AIEA 2011 Presentation: Joint Degrees and Offshore Operations: An International Comparative Perspective

2011 Conference

Competition & Collaboration in the Global Transformation of Higher Education

Joint degrees and offshore operations: An international

comparative perspective

22 February 2011

Freie Universität BerlinUS Department of EducationThe University of Queensland

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Preliminary Results Survey on International Joint and Double Degree Programs

Matthias Kuder, Center for International CooperationFreie Universität Berlin

02/22/2011

Session: Joint Degrees and Offshore Operations: An International

Comparative Perspective

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Survey Overview

• First international survey on joint and double degree programs (follow-up to a previous Atlantis-funded transatlantic survey)

• Online survey conducted by the Institute of International Education (NY), and Freie Universität Berlin, call for participation distributed to international HE organizations and universities

• 36 questions on program details, development, motivations, and challenges

• January 12- February 15, now extended to March 15

• 175 participating universities as of Feb 10 (so far mostly US, Canada, Europe, Australia)

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(one) Definition

International joint or double degree programs are study programs collaboratively offered by two (or more) HEIs located in different countries. They typically feature a jointly developed/integrated curriculum and agreed upon credit recognition. Students typically study at the two (or more) partnering HEIs (i.e., 1 home institution + 1 institution abroad).

Joint Degree Programs: Upon completion of the study program students are awarded a single degree certificate issued and signed jointly by all institutions involved in the program.

Double Degree Programs: Upon completion of the study program students receive degree certificates issued separately by each of the institutions involved in the program.

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Preliminary Results

• Relatively recent development: 67% responding institutions established their first JD or DD program after 2000

• 83% report that development joint/double degree programs is part of institutional internationalization strategy

• 59% report that institution initiated additional structures to handle administration of joint/double degree programs

• 45% report that institution has developed a clear policy on joint/double degree development

• 24% report programs that were cancelled or discontinued

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Motivations and Impact

TOP 3 institutional motivations:1 raising international visibility of institution2 advancing internationalization of campus3 strengthening academic research collaborations

TOP 3 outcomes:1 greater collaboration between involved faculty2 increased international visibility3 increased internationalization of campus

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Preliminary Results

Joint vs. Double

16,4% JDs

83,6 % DDs

Academic levels

Undergraduate

Graduate (Master)

Doctoral (PhD)

Other

34,5%

2,3%11%

51,9%

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Preliminary Results

TOP 5 disciplines, joint and double degree programs:

1) Business & Management (42,9%)2) Engineering (34,9%)3) Social Sciences (24,6%)4) Mathematics and Computer Science (23,4%)5) Physical and Life Sciences (17,7%)

TOP3 future development:1) Business & Management2) Engineering3) Social Sciences

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Top 10 (countries) for US respondents

China

France

Germany Turkey

South Korea India

Mexico Poland

Russia Spain

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Student Participation

Joint Degree Programs

Less than 5

6-15

16-25

26-35

More than 35

Double Degree Programs

Less than 5

6-15

16-25

26-35

More than 35

58% of responding institutions have developed specific student recruitment measures for JDs or DDs (and 42% haven‘t…)

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Future Plans

Does your institution plan to develop more programs in the future?• 4,9% yes, only joint degree programs• 36,4% yes, only double degree programs• 43,8% yes, both JDs and DDs • 4,9% no• 9,9% undecided

Academic level:70,3% of respondents plan further graduate (Master) JDs/DDs44,6% of respondents plan further undergrad JDs/DDs34,9% of respondents plan further doctoral JDs/DDs

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TOP 10 Countries - Future Plans

China

USIndia France

GermanySpain

UK Brazil

Canada Australia

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Thank You

You can still participate in the survey:

http://iie.vovici.net/wsb.dll/s/6cg32d

Deadline is March 15, 2011Final results will be published on the IIE Website.

Matthias [email protected]




mailto:[email protected]

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Issues and Trends in Transnational and Offshore Education

February 22, 2011San Francisco, CA

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Definitions and Sources

• “international branch campus”-unit operated by a source institution w/ or w/o a host partner, and-students are awarded degrees fully undertaken at the branch campus

• The Observatory on Borderless Higher Education, 2009 report, London, UK.

• Articles in “Inside Higher Ed,” and “Chronicle of Higher Education”

• McBurnie and Ziguras, Transnational Education

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Benefits: Source Institutions

• Attract paying students, revenues• Visibility: “International University”• Mobility between home and branch• Develop new curriculum• Provide faculty with international

teaching• New partnerships with local

institutions• New research opportunities

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Benefits: Host Countries

• Build local capacity and infrastructure

• Reduce brain drain• Increased mutual understanding• Hosting “world class university”• Income for local economies• Potential technology and knowledge

transfer

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Benefits: Students

• Get a degree without leaving home• Lower student tuition and fees• Savings on living expenses• Allows part-time and work while in

school• Concerns about inequality of access• Concerns about meeting local needs

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2009 Data

• 162 international branch campuses• 22 countries (17 in 2006)• 111/162 from Anglophone countries• 78 (48%) from the US, 15/49 of

newest• Australia 14 (9%), UK 13 (8%),

France 11 (7%), India 11 (7%)• Mexico, Netherlands, Malaysia,

Canada, Ireland, 7-3.

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Top Four “Hubs”

• 1. UAE + 40; 23 in Dubai International Academic City

• 2. China hosts 15 universities• 3. Singapore hosts 12 universities• 4. Qatar hosts 9 universities• -Canada, Malaysia, and UK host 5• -Ecuador, Germany, Mexico host 4• -Australia, Bahrain, Switzerland host 3• -38/51 countries host 1

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Transitions (4)

• 83/162 developed to developing countries

• 49/162 developed to developed countries

• 26/162 developing to developing countries

• 4/162 developing to developed countries

• 13 countries are both host and source countries, e.g. Australia, US, UK, Russia

• US hosts 1 Mexican and 1 Venezuelan school

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Some say “No thanks”

• Deliberate institutional decisions• Penn, Yale, 2007-8. Warwick, 2005• Recruit foreign faculty• Control of brand reputation• Quality assurance• Deliberative institutional governance• Not a revenue or profile issue

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Some close and withdraw

• Five closures in last five years• 2007 U of New South Wales,

Singapore, $40 million loss, large programs, low enrollments

• 2009 George Mason U closed UAR campus 3yrs. Low enrollments (118 students) and loss of 50% local financial support

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Some do partnerships

• Alternative to overseas branches• Discovery process can be long. Face time • Shared values: institutional mission,

goals, quality, trust, common history• Generally limited to departments• Core is faculty compatibility and mobility• UNC Chapel Hill + National Univ of

Singapore• Virginia Tech + Tech Univ Darmstadt

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Delegations and Summits

• New concept—Gov’t leader and Institutions together

• U.S., UK, Canada• U.S.-India summit on education 2011• UK-China delegation• UK--$10 billion enterprise• Australia—4th largest export business• Increased cooperation gov’t and

education

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A Cautionary Tale

• Trendline is for increases; 80% are less than ten years old

• Bad idea—pick a country, then a program• Be sure of student interest• Start small and grow• Define oversight and controls• Focus on brand continuity and reputation• Study and deliberate first

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Thank you

Frank Frankfort, Ph.DInternational and Foreign Language

EducationU.S. Department of [email protected]

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Joint Degrees and Offshore Operations Australian & University of Queensland

Experience.

Dr Anna CiccarelliDeputy Vice-Chancellor (International) The University of Queensland

February 2011

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Australian IE Profile

Australian International Education Profile2008 – 729,000 all sectors – 17% TNEAsia – 85% of all onshore Higher Ed

enrolmentsTNE – provider and program mobility9 Australian branded offshore campuses -

60% of TNE enrolments Singapore - largest TNE market -30.8% of

all TNE in 2008 Malaysia 22.2% and Hong Kong 10.9%

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Australian IE Profile

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Australian TNE Profile

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Australian TNE Profile

2009 - 50% were undergraduate 2007 5% of all programmes - PhD/Doctorate 2009 increased to 9% including Cotutelle More programmes are joint degree programs 2007 2% of all transnational programmes

were joint degrees by 2009 increased to 7% Dominant disciplines in collaborative degrees:

International Business – MBA, Commerce

Banks, Kevet, Ziguras, Ciccarelli, Clayton, 2010 The Changing Fortunes of Australian Transnational Higher Educationhttp://www.obhe.ac.uk/documents/view_details?id=835

http://www.obhe.ac.uk/documents/view_details?id=835

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The UQ Experience

Embedding internationalisation across the core mission of Learning, Discovery & Engagement

Strategic approach to globalisation:Student and staff mobilityInternationalisation of curriculumGraduate outcomesAcademic Exchange – joint research

Language & Cultural Exchange – 10 LOTE

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The UQ Experience

Small number of international degree collaborations & small student numbers

Ease of partnership development - country dependent

Medical degree UQ – Oschner Group New Orleans – 2 + 2 has Australian Medical Council accreditation

Engineering dual degree with Ecoles Centrales

diplôme d’ingénieur & Master of Engineering

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Global Consortia

EMBL – European Molecular Biology Laboratory G8 Associate Members http://www.emblaustralia.org/ PhDs jointly awarded by Australian university &

EMBLUniversitas 21 - 23 leading research-intensive

universities 15 countries - collective budgets over US$13 billion annual research grant income of over US$3 billion 700,000 students, 145,000 staff and over 2.5 million

alumni 2009 established a joint PhD program at 14 of the

U21 universities. Diploma in Global IssuesG8 – China 9 International network to network collaboration

http://www.emblaustralia.org/

http://www.universitas21.com/

http://www.universitas21.com/

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Reflections

Long lead times, high costs relatively small numbers

Need champions to ensure success Academic standards - admissions &

harmonising program structures Language proficiency Bi-multilateral Quality Assurance essential

Australia – AQF & TEQSAQuality partners essential – role of

borderless global consortia

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Contact usMatthias KuderFreie Universität [email protected]

Frank FrankfortUS Department of [email protected]

Anna CiccarelliThe University of Queensland [email protected]


