Bousted Globalisation Lecture 2010
Kuala Lumpur, January 14th 2010
The Globalisation of Higher
Education and the Emergence of
Asia
David Greenaway,
Vice-Chancellor,
University of Nottingham
Outline
• The Global Context
• The Global Market for HE Services
• Drivers of the Globalisation of Higher
Education
• Alternative Globalisation Strategies
• Globalisation and HE in Asia and Malaysia
• Globalisation of The University of Nottingham
Why is Higher Education Important?
• Human capital fuels economic growth
• Higher Education is fundamental to the creation
of human capital, through:
– teaching and learning
– research and the creation of new knowledge
(Technology Readiness Levels 1-3)
– knowledge transfer and the application of new
knowledge (TRLs 3-6)
• Transmission of knowledge internationally
• Impact on wealth creation and social harmony
Globalisation of Higher Education
• Globalisation, has been around for a very long time;
we have just called it something else (international
trade, international economic integration etc, etc)
• Higher education has always been international (think
of the great scholars of ancient history, the great
international universities of the middle ages)
“Higher education has always been more
internationally open than most sectors because of
its immersion in knowledge, which never showed
much respect for juridicial boundaries”. Marginson
and van der Wende (2009)
• And, like globalisation more generally, falling costs of
mobility and new technology are driving rapid change
in transnational education
The Global Market for HE Services
Global Trends
OECD (2009) estimates over 3
million students enrolled
outside their home country
in 2007
Over 120 million students
study in Higher Education
across the world
Global proportion of all
students studying overseas
has only increased by 2%
for the same period
Students from Asia account
for the vast majority of total
internationally mobile
students.
Source: OECD (2007) Education at a Glance
Number of National Students
Studying Abroad
China
India
Korea
Germany
France
Turkey
Japan
United States
Morocco
Russian Federation
Malaysia
Canada
Italy
Kazakstan
Uzbekistan
Poland
Greece
Hong Kong, China
Ukraine
Indonesia
Islamic Republic of Iran
Viet Nam
Pakistan
Mexico
Bulgaria
Spain
Romania
United Kingdom
457,366
162,221
107,141
85,963
63,025
59,150
56,060
52,085
50,917
50,724
48,841
44,371
41,394
40,504
39,974
38,199
38,042
34,051
33,680
33,505
31,688
30,510
30,113
27,595
27,034
26,748
26,277
26,136
Number of International Students
in the OECD Area
United States
United Kingdom
Germany
France
Australia
Canada
Japan
New Zealand
Spain
Italy
Austria
Sweden
Belgium
Switzerland
Netherlands
Korea
Czech Republic
Greece
Denmark
Turkey
Portugal
Ireland
Norway
Hungary
Poland
Finland
Slovak Republic
Mexico
595,874
351,470
258,513
246,612
211,526
132,246
125,877
64,951
59,814
57,271
43,572
42,796
41,351
41,058
37,815
31,943
24,483
21,160
20,850
19,257
17,950
16,758
15,618
15,110
13,021
10,066
2,010
1,892
Global Market Shares
Drivers of the Globalisation
of Higher Education
Drivers of the Globalisation of HE
• ‘Macroeconomic’ Drivers:
– rapidly declining costs of mobility
– spread of new technology
– dramatic falls in communication costs
• Non-economic / Policy Drivers:
– promotion of cultural exchange
– international development assistance
– foreign policy instrument
Drivers of the Globalisation of HE
• Institutional:
– market expansion
– portfolio diversification
– enriching the student experience
– facilitating network creation
– benchmarking
– social learning and relationship building
Globalisation Strategies
HE Globalisation Strategies
• As in other areas of international business:
– Universities can enter foreign markets by
different modes
– mode of entry will be driven by fixed costs of
entry and corporate strategy
– different Universities adopt different strategies
– almost all adopt low cost entry modes
– a few follow-high cost entry modes
Alternative Entry Modes
• International student recruitment and mobility
• Mobility of staff internationally
• Creation of international networks
• Bilateral partnerships
• Cross border delivery
– Distance learning
– Partnerships (eg articulations, in country
delivery)
– Franchises
– Greenfield development (campuses)
Some Perspectives on Asia
Some Metrics
• Student Mobility
– Asia dominates outward mobility of
students
– But is still a small host region
• Research Excellence
– International league tables are dominated
by North America and Western Europe
– But Asian Universities are emerging
strongly
• Investment
– Many Asian Governments are investing
heavily in HE
Transnational Education in
Malaysia
• Malaysia is one of the oldest TNE providers globally
• There are approximately 50,000 International
Students in Malaysia
• Attractors include: language, historical ties,
openness, safety, location, price, Government
policy
• Composition of International Students is moving
away from China and Indonesia towards South Asia
and the Middle East
• Partnerships are dominated by the UK (40%) and
Australia (28%)
Transnational Education in
Malaysia
• Malaysia has pioneered the establishment of
branch Campuses
• Malaysia has almost 50,000 students studying
abroad (the UK has 26,000)
• Malaysia’s international mobility rate is 6.1% (the
UK’s is 1.1%)
Enrolments in HE in China
China household income
Demand for HE in China
China’s Research Metrics
• Scientific outputs have doubled since 2004
• China now global No 2 in volume of scientific
outputs
• 6 of the top 20 most cited papers in Chemistry
and Physics in 2008 by Chinese authors
• UK and China are 2nd and 3rd respectively for
citations in Engineering
China’s Research Metrics
• China will have the largest PhD output globally by
2010
• China’s focus on technology education
spectacularly exceeds the West – 5% of US
graduates are Engineers compared to 39% in
China
• UK collaborations continued to rise faster in 2008
than any other partner nation
Some Nottingham Perspectives
Nottingham’s Philosophy
• Reciprocity
– Give as much as we get
– We achieve more multilaterally than
unilaterally
– UK can benefit from educating the worlds
best
• Commitment
– Long-term, not just opportunistic
– Investing for the future
– Fundamentally British but locally embedded
• Quality driven
– Teaching and research dimensions
• International responsibility
How we do it……at Nottingham
• Recruitment of highly-qualified international
students
• ‘Lone-scholar’ links
• School-level collaborations – research
networks and curriculum development
• School level partnerships
• Student mobility - internationalising the
student experience
• Universitas 21 activities
Total Numbers of
International Students
2004-05 2007-08
2009-10
UoN
UK
UoN
China
5,778
7,342
8,000+
254
2,837
4,500+
UoN
Malaysia
890
2,924
3,500+
Total
6,922
13,103
16,000+
How We do it…….at Nottingham
(continued)
• International campuses:
– The University of Nottingham, Malaysia
Campus
– The University of Nottingham, Ningbo,
China
Why Invest in International
Campuses?
• Pull factors
– Market opportunities – a UK education
without a UK price tag
– Providing our students with an international
experience
– Contributing to employability
– Opening new research opportunities
– ‘Brand development’
• Push factors
– Changing patterns of demand
– Changing patterns of competition
• Enabling factors
– Government regulations, policy
– Internal culture and our people
The Concept
• A UK style education – curriculum, pedagogy,
systems, language, resources
• The “Nottingham” experience – leadership
from seconded staff
• Multi-campus schools – academic units at the
campuses are part of the School at the UK
campus
• Student exchange and mobility
• International staff and international students
• Creating research capacity
• UK in origin and style but locally embedded
Nottingham in Malaysia
The University of Nottingham,
Malaysia
• Full campus, not a franchise, not validation
• Joint venture private company
• Main campus - ‘garden’ campus in Semeniyih
• A city-centre site in Kuala Lumpur
Schools Involved : Malaysia
•
•
•
•
•
•
•
•
•
•
•
Education
English Language
Chemical and Environmental Engineering
Civil Engineering
Mechanical, Materials and Manufacturing
Engineering
Mathematical Sciences
Biosciences
Computer Science
Pharmaceutical sciences
Business School
Work, Health and Organisations
University of Nottingham in Malaysia June 2003
Why Malaysia?
• Significant alumni strength
• Buoyant student numbers at Nottingham
• Familiarity with the educational system and
culture
• Alignment with Malaysian strategies (eg 20/20
vision and 50th Anniversary year)
• High level political commitment
• Visionary and committed local partner
Nottingham in China
University of Nottingham Ningbo,
China
• Full campus, not a franchise, not validation
• Joint venture company
• A ‘garden’ campus in Ningbo
Schools Involved : China
•
•
•
•
•
•
•
•
•
English Studies
International Studies
Civil Engineering
Environmental Engineering
Mechanical Engineering
Computer Science
Built Environment
Business School
Contemporary Chinese Studies
Spring 2005
Why China?
• China’s role in the world economy
• Maintain position of Nottingham in China and in
the study of China
• Long Term Research and Development
• Sponsorship opportunities
• High level political support
What Next for Nottingham?
• Promote greater student and staff mobility
• Extend range of undergraduate programmes
on offer
• Build Graduate Schools at both UNNC and
UNMC
• Enhance research capacity at UNNC and UNMC
• Develop research to address national priorities
• Build partnerships with other HEIs in both
countries
• Promote more international knowledge
transfer
Prospects for the Globalisation
of Higher Education
Short-term Threats to Further
Globalisation
•
•
•
•
•
Global financial turmoil
Increased uncertainty – economic and political
Public expenditure pressures
Intensified competition
But,
– Long-term prospects for further globalisation
are promising
Longer Term Prospects
• Less than 2% of students in higher education
globally are internationally mobile
• Emerging economies offer enormous potential
• Growth in investment in R and D
• Diffusion of new technology
• Increased competition
The World’s 20 Most Globalised
Countries (AT Kearney index)
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•
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Singapore
Switzerland
United States
Ireland
Denmark
Canada
Netherlands
Australia
Austria
Sweden
•
•
•
•
•
•
•
•
•
•
New Zealand
United Kingdom
Finland
Norway
Israel
Czech Republic
Slovenia
Germany
Malaysia
Hungary
And 6 Countries Not In The Top 40
Most Globalised
•
•
•
•
•
•
China
India
Indonesia
Brazil
Pakistan
Russia
These countries have a
combined population of
3.2 billion, or 50% of
the world’s total and 5
of them are in the
world’s top 10 in terms
of GDP
Thank You and….
………Questions?
Conclusions
• Long term perspective essential
• Clear institutional leadership is essential
• Importance of an underpinning
Internationalisation strategy
• Pre-planning market research is vital
• Reputational risks are real
Conclusions
• The learning curve is steep
• Give R and D a ‘local’ perspective
• Allow time for growth: medium to long term
• There is significant scope for further
expansion and development
Issues
• Getting to start-up
– Institutional leadership
– Financial and legal considerations
– Managing from a distance and locally
– Quality control
– Staffing
– Understanding the educational context
Issues
(continued)
• Risk Management
– Financial
– Reputational
Issues
(continued)
• Sustainability
– Convincing Schools to commit
– Support and incentives to Schools
– Enhancing research capacity
– Developing partnerships
– Managed growth and succession planning