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Addressing International Challenges in Higher Education: Strategies for British Universities

On June 26, 2012, Rt. Hon. Charles Clarke discussed the evolving international landscape of higher education. He highlighted the significant growth in global student mobility, with non-UK students comprising a substantial part of the UK's educational framework. The talk explored pressing challenges including technological advancements, online learning, research collaboration, and the need for British universities to adapt to a competitive global market. Clarke emphasized the vital role of strategic partnerships and innovative pedagogies in enhancing the UK’s position as a global education leader, and addressing student experience and employability.

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Addressing International Challenges in Higher Education: Strategies for British Universities

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  1. Rt Hon Charles Clarke University of Plymouth June 26th 2012

  2. International Challenges in Higher Education How British Universities can contribute to the development of international higher education

  3. The Challenges • Increasing Global Marketplace • US, Australia • BRIC etc • Technological Change in Learning • Online (qualifications) • Global Knowledge • Research • Knowledge Transfer

  4. Internationalisation Happening • Globally: total of students studying outside home country up from 2M in 2000 to 3.7M in 2009 • In the UK in 2009; 400,000 non-UK students and still rising (15% of student body) • Another 400,000 non-UK students on TNE programmes outside UK but provided by UK HEIs • 25% of staff in UK HEIs from outside the UK

  5. What is Global, Crudely? • UK + USA + Australia (?+ Holland) • Rest of Europe • China, Japan + East Asia • India + South Asia • Latin America • Russia + CIS • Arab World • Africa

  6. International possibilities • Research collaboration • Support for Development • Student Recruitment • UK Student Experience • ‘Global Universities’ • Online content and delivery • UK as Education Centre

  7. Research collaboration • Already strong at higher levels • Internationally co-authored published output risen from 25% to 35% in last decade, with higher citation rates • Funding of research in UK HEIs from outside the UK up from 12% of total in 2002 to 17% of total in 2010 • ‘Global Suction Pump’ • Balance • Other Centres • Structured research collaborations • Research / Teaching relationship • REF scores

  8. Support for DevelopmentUniversity Role? • Education • Health • Agriculture • Engineering, Energy etc • Business • Nb Initial, CPD

  9. Student Recruitment • Pathways • Partnerships • Undergraduates • Subjects • Course structure, eg ‘Blended’ • Masters • Year 4 or pre-PhD • PhDs

  10. UK Student Experience • Use of Year 1, languages, cultural awareness • Course alignment, Study abroad • Work / Employability opportunities • Student Exchanges • Curriculum choices • Undergraduate to Master

  11. ‘Global Universities’Varying Models • Campuses abroad • Validation • Franchises • Partnerships + Networks • ‘Brand risk’ • Consultancy and support

  12. Online content and delivery • Harvard / MIT / Stanford ‘Open Access’ • Google / Apple / ITunes U • BPP / Laureate • Open University ------------------------------------------ Which students? What pedagogic model? What course structure? Degree?

  13. UK as Education Centre • Global Supply and demand • Local / National requirements • Which subjects? • Medicine • Engineering etc • Construction • Finance

  14. Summary • Major change happening • Types of change uncertain • The Context is global not national • In general, no change not an option • Strategic Choices needed • Courses + Pedagogy • Partnerships • Student Experience

  15. Barriers to Change • Conservatism / Constitutional matters • Reputation / Risk of change • Finance • Seek Private Investment, JVs • Diversify revenue streams • Managerial Quality • Partnerships

  16. Conclusion • Things will not go on as they are • Risk of no change greater than risk of change • Therefore universities need strategy for change, within global context • Build on strengths • Explore opportunities • Overall impact is positive

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