The Internationalisation and Globalisation of Higher
Education:
Implications for China
Stamenka Uvalić-Trumbić & Sir John Daniel
Education Masters: DeTao Masters Academy
Plan: 5 sessions
1. Internationalisation & Globalisation
2. Ranking universities
3. Access to higher education
4. Qualifications and credentials
5. Wrap-up and conclusions
Plan: 5 sessions
1. Internationalisation & Globalisation
2. Ranking universities
3. Access to higher education
4. Qualifications and credentials
5. Wrap-up and conclusions
DEFINITIONS
Globalization
Internationalization
Cross-Border Higher Education
INTERNATIONALISATION
INTERNATIONALISATION
• Between and among nations
(e.g. inter-university
agreements)
• Nation is basic unit
(e.g. China Education Association for
International Exchange)
GLOBALIZATION
GLOBALIZATION
• Global economic integration
(e.g. McDonald’s)
• World: a single Market
(e.g. MOOCs, Rankings)
What is Cross-Border HE?
“… teacher, student,
programme,
institution/provider or
course materials cross
national jurisdictional
borders”
CROSS-BORDER
branch
campuses
student mobility
joint programmes
online learning
International Branch Campuses
• International Branch Campuses
distinct form of CBHE
• 32 international branch campuses in
China (2014)
BUT
Branch campuses remain a marginal
phenomenon.
In China branch campuses
and joint programmes
combined account for 1% of
student enrolments.
STUDENT MOBILITY
STUDENT MOBILITY
• 4 million students abroad
(2012)
• Majority Asian (53%)
• 700,000 Chinese students
abroad (2012)
GRADUATE MIGRATION
•30% of migrants to OECD
countries (2010) are graduetes –
total 27 m
•20% of them from China, India
and Philippines
•70% increase since 2000
FACULTY MOBILITY
DeTao Masters from the Whole World
16
ONLINE LEARNING
3,850 MOOCS are now available!
QUESTIONS?
COMMENTS?
Mr Jiang Bo with Stamenka Uvalic-Trumbic
Beijing, 2012
GROUP DISCUSSIONS
•What lessons from China’s
experience of study abroad?
•What impact of
internationalisation and
globalisation on migration?
PLENARY DISCUSSION
• What are the most productive
modes of educational
cooperation between China and
the rest of the world?
Plan: 5 sessions
1. Internationalisation & Globalisation
2. Ranking universities
3. Access to higher education
4. Qualifications and credentials
5. Wrap-up and conclusions
UNIVERSITY RANKINGS
•US News and World Report
(beginning of 1980s – US only)
Global Rankings:
•Academic Rankings of World
Universities (ARWU) – 2003
•THE Rankings – 2004
•…and others followed
WHAT DO RANKINGS MEASURE?
•Research output
- articles, citations, Nobel Prizes…
•Industry innovation/finance
•Internationalism
•Teaching quality (hard to measure?)
NEW APPROACHES TO RANKINGS?
• Develop rankings that fit local
situations (e.g. Nigeria / AU)
• U Multi-rank (Europe)
• Measure a variety of dimensions
BRITAIN’S TOP NINE UNIVERSITIES
Quality Rankings of Teaching
based on all subject assessments 1995-2004
(Sunday Times University Guide 2004)
1
2
3=
3=
5
6
7
8
9
CAMBRIDGE
LOUGHBOROUGH
LONDON SCHOOL OF ECONOMICS
YORK
THE OPEN UNIVERSITY
OXFORD
IMPERIAL COLLEGE
UNIVERSITY COLLEGE LONDON
ESSEX
96%
95%
88%
88%
87%
86%
82%
77%
77%
…and OU top for student satisfaction
The top 20 most searched universities on Google:
1. University of Phoenix
2. Massachusetts Institute of Technology
3. Open University
4. University of Calicut
5. University of California, Los Angeles
6. Anna University
7. Stanford University
8. London School of Economics and Political Science (LSE)
9. Columbia University
10. New York University
11. University of Mumbai
12. University College London (UCL)
13. University of Oxford
14. Florida State University (FSU)
15. Harvard University
16. University of Cambridge
17. Liberty University
18. University of Rajasthan
19. University of Michigan
20. Annamalai University
Source: Google/BBC
WHAT POLICY TO ADOPT?
• Dismiss rankings?
• Take them seriously?
• Use them intelligently?
“World Class”
university or system?
Students’ Choices
UNESCO Forum, 2011
Students’ statements
“Huge shortcomings regarding the
provision of comparable information on HE
and programmes”. (Allan Pall, Estonia)
“University rankings are a useful tool for
making choices” but “University rankings
should not be singular” (Vimonmas
Vachatimanont, Thailand)
“Cambridge and Oxford are not best in all
disciplines”(Lydienne Machi, Cameroon)
RANKINGS: QUESTIONS
•Rankings = quality?
•What does “world class”
mean?
QUESTIONS?
COMMENTS?
GROUP DISCUSSIONS
• Are rankings a measure of
quality?
• What is a world-class
university?
The Internationalisation and Globalisation of Higher
Education:
Implications for China
Stamenka Uvalić-Trumbić & Sir John Daniel
Education Masters: DeTao Masters Academy
Plan: 5 sessions
1. Internationalisation & Globalisation
2. Ranking universities
3. Access to higher education
4. Qualifications and credentials
5. Wrap-up and conclusions
INCREASING DEMAND
Global enrollment:
2000 = 97 million
2007 = 155.2 million
2012 = 196.1 million (Asia 98.07 m)
2030 - 412 million (estimate)
2035 - 522 million (estimate)
TERTIARY GROSS ENROLMENT
RATE
TERTIARY ENROLMENTS CHINA
2012 = 32 million
2020 = 37 million (estimate)
(India 28 m, US 20 m, Brazil 9 m)
ACCESS: TO SUCCESS?
• Successful completion
• Success in employment
• Fulfilling work
UNDEREMPLOYMENT?
China has shown little evidence of rising
unemployment despite the slowest growth
rate since the global financial crisis—and is
nowhere near the jobless rates seen in some
of the countries hardest hit by the euro-zone
debt crisis. But slowing growth underscores a
fundamental challenge to China's economic
development: the underemployment of huge
numbers of graduates that Chinese colleges
are churning out.
Wall Street Journal 2012
QUESTIONS?
COMMENTS?
ONLINE LEARNING
US Universities Data
Authors:
Neil Butcher & Merridy Wilson-Strydom
A Guide to Quality
In Online Learning
Editors:
Stamenka Uvalić-Trumbić & Sir John Daniel
A Guide to Quality in Online Learning
POST-TRADITIONAL HIGHER EDUCATION
Open Educational Resources,
Open Badges, MOOCs, etc.
What is a MOOC?
Massive Open Online Course
Course x6002 Circuits and
Electronics
155,000 registrations
23,000 tried first test
9,000 passed mid-term
7157 passed = < 5%
MOOCs ventures outside North America
3,850 MOOCS are now available!
Credentials
What is higher education?
Authors:
Neil Butcher & Sarah Hoosen
A Guide to Quality in PostTraditional Online Higher Editors:
Education
Stamenka Uvalić-Trumbić & Sir John Daniel
QUESTIONS?
COMMENTS?
GROUP DISCUSSIONS
• How should higher education
respond to a changing labour
market?
• What good practices can be
shared?
PLENARY DISCUSSION
• How are Chinese universities
responding to the labour
market?
• How can Chinese universities
become world-class?
Plan: 5 sessions
1. Internationalisation & Globalisation
2. Ranking universities
3. Access to higher education
4. Qualifications and credentials
5. Wrap-up and conclusions
…to create the most dynamic and attractive
higher education system in the world…
(1999)
THE BOLOGNA PROCESS IN EUROPE
• Bologna Declaration signed by 47
Ministers by 2010 - EHEA
• Main objectives:
- easily comparable degrees
(Bachelors, Masters, PhDs)
- quality assurance frameworks
(European Standards and Guidelines)
-fair recognition of foreign degrees
MUTUAL RECOGNITION OF QUALIFICATIONS
THE LISBON RECOGNITION CONVENTION (1997)
- Europe
THE TOKYO RECOGNITION CONVENTION (2011)
- Asia - Pacific
FEASIBILITY OF A GLOBAL CONVENTION (2014)
CONVENTIONS AND QUALIFICATION
FRAMEWORKS TO FACILITATE
STUDENT MOBILITY
The Death of the Degree
Higher Learning to be more focused
on validating the learning process and
its outcomes
What we really need is liberation from
Allan Pall, ESU the degree
Employers need the right mix of skills
and competences matched with job
requirements
New credentials appearing
NANODEGREES
DeTao Masters Academy
pioneering Open Badges in China
QUESTIONS?
COMMENTS?
GROUP DISCUSSIONS
• Are Open Badges an
opportunity for China?
• Are employers content with
existing credentials?
PLENARY DISCUSSION
• Are qualifications structure
changing in China?
• Are new credentials emerging
in China?
Plan: 5 sessions
1. Internationalisation & Globalisation
2. Ranking universities
3. Access to higher education
4. Qualifications and credentials
5. Wrap-up and conclusions
THANK YOU
For text and slides:
www.sirjohn.ca
Stamenka Uvalić-Trumbić
Sir John Daniel