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European higher education in a global context

European higher education in a global context. Theme 3 – Group 9. Theme 3 – Group 9. European higher education in a global context: Balancing competition, co-operation and solidarity. A demand-driven international (global) market for higher education (1).

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European higher education in a global context

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  1. European higher education in a global context Theme 3 – Group 9 U N I V E R S I T Y O F A A R H U S , D e n m a r k

  2. Theme 3 – Group 9 European higher education in a global context: Balancing competition, co-operation and solidarity U N I V E R S I T Y O F A A R H U S , D e n m a r k

  3. A demand-driven international (global) market for higher education (1) • Europe stresses the importance of maintaining higher education as a pubic good and subscribes to the Magna CartaUniversitatum.. The question is: how to balance between market and the state • Drivers • Global market for advanced human capital • Competition between (economic) knowledge regions • Trade liberalisation in education (GATS, bilateral ex. LTAs) • International competition (and exchange of) for students • Increase of cross-border funding of research U N I V E R S I T Y O F A A R H U S , D e n m a r k

  4. Country share of foreign students within the OECD: 1999, 2004 Source: OECD U N I V E R S I T Y O F A A R H U S , D e n m a r k

  5. Source of foreign students in the OECD area (2004) Source: OECD U N I V E R S I T Y O F A A R H U S , D e n m a r k

  6. Migration policy for students and former students Employment opportunities Recognition of degrees and qualifications Language Cost of study (compared to staying at home) Reputation and quality of higher education Quality of life Supply of tertiary education programmes Geografical, historical, cultural proximity Student networks and diaspora in the country Accompanying measures and social benefits Source: OECD Studying abroad – which country? U N I V E R S I T Y O F A A R H U S , D e n m a r k

  7. International study at home is an option • Educational programme and institution mobility is still limited in scale but grows rapidly, especially in the Asia-Pacific region • About 500 foreign campuses in the world • About 300 000 students enrolled in UK and Australian foreign programmes • 33% of all international students enrolled in Australian institutions studied from their country in 2004 (against 24% in 1996 and 37% in 2001) • 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 Source: OECD U N I V E R S I T Y O F A A R H U S , D e n m a r k

  8. A demand-driven global market for higher education (2) • Features • Global competition for education and research services • Public funding for non-commercially viable disciplines exclusively • Segmentation of the education and research market • Vocational higher education is an important share of the market • Strong (international) division of labour according to competitive advantage • Concentration of research and worldwide competition for funding • English as main language of study U N I V E R S I T Y O F A A R H U S , D e n m a r k

  9. Implications of globalisation for higher education • New types of private and public providers • Programs more responsive to market demand • Increased mobility • Innovative delivery methods • Homogenization of curriculum and teaching materials • Emphasis on commercially oriented products • More emphasis on quality assurance, accreditation, credit transfer, recognition of qualifications etc. U N I V E R S I T Y O F A A R H U S , D e n m a r k

  10. Theme 3 – Group 9 The objective of this group: To discuss what European institutions would expect from an external dimension of the Bologna Process and how it should relate to their own institutional missions and priorities Expected output • Input for the Lisbon Declaration • Consensus on acceptable policy statements • Post 2010: specific recommendations for action in terms of EUA policy development and membership services U N I V E R S I T Y O F A A R H U S , D e n m a r k

  11. Theme 3 – Group 9 Questions for discussion: • What should be the key goals and actions? • How to ensure a balance between co-operation and competition? • How to keep and develop the coherence of the European Higher Education Area? • How should universities and EUA be involved in supporting and promoting an external dimension strategy? U N I V E R S I T Y O F A A R H U S , D e n m a r k

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