the changing environment: globalisation, internationalisation and higher education module c/unit 2:...

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)

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.

Van der Wende, 2002, p. 286-287

Internationalisation or globalisation:Views on internationalisation:

Scott Van der Wende Marginson

Inte

r–n

atio

na

lisa

tion

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:


Glo

balisatio

n

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:


Re

latio

n

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-reachingimplications for higher education: (1) the constriction of monies availablefor discretionary activities, such as postsecondary education, (2) thegrowing importance of techno-science and fields closely involved withmarkets (3) the tightening relationship between multinational corporationsand 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)

0

100

200

300

400

500

600

1955 1960 1965 1970 1975 1980 1985 1990 1995 2000

Source: Institute for International Education (2000)

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

0

50

100

150

200

250

300

350

400

1980

2001

Source: OECD

Patterns of flows

0%

25%

50%

75%

100%

Australia (93458)

Japan (59682)

United Kingdom(222203)

United States(475166)

Origins of foreign students (2000)

Oceania

Europe

Asia

South America

North America

Africa

Source: OECD

Rationales in cross border delivery

• Shift in approaches to internationalisation

• Mutual understanding approach

• Revenue generating approach

• Skilled migration approach

• Capacity building approach


• Student and staff mobility• Increase in numbers• Changing rationales• Changing geographies



Types of Cross-border education activities

Type 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 ofprofessionals and internationalisation of education more generally

2. Programmes

Educational programmes

Academic partnershipsE-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 activitiesE-learning and franchising are small but rapidly growing activities

3. Institutions/providers

Foreign campusesForeign 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


• Student and staff mobility• Increase in numbers• Changing rationales• Changing geographies



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

the changing environment: globalisation, internationalisation and higher education module c/unit 2:...

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