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Joint degrees and offshore operations: An international comparative perspective<br />22 February 2011<br />FreieUniversitä...
Preliminary Results Survey on International Joint and Double Degree Programs <br />	Matthias Kuder, Center for Internation...
Survey Overview<br />First international survey on joint and double degree programs (follow-up to a previous Atlantis-fund...
(one) Definition<br />International joint or double degree programs are study programs collaboratively offered by two (or ...
PreliminaryResults<br />Relativelyrecentdevelopment: 67% respondinginstitutionsestablishedtheirfirst JD or DD program afte...
Motivationsand Impact<br />	TOP 3 institutionalmotivations:<br />	1 	raising international visibilityofinstitution<br />	2...
PreliminaryResults<br />
PreliminaryResults<br />TOP 5 disciplines, jointand double degreeprograms:	<br />	1) Business & Management (42,9%)<br />	2...
Top 10 (countries) forUS respondents<br />China France Germany  									    Turkey 			         South Korea  India  Mexico...
Student Participation<br />58% ofrespondinginstitutionshavedevelopedspecificstudentrecruitmentmeasuresfor JDs or DDs (and ...
Future Plans<br />Doesyourinstitution plan todevelopmoreprograms in thefuture?<br />4,9% yes, onlyjointdegreeprograms<br /...
TOP 10 Countries - Future Plans<br />China<br />US<br />India 	France<br />Germany<br />Spain<br />UK<br />Brazil<br />Can...
ThankYou<br />Youcan still participate in thesurvey:<br />http://iie.vovici.net/wsb.dll/s/6cg32d<br />Deadline is March 15...
     Issues and Trends in      Transnational and     Offshore Education<br />February 22, 2011<br />San Francisco, CA<br />
Definitions and Sources<br />“international branch campus”<br />	-unit operated by a source institution w/ or w/o a host p...
             Benefits: Source Institutions<br />Attract paying students, revenues<br />Visibility: “International Universi...
           Benefits: Host Countries<br />Build local capacity and infrastructure<br />Reduce brain drain<br />Increased mu...
Benefits: Students<br />Get a degree without leaving home<br />Lower student tuition and fees<br />Savings on living expen...
2009 Data<br />162 international branch campuses<br />22 countries (17 in 2006)<br />111/162 from Anglophone countries<br ...
           Top Four “Hubs”<br />1. UAE + 40; 23 in Dubai International Academic City <br />2. China hosts 15 universities<...
Transitions (4)<br />83/162 developed to developing countries<br />49/162 developed to developed countries<br />26/162 dev...
           Some say “No thanks”<br />Deliberate institutional decisions<br />Penn, Yale, 2007-8. Warwick, 2005<br />Recrui...
           Some close and withdraw<br />Five closures in last five years<br />2007 U of New South Wales, Singapore, $40 mi...
          Some do partnerships<br />Alternative to overseas branches<br />Discovery process can be long.  Face time <br />...
           Delegations and Summits<br />New concept—Gov’t leader and Institutions together<br />U.S., UK, Canada<br />U.S....
A Cautionary Tale<br />Trendline is for increases; 80% are less than ten years old<br />Bad idea—pick a country, then a pr...
Thank you<br />Frank Frankfort, Ph.D<br />International and Foreign Language Education<br />U.S. Department of Education<b...
Joint Degrees and Offshore Operations Australian & University of Queensland Experience. <br />Dr Anna Ciccarelli<br />Depu...
Australian IE Profile<br />Australian International Education Profile<br /><ul><li>2008 – 729,000 all sectors – 17% TNE
Asia – 85% of all onshore Higher Ed enrolments</li></ul>TNE – provider and program mobility<br /><ul><li>9 Australian bran...
Singapore - largest TNE market -30.8% of all TNE in 2008
Malaysia 22.2% and Hong Kong 10.9%</li></li></ul><li>Australian IE Profile<br />
Australian TNE Profile<br />
Australian TNE Profile<br /><ul><li>2009  - 50% were undergraduate
2007 5% of all programmes  - PhD/Doctorate
2009 increased to 9% including Cotutelle
More programmes are joint degree programs
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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

  1. 1. Joint degrees and offshore operations: An international comparative perspective<br />22 February 2011<br />FreieUniversität Berlin<br />US Department of Education<br />The University of Queensland<br />
  2. 2. Preliminary Results Survey on International Joint and Double Degree Programs <br /> Matthias Kuder, Center for International Cooperation<br />FreieUniversität Berlin<br /> 02/22/2011<br /> Session: <br /> Joint Degrees and Offshore Operations: An International Comparative Perspective<br />
  3. 3. Survey Overview<br />First international survey on joint and double degree programs (follow-up to a previous Atlantis-funded transatlantic survey)<br />Online survey conducted by the Institute of International Education (NY), and FreieUniversitätBerlin, call for participation distributed to international HE organizations and universities<br />36 questions on program details, development, motivations, and challenges<br />January 12- February 15, now extended to March 15<br />175 participating universities as of Feb 10 (so far mostly US, Canada, Europe, Australia)<br />
  4. 4. (one) Definition<br />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). <br />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. <br />Double Degree Programs: Upon completion of the study program students receive degree certificates issued separately by each of the institutions involved in the program. <br />
  5. 5. PreliminaryResults<br />Relativelyrecentdevelopment: 67% respondinginstitutionsestablishedtheirfirst JD or DD program after 2000<br />83% reportthatdevelopmentjoint/double degreeprogramsispartofinstitutionalinternationalizationstrategy<br />59% reportthatinstitutioninitiated additional structuresto handle administrationofjoint/double degreeprograms<br />45% reportthatinstitutionhasdeveloped a clearpolicy on joint/double degreedevelopment<br />24% reportprogramsthatwerecancelledordiscontinued<br />
  6. 6. Motivationsand Impact<br /> TOP 3 institutionalmotivations:<br /> 1 raising international visibilityofinstitution<br /> 2 advancinginternationalizationofcampus<br /> 3 strengtheningacademicresearchcollaborations<br /> TOP 3 outcomes:<br /> 1 greatercollaborationbetweeninvolvedfaculty<br /> 2 increased international visibility<br /> 3 increasedinternationalizationofcampus<br />
  7. 7. PreliminaryResults<br />
  8. 8. PreliminaryResults<br />TOP 5 disciplines, jointand double degreeprograms: <br /> 1) Business & Management (42,9%)<br /> 2) Engineering (34,9%)<br /> 3) SocialSciences (24,6%)<br /> 4) Mathematicsand Computer Science (23,4%)<br /> 5) Physicaland Life Sciences (17,7%)<br /> TOP3 futuredevelopment:<br />1) Business & Management<br />2) Engineering<br />3) SocialSciences<br />
  9. 9. Top 10 (countries) forUS respondents<br />China France Germany  Turkey  South Korea  India  Mexico  Poland  Russia  Spain  <br />
  10. 10. Student Participation<br />58% ofrespondinginstitutionshavedevelopedspecificstudentrecruitmentmeasuresfor JDs or DDs (and 42% haven‘t…) <br />
  11. 11. Future Plans<br />Doesyourinstitution plan todevelopmoreprograms in thefuture?<br />4,9% yes, onlyjointdegreeprograms<br />36,4% yes, only double degreeprograms<br />43,8% yes, both JDs and DDs <br />4,9% no<br />9,9% undecided<br />Academic level:<br />70,3% ofrespondents plan furthergraduate (Master) JDs/DDs<br />44,6% ofrespondents plan furtherundergradJDs/DDs<br />34,9% ofrespondents plan furtherdoctoral JDs/DDs<br />
  12. 12. TOP 10 Countries - Future Plans<br />China<br />US<br />India France<br />Germany<br />Spain<br />UK<br />Brazil<br />Canada Australia<br />
  13. 13. ThankYou<br />Youcan still participate in thesurvey:<br />http://iie.vovici.net/wsb.dll/s/6cg32d<br />Deadline is March 15, 2011<br /> Final results will bepublished on the IIE Website.<br /> Matthias Kuder<br />matthias.kuder@fu-berlin.de<br />
  14. 14. Issues and Trends in Transnational and Offshore Education<br />February 22, 2011<br />San Francisco, CA<br />
  15. 15. Definitions and Sources<br />“international branch campus”<br /> -unit operated by a source institution w/ or w/o a host partner, and<br /> -students are awarded degrees fully undertaken at the branch campus<br />• The Observatory on Borderless Higher Education, 2009 report, London, UK.<br />• Articles in “Inside Higher Ed,” and “Chronicle of Higher Education”<br />• McBurnie and Ziguras, Transnational Education<br />
  16. 16. Benefits: Source Institutions<br />Attract paying students, revenues<br />Visibility: “International University”<br />Mobility between home and branch<br />Develop new curriculum<br />Provide faculty with international teaching<br />New partnerships with local institutions<br />New research opportunities<br />
  17. 17. Benefits: Host Countries<br />Build local capacity and infrastructure<br />Reduce brain drain<br />Increased mutual understanding<br />Hosting “world class university”<br />Income for local economies<br />Potential technology and knowledge transfer<br />
  18. 18. Benefits: Students<br />Get a degree without leaving home<br />Lower student tuition and fees<br />Savings on living expenses<br />Allows part-time and work while in school<br />Concerns about inequality of access<br />Concerns about meeting local needs<br />
  19. 19. 2009 Data<br />162 international branch campuses<br />22 countries (17 in 2006)<br />111/162 from Anglophone countries<br />78 (48%) from the US, 15/49 of newest<br />Australia 14 (9%), UK 13 (8%), France 11 (7%), India 11 (7%)<br />Mexico, Netherlands, Malaysia, Canada, Ireland, 7-3.<br />
  20. 20. Top Four “Hubs”<br />1. UAE + 40; 23 in Dubai International Academic City <br />2. China hosts 15 universities<br />3. Singapore hosts 12 universities<br />4. Qatar hosts 9 universities<br />-Canada, Malaysia, and UK host 5<br />-Ecuador, Germany, Mexico host 4<br />-Australia, Bahrain, Switzerland host 3<br />-38/51 countries host 1<br />
  21. 21. Transitions (4)<br />83/162 developed to developing countries<br />49/162 developed to developed countries<br />26/162 developing to developing countries<br />4/162 developing to developed countries<br />13 countries are both host and source countries, e.g. Australia, US, UK, Russia<br />US hosts 1 Mexican and 1 Venezuelan school<br />
  22. 22. Some say “No thanks”<br />Deliberate institutional decisions<br />Penn, Yale, 2007-8. Warwick, 2005<br />Recruit foreign faculty<br />Control of brand reputation<br />Quality assurance<br />Deliberative institutional governance<br />Not a revenue or profile issue<br />
  23. 23. Some close and withdraw<br />Five closures in last five years<br />2007 U of New South Wales, Singapore, $40 million loss, large programs, low enrollments<br />2009 George Mason U closed UAR campus 3yrs. Low enrollments (118 students) and loss of 50% local financial support<br />
  24. 24. Some do partnerships<br />Alternative to overseas branches<br />Discovery process can be long. Face time <br />Shared values: institutional mission, goals, quality, trust, common history<br />Generally limited to departments<br />Core is faculty compatibility and mobility<br />UNC Chapel Hill + National Univ of Singapore<br />Virginia Tech + Tech Univ Darmstadt<br />
  25. 25. Delegations and Summits<br />New concept—Gov’t leader and Institutions together<br />U.S., UK, Canada<br />U.S.-India summit on education 2011<br />UK-China delegation<br />UK--$10 billion enterprise<br />Australia—4th largest export business<br />Increased cooperation gov’t and education<br />
  26. 26. A Cautionary Tale<br />Trendline is for increases; 80% are less than ten years old<br />Bad idea—pick a country, then a program<br />Be sure of student interest<br />Start small and grow<br />Define oversight and controls<br />Focus on brand continuity and reputation<br />Study and deliberate first<br />
  27. 27. Thank you<br />Frank Frankfort, Ph.D<br />International and Foreign Language Education<br />U.S. Department of Education<br />frank.frankfort@ed.gov<br />
  28. 28. Joint Degrees and Offshore Operations Australian & University of Queensland Experience. <br />Dr Anna Ciccarelli<br />Deputy Vice-Chancellor (International) <br />The University of Queensland<br />February 2011<br />
  29. 29. Australian IE Profile<br />Australian International Education Profile<br /><ul><li>2008 – 729,000 all sectors – 17% TNE
  30. 30. Asia – 85% of all onshore Higher Ed enrolments</li></ul>TNE – provider and program mobility<br /><ul><li>9 Australian branded offshore campuses - 60% of TNE enrolments
  31. 31. Singapore - largest TNE market -30.8% of all TNE in 2008
  32. 32. Malaysia 22.2% and Hong Kong 10.9%</li></li></ul><li>Australian IE Profile<br />
  33. 33. Australian TNE Profile<br />
  34. 34. Australian TNE Profile<br /><ul><li>2009 - 50% were undergraduate
  35. 35. 2007 5% of all programmes - PhD/Doctorate
  36. 36. 2009 increased to 9% including Cotutelle
  37. 37. More programmes are joint degree programs
  38. 38. 2007 2% of all transnational programmes were joint degrees by 2009 increased to 7%
  39. 39. Dominant disciplines in collaborative degrees: International Business – MBA, Commerce</li></ul>Banks, Kevet, Ziguras, Ciccarelli, Clayton, 2010 The Changing Fortunes of Australian Transnational Higher Education<br />http://www.obhe.ac.uk/documents/view_details?id=835<br />
  40. 40. The UQ Experience<br /><ul><li>Embedding internationalisation across the core mission of Learning, Discovery & Engagement
  41. 41. Strategic approach to globalisation:
  42. 42. Student and staff mobility
  43. 43. Internationalisation of curriculum
  44. 44. Graduate outcomes
  45. 45. Academic Exchange – joint research
  46. 46. Language & Cultural Exchange – 10 LOTE</li></li></ul><li>The UQ Experience<br /><ul><li>Small number of international degree collaborations & small student numbers
  47. 47. Ease of partnership development - country dependent
  48. 48. Medical degree UQ – Oschner Group New Orleans – 2 + 2 has Australian Medical Council accreditation
  49. 49. Engineering dual degree with EcolesCentrales
  50. 50. diplômed’ingénieur & Master of Engineering</li></li></ul><li>Global Consortia<br />EMBL – European Molecular Biology Laboratory <br /> G8 Associate Members http://www.emblaustralia.org/<br /><ul><li> PhDs jointly awarded by Australian university & EMBL</li></ul>Universitas 21 - 23 leading research-intensive universities <br /><ul><li>15 countries - collective budgets over US$13 billion
  51. 51. annual research grant income of over US$3 billion
  52. 52. 700,000 students, 145,000 staff and over 2.5 million alumni
  53. 53. 2009 established a joint PhD program at 14 of the U21 universities.
  54. 54. Diploma in Global Issues</li></ul>G8 – China 9 <br /><ul><li>International network to network collaboration</li></li></ul><li>Reflections<br /><ul><li>Long lead times, high costs relatively small numbers
  55. 55. Need champions to ensure success
  56. 56. Academic standards - admissions & harmonising program structures
  57. 57. Language proficiency
  58. 58. Bi-multilateral Quality Assurance essential
  59. 59. Australia – AQF & TEQSA
  60. 60. Quality partners essential – role of borderless global consortia </li></li></ul><li>Contact us<br />Matthias Kuder<br />FreieUniversität Berlin<br />matthias.kuder@fu-berlin.de<br />Frank Frankfort<br />US Department of Education<br />frank.frankfort@ed.gov<br />Anna Ciccarelli<br />The University of Queensland<br />a.ciccarelli@uq.edu.au<br />

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