and conclusions

UNIVERSITY RANKINGS

•US News and World Report(beginning of 1980s – US only)

Global Rankings:•Academic Rankings of World Universities (ARWU) – 2003•THE Rankings – 2004•…and others followed

WHAT DO RANKINGS MEASURE?

•Research output- articles, citations, Nobel Prizes…

•Industry innovation/finance

•Internationalism

•Teaching quality (hard to measure?)

NEW APPROACHES TO RANKINGS?

•Develop rankings that fit local situations (e.g. Nigeria / AU)

•U Multi-rank (Europe)

• Measure a variety of dimensions

BRITAIN’S TOP NINE UNIVERSITIES

Quality Rankings of Teaching

based on all subject assessments 1995-2004(Sunday Times University Guide 2004)

1 CAMBRIDGE 96%

2 LOUGHBOROUGH 95%

3= LONDON SCHOOL OF ECONOMICS 88%

3= YORK 88%

5 THE OPEN UNIVERSITY 87%

6 OXFORD 86%

7 IMPERIAL COLLEGE 82%

8 UNIVERSITY COLLEGE LONDON 77%

9 ESSEX 77%

…and OU top for student satisfaction

The top 20 most searched universities on Google:

1. University of Phoenix2. Massachusetts Institute of Technology3. Open University4. University of Calicut5. University of California, Los Angeles6. Anna University7. Stanford University8. London School of Economics and Political Science (LSE)9. Columbia University10. New York University11. University of Mumbai12. University College London (UCL)13. University of Oxford14. Florida State University (FSU)15. Harvard University16. University of Cambridge17. Liberty University18. University of Rajasthan19. University of Michigan20. Annamalai University

Source: Google/BBC

WHAT POLICY TO ADOPT?

•Dismiss rankings?

•Take them seriously?

•Use them intelligently?

“World Class”

university or system?

Students’ Choices

UNESCO Forum, 2011

Students’ statements

“Huge shortcomings regarding the provision of comparable information on HE and programmes”. (Allan Pall, Estonia) “University rankings are a useful tool for making choices” but “University rankings should not be singular” (Vimonmas Vachatimanont, Thailand) “Cambridge and Oxford are not best in all disciplines”(Lydienne Machi, Cameroon) 

RANKINGS: QUESTIONS

•Rankings = quality?

•What does “world class” mean?

QUESTIONS?

COMMENTS?

GROUP DISCUSSIONS

•Are rankings a measure of quality?

•What is a world-class university?

The Internationalisation and Globalisation of Higher Education:

Implications for China 

Stamenka Uvalić-Trumbić & Sir John DanielEducation Masters: DeTao Masters Academy

Plan: 5 sessions

1.Internationalisation & Globalisation

2.Ranking universities

3.Access to higher education

4.Qualifications and credentials

5. Wrap-up and conclusions

INCREASING DEMAND

Global enrollment:

2000 = 97 million 2007 = 155.2 million2012 = 196.1 million (Asia 98.07 m)

2030 - 412 million (estimate)2035 - 522 million (estimate) 

TERTIARY GROSS ENROLMENT RATE

TERTIARY ENROLMENTS - CHINA

2012 = 32 million2020 = 37 million (estimate)(India 28 m, US 20 m, Brazil 9 m)

ACCESS: TO SUCCESS?

•Successful completion

•Success in employment

•Fulfilling work

UNDEREMPLOYMENT?

China has shown little evidence of rising unemployment despite the slowest growth rate since the global financial crisis—and is nowhere near the jobless rates seen in some of the countries hardest hit by the euro-zone debt crisis. But slowing growth underscores a fundamental challenge to China's economic development: the underemployment of huge numbers of graduates that Chinese colleges are churning out.

Wall Street Journal 2012

QUESTIONS?

COMMENTS?

ONLINE LEARNING

US Universities Data

A Guide to QualityIn Online Learning

Authors:Neil Butcher & Merridy Wilson-Strydom

Editors:Stamenka Uvalić-Trumbić & Sir John Daniel

A Guide to Quality in Online Learning

POST-TRADITIONAL HIGHER EDUCATION

Open Educational Resources, Open Badges, MOOCs, etc.

What is a MOOC?

Massive Open Online Course

Course x6002 Circuits and Electronics

155,000 registrations23,000 tried first test

9,000 passed mid-term7157 passed = < 5%

MOOCs ventures outside North America

3,850 MOOCS are now available!

What is higher education?

Teac

hing

Learning

Credentials

A Guide to Quality in Post-Traditional Online Higher Education

Authors:Neil Butcher & Sarah Hoosen

Editors:Stamenka Uvalić-Trumbić & Sir John Daniel

QUESTIONS?

COMMENTS?

GROUP DISCUSSIONS

•How should higher education respond to a changing labour market?

•What good practices can be shared?

PLENARY DISCUSSION

•How are Chinese universities responding to the labour market?

•How can Chinese universities become world-class?

Plan: 5 sessions

1.Internationalisation & Globalisation

2.Ranking universities

3.Access to higher education

4.Qualifications and credentials

5. Wrap-up and conclusions

…to create the most dynamic and attractive higher education system in the world…

(1999)

THE BOLOGNA PROCESS IN EUROPE

•Bologna Declaration signed by 47 Ministers by 2010 - EHEA

•Main objectives:- easily comparable degrees

(Bachelors, Masters, PhDs)- quality assurance frameworks

(European Standards and Guidelines)-fair recognition of foreign degrees

MUTUAL RECOGNITION OF QUALIFICATIONS

THE LISBON RECOGNITION CONVENTION (1997)- Europe

THE TOKYO RECOGNITION CONVENTION (2011)- Asia - Pacific

FEASIBILITY OF A GLOBAL CONVENTION (2014)

CONVENTIONS AND QUALIFICATIONFRAMEWORKS TO FACILITATE

STUDENT MOBILITY

The Death of the Degree

Allan Pall, ESU

Higher Learning to be more focused on validating the learning process and its outcomes

What we really need is liberation from the degree

Employers need the right mix of skills and competences matched with job requirements

New credentials appearing

NANODEGREES

DeTao Masters Academypioneering Open Badges in China

QUESTIONS?

COMMENTS?

GROUP DISCUSSIONS

•Are Open Badges an opportunity for China?

•Are employers content with existing credentials?

PLENARY DISCUSSION

•Are qualifications structure changing in China?

•Are new credentials emerging in China?

Plan: 5 sessions

1.Internationalisation & Globalisation

2.Ranking universities

3.Access to higher education

4.Qualifications and credentials

5. Wrap-up and conclusions

THANK YOU

Stamenka Uvalić-Trumbić Sir John Daniel

For text and slides:

www.sirjohn.ca