GMA IV_Marmolejo

Francisco [email protected]

4/11/2011

1http://www.conahec.orghttp://www.arizona.edu

Francisco MarmolejoConsortium for North American Higher Education CollaborationThe University of Arizona

Global Meeting of Associations of Universities and other Higher Education Institutions

Delhi, India. April, 2011


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.

1975 1980 1990 1995 2000 2004 2006 2008

Source: OECD and UNESCO Institute for Statistics (for data on non-OECD countries and up to 1975).

• More than 3.3 million students.

• It is forecasted that by 2020 the number will increase to 7 million international students


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http://www.beerkens.info/blog/atom.xml

…Demographic Distribution

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8

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12

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16

18

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Belg

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Chile

OEC

D

2005

2006

2008

1998

2002

OCDE. Education at a Glance. 2004 and 2006


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Other OCDE9%

Austria2% Italy

2% Swiss2%

Belgium2%

Spain2%

Japan4%

France9%

Australia10%

Germany12%

England13%

U.S.A.33%

OECD. Education at a Glance 2005


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Other OCDE7%

Other partner countries

16%

Sweden1%

Korea1%

Netherlands1%

Belgium1%

Switzerland1%

China1%

Austria2%

New Zealand2%

South Africa2%

Spain2%Italy

2%

Japan4%

Russian Fed.4%

Canada5%

Australia7%

France7%

Germany7%

U.K.10%

U.S.A.18%

OECD. Education at a Glance 2010

Other OCDE7%

Other partner countries

16%

Sweden1%

Korea1%

Netherlands1%Belgium

1%Switzerland

1%China1%

Austria2%

New Zealand2%

South Africa2%

Spain2%

Italy2%Japan

4%Russian Fed.

4%

Canada5%Australia

7%

France7%

Germany7%

U.K.10%

U.S.A.18%

OECD. Education at a Glance 2005 and 2010

Other OCDE9%

Austria2% Italy

2% Swiss2%Belgium

2%Spain2%

Japan4%

France9%

Australia10%

Germany12%

England13%

U.S.A.33%

2002 2008


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Major players: U.S.A., U.K. and Australia

Middle powers: France, Germany, Spain, Italy

Evolving destinations:Canada, New Zealand, Japan

Emerging contenders: Malaysia, China, Singapore

Source: Verbik, L. et al. (2007) International Student Mobility: Patterns and Trends. The Observatory on Borderless Higher Education

China: 17.1%

India: 6.8%

Korea: 4.6%

Source: OECD Education at a Glance 2010


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..and fields of study


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USE OF ENGLISH LANGUAGE IN INSTRUCTION

COUNTRIES

All or nearly all education programs Australia, Canada, Ireland, N.Zealand, U.K., U.S.A.

Many education programs Denmark, Finland, Netherlands, Sweden

Some education programs Belgium (Fl.), Czech Republic, France, Germany, Hungary, Iceland, Japan, Korea, Norway, Poland, Slovak R., Switzerland, Turkey

None or nearly no education programs Austria, Belgium (Fr.), Greece, Italy, Luxembourg, Mexico, Portugal, Spain, Brazil, Chile, Israel, Russian Federation

Source: OECD Education at a Glance 2006 and 2010


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TUITION FEE STRUCTURE COUNTRIES

Higher tuition for international students than for domestic students

Australia, Austria, Belgium, Canada, Ireland, Netherlands, New Zealand, Slovak Republic, Turkey, United Kingdom1, United States

Same tuition for international and domestic students

France, Greece, Hungary, Italy, Japan, Korea, Mexico, Portugal, Spain, Switzerland

No tuition for either international or domestic students

Czech Republic, Denmark, Finland, Iceland, Norway, Sweden

Source: OECD Education at a Glance 2006 and 2010

A worldwide “industry” generating more than 20 billion USD annually


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Mobility still mostly:

For the better‐off students

To the better‐off countries

Cultural/experiential goals and means:

Questionable practices. (The “bubble” effect)

The “time‐compression”

factor

Increased commodification:

Quality Assurance

Money talks

Regulations?

“Brain‐drain”

Brain‐circulation?

The role of governments, companies and universities

Students traveling abroadfor a short period of timewith their “imported”teacher, remaining together,continuing to speak mainlytheir own language evenwhile abroad, and havingjust a superficial glimpse atthe foreign culture andpeople


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More than half of the U.S. students who go abroad only participate in a short term

program (IIE, 2010)

Mobility still mostly:

For the better‐off students

To the better‐off countries

Cultural/experiential goals and means:

Questionable practices. (The “bubble” effect)

The “time‐compression”

factor

Increased commodification:

Quality Assurance

Money talks

Regulations?

“Brain‐drain”

Brain‐circulation?

The role of governments, companies and universities


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Share of a country’s national with a university education who live in an(other) OECD country

Note: The emigration rate of highly educated persons from country i is calculated by dividing the highly educated expatriate population from country of origin i by the total highly educated native-born population of the same country (Highly educated native-born(i)= Expatriates(i) + Resident native born(i)). Highly educated persons correspond to those with a tertiary level of education.

Source: OECD Database on Foreign Born and Expatriates; Employment, Labour and Social Affairs, 2006 and Cohen D. and M. Soto, 2001, Growth and Human Capital: Good Data, Good Results, OECD Development Centre WP n°179.

Only 30 % of Africans studying abroad return to the region after graduationJamil Salmi

F. Marmolejo, S. Manley y S. Vincent‐LancrinImmigration and access to tertiary education: Integration or marginalisation?”

OECD, 2009


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Nunnally JohnsonThe Grapes of Wrath (1940)


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Competency Important Achieved

Ethical commitment 3.76 3.0

Commitment to quality 3.72 2.91

Ability to learn and adapt learning 3.68 2.94

Ability to apply knowledge in practice 3.66 2.84

Ability to identify, pose and solve problems 3.65 2.92

Competency Important Achieved

Capacity for research 3.4 2.76

Commitment to socio‐cult. environment 3.37 2.71

Comm. to look after the environment 3.27 2.45

Ability to work in international context 3.15 2.30

Ability to communicate in a 2nd. language 3.11 2.06

Most important

Less important

Source: Final Report Tuning Latin America. (2007) . http://www.tuning.unideusto.org


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Source: IAU (2010)


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Fonte: English Next (2007). The British Council

By the year 2050 the most widely spoken languages in the world will be: • 1 Mandarin• 2 Spanish • 3= English • 3= Hindi/Urdu• 3= Arabic.

Even considering English as the lingua franca of business, Mark Davis back in 2004 did an interesting breakdown of the percentages of world GDP by language. He calculated that by 2010 English would represent only 28 percent of the global market, followed by Chinese, Japanese, German and Spanish.

0

200

400

600

800

1000

1200

1400

1950 2000 2050

Arabic

Spanish

English

Hindu-Urdu

Chinese

ArabicSpanishEnglishHindu-UrduChinese

Source: David Graddol. The Future of English? (London: British Council, 1997). Foreign Policy. Nov-Dec. 2003. No. 139


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Fonte: English Next (2007). The British Council


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The endless dichotomies

Differences in history, structure,

responses.

Proliferation of joint/dual degree arrangements

Massive private investment on education

Towards more international quality assurance frameworks

The role of rankings

Increased use of technology as means for “virtual” mobility

Still issues to be resolved with credential/credit recognition

Some good practices. Some hope

http://conahec.org


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Transitioning from “traditional” to “relevant” mobility

CONAHEC was created In 1994 as the U.S.‐Mexico Educational Interchange

Project


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CollaborationCooperationCommunity‐building

among higher education institutions in North America

http://conahec.org…and beyond

CONAHEC’s memberships’

total enrollment represents

2.5+ million students

On more than 250 campuses

150+ Institutions and Higher Education Organizations

• Argentina • Brazil• Chile • Colombia• Ecuador• Honduras• Iceland• Malaysia• Spain• South Korea

In North America… and beyond


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http://conahec.org

Undergraduate and graduate levelsMulti‐institutional, multi‐levelCosts. Tuition Swaps Credit RecognitionElectronically based exchange program

http://conahec.org

“Service Learning” based student exchangesMore asymmetrical than today Faculty exchanges (based on institutional needs) Staff exchanges (in conjunction with CompostelaGroup of Universities’ STELLA Program)


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A priority for “tomorrow”

Marginal

Non practical

Source of prestige and “sell”

Just a good idea

Priority for “yesterday”

Beneficial

Highly practical

Survival tool

A critical need

http://conahec.org

A new type of students

Francisco Marmolejo [email protected]


4/11/2011



¿Sequential? Multi-task?


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Friendster

d wA dis teacha wrks S borin. r teacha S lamo. Jst B3U@? PTMN bout

dis teacha. I N2K



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The way this teacher works is boring. Our teacher is an idiot. Just bla, bla, bla.

Where are you? Please tell me now about this teacher. I need to know


A new global context



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Technology



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Gajaraj Dhanarajan

Column2, , 99…

Column…




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%

YES

NO37

63

0

20

40

60

80

YESNO

Source: Market Facts/TeleNation for GTE Directories. USA Today. Sep. 24-98

http://conahec.org

Pew Internet & American Life: US educators not Net-savvy Aug 14 2002: A new study from Pew Internet & American Life indicates that 78 percent of middle and high school students in the US use the Internet.

However, most American teenagers claim that educators often don’t know how, don’t want, or aren’t able to use online tools to help them learn or enrich their studies.



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In a traditional setting: The University




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“In the 21st Century there will be only two kinds of people: Those who think globally, and those who are looking for work”

Peter F. Drucker

Who needs international education anyway?


Preparing students with global awareness and competitiveness but also with social consciousness and greater sense of social

responsibility?

Strengthening the cooperation among higher education institutions and their surrounding communities, nationally and

internationally?

Implementing mechanisms for a better understanding, awareness and respect?

Innovating?



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Francisco J. Marmolejo

Executive Director

Consortium for North American Higher Education Collaboration (CONAHEC)

University of Arizona

Tucson, AZ 85721-0300 U.S.A.

Tel. (520) 621-9080 / Fax (520) 626-2675

E.mail: [email protected]

WWW: http://conahec.org