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

Joint degrees and offshore operations: An international comparative perspective
22 February 2011
FreieUniversität Berlin
US Department of Education
The University of Queensland

Preliminary Results Survey on International Joint and Double Degree Programs
Matthias Kuder, Center for International Cooperation
02/22/2011
Session:
Joint Degrees and Offshore Operations: An International Comparative Perspective

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 FreieUniversitätBerlin, 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)

(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.

PreliminaryResults
Relativelyrecentdevelopment: 67% respondinginstitutionsestablishedtheirfirst JD or DD program after 2000
83% reportthatdevelopmentjoint/double degreeprogramsispartofinstitutionalinternationalizationstrategy
59% reportthatinstitutioninitiated additional structuresto handle administrationofjoint/double degreeprograms
45% reportthatinstitutionhasdeveloped a clearpolicy on joint/double degreedevelopment
24% reportprogramsthatwerecancelledordiscontinued

Motivationsand Impact
TOP 3 institutionalmotivations:
1 raising international visibilityofinstitution
2 advancinginternationalizationofcampus
3 strengtheningacademicresearchcollaborations
TOP 3 outcomes:
1 greatercollaborationbetweeninvolvedfaculty
2 increased international visibility
3 increasedinternationalizationofcampus

PreliminaryResults

PreliminaryResults
TOP 5 disciplines, jointand double degreeprograms:
1) Business & Management (42,9%)
2) Engineering (34,9%)
3) SocialSciences (24,6%)
4) Mathematicsand Computer Science (23,4%)
5) Physicaland Life Sciences (17,7%)
TOP3 futuredevelopment:
1) Business & Management
2) Engineering
3) SocialSciences

Top 10 (countries) forUS respondents
China France Germany Turkey South Korea India Mexico Poland Russia Spain

Student Participation
58% ofrespondinginstitutionshavedevelopedspecificstudentrecruitmentmeasuresfor JDs or DDs (and 42% haven‘t…)

Future Plans
Doesyourinstitution plan todevelopmoreprograms in thefuture?
4,9% yes, onlyjointdegreeprograms
36,4% yes, only double degreeprograms
43,8% yes, both JDs and DDs
4,9% no
9,9% undecided
Academic level:
70,3% ofrespondents plan furthergraduate (Master) JDs/DDs
44,6% ofrespondents plan furtherundergradJDs/DDs
34,9% ofrespondents plan furtherdoctoral JDs/DDs

TOP 10 Countries - Future Plans
China
US
India France
Germany
Spain
UK
Brazil
Canada Australia

ThankYou
Youcan still participate in thesurvey:
http://iie.vovici.net/wsb.dll/s/6cg32d
Deadline is March 15, 2011
Final results will bepublished on the IIE Website.
Matthias Kuder
matthias.kuder@fu-berlin.de

Issues and Trends in Transnational and Offshore Education
February 22, 2011
San Francisco, CA

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

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

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

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

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.

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

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

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

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

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

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

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

Thank you
Frank Frankfort, Ph.D
International and Foreign Language Education
U.S. Department of Education
frank.frankfort@ed.gov

Joint Degrees and Offshore Operations Australian & University of Queensland Experience.
Dr Anna Ciccarelli
Deputy Vice-Chancellor (International)
February 2011

Australian IE Profile
Australian International Education Profile
2008 – 729,000 all sectors – 17% TNE
Asia – 85% of all onshore Higher Ed enrolments
TNE – provider and program mobility
9 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%

Australian IE Profile

Australian TNE Profile

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

The UQ Experience
Embedding internationalisation across the core mission of Learning, Discovery & Engagement
Strategic approach to globalisation:
Student and staff mobility
Internationalisation of curriculum
Graduate outcomes
Academic Exchange – joint research
Language & Cultural Exchange – 10 LOTE

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 EcolesCentrales
diplômed’ingénieur & Master of Engineering

Global Consortia
EMBL – European Molecular Biology Laboratory
G8 Associate Members http://www.emblaustralia.org/
PhDs jointly awarded by Australian university & EMBL
Universitas 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 Issues
G8 – China 9
International network to network collaboration

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 & TEQSA
Quality partners essential – role of borderless global consortia

Contact us
Matthias Kuder
matthias.kuder@fu-berlin.de
Frank Frankfort
US Department of Education
frank.frankfort@ed.gov
Anna Ciccarelli
a.ciccarelli@uq.edu.au

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

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