exchange among universities with quality assurance in east ... · ystudent exchange is beneficial...

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Exchange among Universities with Quality Assurance in East Asian Region

Ministry of Education, Sports, Science and Technology, Japan

September 29-30, 2011

The International Symposium on

PART I & PART II

PART I STUDENT EXCHANGE AND QUALITY ASSURANCE IN THAILAND AND THE OTHER ASEAN COUNTRIES

PART IICROSS BORDER PROGRAMS ADVANTAGES AND DISADVANTAGES

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M.R. KALAYA TINGSABDH, PH.D.EACC & CHULALONGKORN UNIVERSITY

STUDENT EXCHANGE AND QUALITY ASSURANCE

IN THAILAND AND THE OTHER ASEAN COUNTRIES

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IntroductionHigher education in ASEAN used to be localized

mainly local students and faculty members QA unheard of

Nowadays most ASEAN universitiesare keen to promote student exchange have accepted a QA system

Student mobility in ASEAN universities has increased – both outbound and inbound

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Introduction (contd.)ASEAN Integration (2015) has significant influence on higher education in the region

study experience in another ASEAN country will benefit students

Governments must provide full support

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Fact and Figures

3.34 million mobile students in 2010U.S. has the largest inbound students –over 600,000China has the largest outbound students –over 500,000

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Student Mobility in ASEAN

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Host Country inbound students

Arab States

Central and

Eastern Europe

Central Asia

East Asia Andthe

Pacific

Latin America and the

Caribbean

North America

and Western Europe

South and

West Asia

Sub-Saharan

AfricaUnspecified

Brunei Darussalam 295 5 <5 <5 221 <5 <5 37 17 5

Cambodia ... ... ... ... ... ... ... ... ... ...

Indonesia 3,023 17 36 <5 2,891 6 25 11 28 7

Lao PDR 332 - <5 - 327 - <5 - - -

Malaysia 41,310 7,561 471 417 16,395 32 377 9,362 5,373 1,322

Myanmar 57 - - - 52 - <5 <5 - -

Philippines 2,665 35 19 <5 1,559 46 335 438 80 152

Singapore 40,401 40,401

Thailand 16,361 49 103 35 12,794 44 1,875 1,242 159 60

Vietnam 4,207 4,207

Total 108,651 7,667 629 452 34,239 128 2,612 11,090 5,657 46,154

Table 1 Inbound students in the ASEAN region by host country

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Student Mobility in ASEAN

In ASEAN Malaysia and Singapore have the largest number of inbound students (over 40,000 in each country)

Inbound students in Malaysia came from many parts of the Asia Pacific, Europe,

Africa, and the Middle East

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Student Mobility in Thailand (inbound)

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Table 2 EACC

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China is the top sending country for Thailand Thailand is a popular destination for the students from Vietnam, Cambodia, Lao PDR, and Myanmar

Student Mobility in Thailand (inbound)

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Top Destinations for Outbound Students from the ASEAN Countries

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Table 3 Top five destinations for outbound students from the ASEAN countries

Country of Origin Number Top five destinations(The number of students from given country studying in the host countries is shown in brackets)

Brunei Darussalam 2,969 U.K. (1,688), Australia (774), Malaysia (269), New Zealand (65), Japan (44)

Cambodia 3,675 Thailand (984), France (546), Vietnam (388), Australia (366), U.S.A. (347)

Indonesia 32,346 Australia (10,205), U.S.A. (7,386), Malaysia (7,325), Japan (1,788), Germany (1,546)

Lao PDR 4,582 Vietnam (2435), Thailand (1301), Japan (264), Australia (167), France (117)

Malaysia 53,121 Australia (19,970), U.K. (12,697), U.S.A. (5,844), Russian Fed. (2,516), Japan (2,147)

Myanmar 5,005 Russian Fed. (1,034), Thailand (999), Japan (922), U.S.A. (656), Australia (495)

Philippines 9,719 U.S.A. (4157), Australia (1291), U.K. (1093), Japan (583), Malaysia (278)

Singapore 19,633 Australia (10,394), U.S.A. (3,923), U.K. (3,188), Malaysia (606), Canada (355)

Thailand 24,805 U.S.A. (8,592), U.K. (4,674), Australia (4,377), Japan (2,193), Malaysia (976)

Vietnam 44,038 U.S.A. (12,612), Australia (7,648), France (5,803), Russian Fed. (3,518), Japan (2,895)

TOTAL 199,893Australia (55,687), U.S.A. (43,517), U.K. (23,340), Japan (10,836), Malaysia (9,454), Russian Fed. (7,068), France (6,466), Thailand (3,284), Vietnam (2,823)

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Top Destinations for Outbound Students from the ASEAN Countries

The majority of outbound students in the region do not go to another ASEAN countryU.S.A. and Australia are the most popular destinationsOnly Malaysia, Thailand, and Vietnam appear on the list of top five destinations for outbound ASEAN studentsIn terms of the number of students from the whole region , the top five destinations are 1) Australia, 2) U.S.A., 3) U.K., 4) Japan, 5) Malaysia, 6) Russia, 7) France, 8)Thailand, 9) Vietnam

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ASEAN Integration and Student Mobility

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The negative picture of student mobility within ASEAN should soon change. Intra-ASEAN business and trade will greatly expand after ASEAN integration in 2015 ASEAN Population size of 581 million is very attractive for business

ASEAN and non ASEAN companies will increase their presence in the region – both manufacturing bases and sub-branches

Demand for high quality work force with competency in English and an ASEAN language as well as familiarity with one or more ASEAN countries will substantially increase

EACC ASEAN Integration and Student Mobility

ASEAN Integration and Student Mobility (contd.)

ASEAN students will soon realize that taking part in a study abroad program within ASEAN while they are studying at university will open doors to better opportunity after graduation

Competency in another ASEAN language will earn them higher salary and better jobs. Spending one year studying language in an ASEAN country is the best path toward that goal.

Language learning comes with cultural understanding. Those who allow themselves to immerse in the culture of the host country will become more sophisticated with higher degree of tolerance. The characteristics will make them excellent ASEAN citizens and much sought after by employers.

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Circles of ASEAN friends built up during the exchange period will last their life time and assist them in their future career

With such benefit there is no doubt that student mobility within ASEAN will increase in the near future

Such favorable circumstance provides great opportunity for universities in the region.

Many measures must be taken as soon as possible to expand student mobility in the ASEAN countries. Many parties have to become involved i.e. the government with its relevant agencies, the universities, and the private sector.

ASEAN Integration and Student Mobility (contd.)

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How to promote Student Mobility in ASEAN ?

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How to promote student mobility in ASEAN?

Every government in the region must be prepared to provide more financial support

Up to now almost all governments in the region provide long term scholarships for their best students to study abroad as a part of human resource development plan of the country

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Financial support from government for short term mobility varies from country to country

In Thailand, short term mobility has been confined to students from well-to-do families since parents pay all expenses. In such cases all parents select to send their children to non-ASEAN countries.

How to promote student mobility in ASEAN? (contd.)

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To promote student exchange within ASEAN, full grants are needed to draw students to the worthwhile activity

One good example is the MIT pilot project on promoting student mobility in Southeast Asia organized by SEAMEO RIHED involving a number of Malaysian, Indonesian, and Thai universities. The three governments provide scholarships for the students in the project


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Passport and visa applications should be facilitated with special provision for exchange students

Every embassy and consulate in the ASEAN countries should have a liaison office or at the very least a liaison officer to promote student exchange in the respective country - to act as a one-stop service center


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Close coordination with local universities is very important as they are the source of outbound exchange students. A representative from the liaison office must visit target universities regularly to meet international relations officers and if possible to give talks on what is available in his/her country. Up-to-date information on all aspects related to student mobility in the host country must be available at the office. This is no longer impossible since every university can coordinate to provide such information on its website.


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The office could open booth at education fair in the country where it is situated to promote student exchange

The liaison offices or officers should also help look after exchange students from their respective country

Budget for the office could come from the government and “subscription fees”from universities


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Information on courses and programs offered to exchange students must be made available and easily accessible

This information will help facilitate course selection for exchange students. It must all be on the web for easy access.

The task of gathering correct information and updating such information is highly demanding. The ASEAN University Network (AUN) has already started to gather such information from its member universities and to put it on the AUN website.

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Different academic calendars hinder student exchange e.g. Thailand has a completely different academic calendar from the other countries. Alignment of academic calendars is necessary.

We could start student mobility in ASEAN more or less straightaway by organizing short 1 month courses e.g. introduction to the country + language

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Quality Assurance has to be carried out effectively. All courses and programs offered must be guaranteed to provide quality teaching. Examples are

The ASEAN University Network with its AUN-QA system, the Malaysian Qualifications Agency (MQA)the Office for National Education Standards and Quality Assessment (ONESQA) in Thailand

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Three credit transfer systems are now available i.e.

UCTS (UMAP credit transfer system)ACTS (ASEAN credit transfer system)ECTS (EU credit transfer system)

Some existing examples National University of Singapore only allows credit transfer and not grade transferChulalongkorn University allows both credit and grade transfers provided that the grades obtained at another university are B and over.

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More programs and/or courses have to be taught in EnglishInternational calendar should be used – especially for international programsFaculty members must have adequate English proficiencyLocal language courses must be developed to high standard providing both the short intensive type for beginners as well as in depth regular courses for advanced learners

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Courses dealing with local history, culture, and society taught in English should be provided regularlyThe administrative system must be ready to cater for foreign studentsLodging on or near the main campus should be available for foreign studentsUniversity budget should be allocated to support outbound exchange students to go to the other ASEAN countries

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Conclusion of Part I

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Conclusion of Part IStudent exchange is beneficial to each participating student, to each university, and to each country. ASEAN integration is a major force that will drive student exchange among the universities in ASEAN. Many more steps have to be taken by all universities to promote student mobility especially Quality Assurance of their programs and courses. Universities can no longer stay localized but universities should not be totally internationalized to the point of losing local identity.

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It has been proven by statistics that a large number of students join an exchange program in order to learn the language and culture of the host country. The ASEAN governments must give strong support to student mobility in the ASEAN region including budget allocation and administrative assistance. It is possible that with all the mechanisms in place ASEAN student mobility will become very active from the next decade onward.

Conclusion of Part IEACC

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Cross Border Programs:Advantages and Disadvantages

Part II

Possible Types of ProgramsCourse work Research

Location 1 2+ 1 2+ Example Programs

Mobile lecturer student lecturer student

1 Collaborative Programs

2 Double Degree Ph.D. Programs

3Twinning/Sandwich

ProgramsMulti-location Programs

4Twinning/Sandwich

ProgramsMulti-location Programs

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Collaborative Programs

One university offers a program Guest international lecturers teach the whole course or a part of a courseThesis/dissertation supervision is carried out by a lecturer at one university or by two lecturers - one from each universityDegree is granted by the university where the program is offered

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Twinning/Sandwich/Double Degree Programs

Two universities jointly offer a program At the undergraduate level students study at both universities – 2 years at each place –also called 2+2 programsCredit and grade transfers are carried outAlso offered at the Ph.D. level – through joint supervision of dissertationTwo degrees are usually granted - one by each university

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Multi-location ProgramsA program is jointly run by 2-3 universitiesUsually offered at the Master’s level Students study for 1 semester at each university with the final semester at the core university to carry out research and submit a thesis or a research paperCredit and grade transfers are carried outErasmus M.A.sM.A. in Global Studies conducted by the University

of Freiburg, the University of Cape Town, FLACSO Argentina (Buenos Aires), Chulalongkorn University (Bangkok) and the Jawaharlal Nehru University (New Delhi)

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Quality Cross border programs could be of high

quality if administered efficiently through careful selection of partner universitiesInternationalization of students, faculty members, and institutions

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ADVANTAGES OF CROSS BORDER PROGRAMS

Disadvantages ofCross Border Programs

In some types of Twinning/Sandwich programs the universities that teach only the first half of programs may fail to develop their academic excellence in the long runDouble Ph.D. degrees in the case of some partner universities have problems with ethics, copyright, and transparency – brain drain

True benefit from cross border programs requires careful consideration and sound judgment

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A Perspective on Quality Assurance of Higher Education in East Asia

-Mobility, Diversity, Ongoing Efforts and Reforms-

Yuichiro Anzai

International Symposium on Exchange among Universities with Quality Assurance in East Asian Region

September 29, 2011

Contents

1.Quality Assurance Issues

2.Mobility and Diversity Trends in East Asia

3.Ongoing Reforms and Efforts

4.Future Prospects

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On March 11, Japan was struck by an unprecedented disaster.

• University classes even in the affected areas resumed classes by late April. Higher educational institutions have returned to their normal education and research activities.

-Tohoku University resumed classes in May.

• MEXT offered financial support to foreign students affected by the earthquake.

- More than 90% of foreign students in the Tohoku Region lived near their universities as of July 2011.

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Higher Education Issues and Influences

• Demand growing, especially in developing countries

- 2011 economic growth forecast: China 9.1%, ASEAN 5.4% (ADB)Japan 1.8%, US 2.8% (World Bank)

• Demand and growth speed declining in developed countries– Reflecting ageing society in some countries

In 2050, Japan, Singapore, Korea, China will all become super-aged societies with more than 21% population over 65 (UN Population Prospects)

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Higher Education Issues

• More demand for higher academic and professional degrees

• Global mobilization of human resources, goods and money

• Political pressure against public spending, including higher education

→ All issues lead to calls for quality assurance

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Mobility in East Asia

• Contrast with US / Europe– History – Diversity (culture, economy, language, etc.)

• Imbalance of student/faculty mobility– This should be corrected to realize the entire

region’s full potential– Contribute to “brain circulation”

Australia

JapanChina

Korea

New Zealand

India ASEAN(within region) 6,189*

・Numbers with * are data of only four Asean countries: Thailand, Malaysia, Indonesia, the Philippines

・Based on various sources

86,173

18,363

3,324

20,20244,746

57,504

48,979

3,582

348

Approx.35,000

2,008

2,750

24,523

546

1,681*448*

536*

1,0512,974

318

13,119

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Student Exchanges in East Asia

Approx.70,000

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Rapid Development: Method and diversity

• Student Mobility• University Credit Transfer• Double / Joint Degrees• Interactive Learning• “Learning Commons”

→Difficult to measure learning outcomes→Search for international common ground

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Discussion in Japan

• University Council- Comprehensive discussion on medium-term higher

education policy since 2008- Examples of topics under discussion

→ These issues should be tackled from global as well as domestic perspectives.

-Differentiation according to each university’s mission-Enhancement of quality assurance framework-University management / funding arrangements-Funding / management issues-Graduate school curricula -Double degrees / joint degrees

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National Quality Assurance Framework

Chartering (University Establishing Council)

Ministry and experts approve establishment

External EvaluationAccreditation by certified agenciesUniversities Obligation: Every 7 years

SEU: Standards for Establishment of Universities Minimum requirements for recognizing institutions

• Components of the framework

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“Japan-China-Korea Committee for Promoting Exchange and Cooperation

among Universities”(CAMPUS Asia)

• Launched in April 2010, based on comments by then Prime Minister Yukio Hatoyama at Trilateral Summit

• Participation of wide range of stakeholders– Governments, universities, quality assurance

agencies, and industry– Two working groups (exchange programs, quality

assurance)• Discussing guidelines and pilot programs• Information sharing with all Asian countries

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Program Image• Support programs in accordance with “Guidelines for

Exchange and Cooperation among Universities in China, Japan and Korea with Quality Assurance”

• Participating Unit: A consortium by the universities of the 3 countries

• Number of students to be exchanged: Each country support the mobility of 100 students per year

Each consortium can accept students privately funded or funded by their own university.

• Pilot Program’s Duration: 3-5 years

• Consortiums of the pilot programs will be reported in 4th

Japan-China-Korea Committee, November 2011.

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JCK Exchange Guideline(Guidelines for Exchange and Cooperation among Universities in China,

Japan and Korea with Quality Assurance)

• These guidelines clearly stipulate the functions and responsibilities of governments, universities, quality assurance agencies, and industry involved in “CAMPUS Asia”-Establishment of quality assurance system-Effective implementation of exchange program-Maintaining clarification and visibility of procedure

etc.

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Examples in Asian countriesSEED-Net (the Southeast Asia Engineering Education Development Network)

-Consortium of 19 ASEAN nation universities and 11 Japanese universities (total 11 countries) to train highly-skilled engineers

-By assigning each university responsibility for training master students in particular field, significant success can be expected.

- As of 2010, 618 graduates with 168 research programs in the first project term (2003-2008) and the second term (2009-2013)

Master’s course: 408 students (268 from CLMV countries)* Ph.D course: 210 students

*CLMV countries: Cambodia, Laos, Myanmar, Vietnam))

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APRU(Association of Pacific Rim Universities)

-Consortium of 42 research universities in the Pacific Rim region-Foster cooperation in education, research and enterprise, thereby contributing to economic, scientific and cultural advancement-Provide stable opportunity for dialogue

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Future Prospects• East Asia is where both human resources and entire

economic sectors will share great opportunities for moving across and playing active roles for the whole world.

• Need for systematic and positive metrics for measuring demand for human resource development, including:– Scale and volume trends for higher education with

population size and domestic reform in each country – Demand of human resource development for academia as

well as industry– Trends and potential for economic growth and social

interaction • All these efforts expect campuses where students and

teachers can come and go with little obstacles for acquiring and sharing knowledge, skills and experience.

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