2008 CNIE - Banff, Alberta

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Key issues related to cross-border higher education, challenges for distance learning, and strategies for institutional leaders

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2008 CNIE - Banff, Alberta

  1. 1. Rock n’ on the International Stage: Global Universities and Borderless Higher Education Programs Dr. Don Olcott, Jr., Chief Executive The Observatory on Borderless Higher Education (OBHE) and Chairman of the Board, United States Distance Learning Association (USDLA) 2008 Canadian Network for Innovation in Education (CNIE) Banff, Alberta, Canada 28 April 2008
  2. 2. A Perspective on Global Higher Education <ul><li>Make no mistake: China wants to be the leading power in higher education, and it will extract what it can from the U.K. In particular, they want to benefit from our strengths in science and technology, and to absorb our talent and our intellectual property….U.K. institutions are rushing to partner with [Chinese institutions], but the risks are considerable. [Chinese institutions] are capable of gaining more from the partnerships than we are if we do not do our homework properly and negotiate a win-win situation. (Fazackerley and Worthington 2007) </li></ul><ul><li>Ian Gow, Pro Vice-Chancellor of the University of West England and founding Provost of the University of Nottingham, Ningbo </li></ul>
  3. 3. Demand for Higher Education Expansion of Higher Education Time Number of Learners A sizeable new university would now be needed every week merely to sustain current participation rates in higher education. … A crisis of access lies ahead . Sir John Daniel, 1996 By 2010, there will be 100 million people in the world fully qualified to proceed from secondary education to tertiary education for which there will simply be no room on any campus anywhere. Henry Rosovsky, Harvard University Access: The Global Challenge International growth in demand for higher education will be the principal driver in changes in the nature of universities in the new millennium. Blight, et. al, 2000, p. 95
  4. 5. Playing on the International Stage: The Driving Factors <ul><li>Tapping alternative funding sources to replace reduced government allocations to tertiary education </li></ul><ul><li>Exponential adoption of ‘English’ as the global language in commerce </li></ul><ul><li>Interconnectedness of a global society and economy </li></ul><ul><li>Diversification and increase in international student mobility </li></ul><ul><li>Workforce needs – skills migration </li></ul><ul><li>Demand by developed and developing countries for technology transfer and research collaboration </li></ul><ul><li>Student demands for tertiary education that leads to employability across international borders </li></ul>
  5. 6. Trends in Global Cross-Border Higher Education <ul><li>Host nations are becoming more selective of entering foreign providers </li></ul><ul><li>Asia, the Middle East, and Gulf States are most active cross-border regions </li></ul><ul><li>Cross-border research exchange is a rapidly growing priority among nations </li></ul><ul><li>Quality assurance oversight agencies, internal and external, are paying increasing attention to universities operating abroad </li></ul><ul><li>Competition for internationally mobile students is growing more intense each year </li></ul>
  6. 7. © Observatory on Borderless Higher Education France, Spain Germany : hosts and sources E. Europe : emerging hosts UAE, Qatar, Bahrain, Oman : major hosts UK : major source; emerging host USA: major source; emerging host C. America: hosts and sources S. America: varying levels of hosts and sources Australia (NZ) : major source; emerging host Emerging Hosts & Sources China & India : major hosts, emerging sources Hong Kong, Malaysia, Singapore : major hosts, emerging sources Central Asia : emerging host Kenya & Mauritius : emerging hosts South Africa : declining host; emerging source Caribbean : emerging host Russia : declining source; emerging host Canada : emerging host and source
  7. 8. Foreign Students in Canadian Universities <ul><li>Canadian foreign student enrolments have doubled from 1998 to 2005 (76,858 to 153,996) </li></ul><ul><li>From 2001 – 2005, total foreign students in Canada have been approximately 15% of total student enrolments </li></ul><ul><li>Foreign students in accredited programmes of six months or less do not require a study permit - - - implications? </li></ul><ul><li>Foreign student enrolments are increasing </li></ul><ul><li>Foreign student enrolments are defined and reported differently across provinces making accurate data projections incomplete and often misleading </li></ul>
  8. 9. The Canadian Cross-Border and Study Abroad Landscape <ul><li>Canadian university with overseas branch campuses – University of Calgary; Centennial College, College of the North Atlantic, University of New Brunswick, University of Waterloo </li></ul><ul><li>Global region for cross-border programmes – The Gulf States </li></ul><ul><li>Canadian study abroad data are difficult to obtain </li></ul><ul><li>General observation that top destination regions are Europe, Asia, and Africa for Canadian study abroad students </li></ul>
  9. 10. Defining the Global University (Thomas, 2007) <ul><li>Global brand penetration </li></ul><ul><li>Comprehensive excellence in research, teaching, academic staff, facilities, leadership and governance </li></ul><ul><li>Innovative global research </li></ul><ul><li>Global distribution of teaching and learning </li></ul><ul><li>Diverse student and staff demand – many international visitors </li></ul><ul><li>Impacts on global issues and policy formation </li></ul><ul><li>Close interactions with global business </li></ul>
  10. 11. Global Distance Learning (Ad) Ventures
  11. 12. If you don’t know where you’re going . . . it won’t matter which path you take
  12. 13. Global Distance Learning 85% of global higher education is delivered in face-to-face formats WHY?
  13. 14. The Global Distance Factors <ul><li>Western technology, academic programs, research, and tech transfer carry ‘real people’ credibility in foreign countries. </li></ul><ul><li>The research and best practices base for the interconnected impacts of online learning, language and culture is in its infancy. </li></ul><ul><li>Technology is not culturally neutral </li></ul><ul><li>Digital divide is not an illusion . . . it is real and a major barrier for many countries. </li></ul><ul><li>Funding or redistributing resources to conduct research in international distance teaching </li></ul>
  14. 15. Recommendations <ul><li>Embrace your nation and traditions and then leave them at home. </li></ul><ul><li>Expand trans-cultural research towards creating teaching models that address technology, language, cultural and social norms </li></ul><ul><li>Student-centered learning . . . ask your foreign students if they get it . . . if they don’t then you need to ask why? </li></ul><ul><li>A curricular return to ‘incrementalism’ </li></ul>
  15. 16. Strategic Considerations for Institutional Leaders <ul><li>Articulating clearly that international distance education initiatives align with institutional mission and strategic goals </li></ul><ul><li>Aligning distance teaching with instructional design formats that compensate and respect language, culture and social norms of foreign students </li></ul><ul><li>Developing a risk management strategy for major international distance learning </li></ul><ul><li>Why can you do it better than your competitors? </li></ul><ul><li>A story </li></ul>
  16. 17. The Future <ul><li>The global distance learning landscape and market is wide-open . . . for those universities that do it right. </li></ul><ul><li>We must guard against regressing to a focus on technology rather than teaching and learning </li></ul><ul><li>Build partnerships with the right partners </li></ul><ul><li>Mutual respect, patience and humility paradoxically are anthems of the new global higher education arena </li></ul>
  17. 18. Henry L. Mencken <ul><li>For every complex problem there is a simple solution . . . . . </li></ul><ul><li>And it’s wrong!!! </li></ul>
  18. 19. [email_address] THANK YOU www.obhe.ac.uk

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