GMA IV_Marmolejo

Francisco Marmolejo 4/11/2011
fmarmole@email.arizona.edu

Global Meeting of Associations of Universities
and other Higher Education Institutions
Delhi, India. April, 2011

Francisco Marmolejo
Consortium for North American Higher Education Collaboration
The University of Arizona

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


• More than 3.3 million students.

.

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).

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



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

…Demographic Distribution

18

16
2005
14
2006

12 2008
1998
10 2002

8

6

4

2

0
Chile
Luxemburgo
México
Dinamarca

Rep.Checa

España

Grecia

Rep.Eslovaca

Polonia
Australia
Suiza
Austria
Belgica
Inglaterra
Alemania
Francia
N. Zelanda

Suecia

Corea
Irlanda
Noruega
Islandia

Holanda

Hungria

Finlandia

Canada
Turquia

OECD
Portugal
EEUU

Japón

Italia

OCDE. Education at a Glance. 2004 and 2006



Austria
Other OCDE 2% Italy
9% Swiss
2%
2%
U.S.A. Belgium
33% 2%
Spain
2%
Japan
4%

France
England
9%
13%

Germany Australia
12% 10%

OECD. Education at a Glance 2005



Other partner
countries
16%
Other OCDE Korea
U.S.A. Sweden 1%
7%
18% 1%
Netherlands
1%
U.K. Belgium
10% 1%
Switzerland
Germany 1%
7%
France China
Austria
7% Australia Canada 1%
Spain 2%
7% 5% New Zealand
Italy 2%
2%
Russian Fed. 2%
South Africa
4% Japan 2%
4%
OECD. Education at a Glance 2010

2002 2008

Austria
Other OCDE Sweden
2% Italy
9% Other partner 1%
2% Swiss U.S.A. Other OCDE countries
2% Korea
U.S.A. 18% 7% 16%
Belgium 1%
33% 2% Netherlands
Spain U.K.
2% 10% Belgium 1%
Japan 1%
4% Germany Switzerland
7% Austria China 1%
France France 2%
England 7% Canada 1%
9%
13% 5% New Zealand
Australia Australia Italy 2%
Germany
10% 7% South Africa
12% Russian Fed. Japan 2%
4% 4% 2%
Spain
2%

OECD. Education at a Glance 2005 and 2010



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

Korea:
4.6%

India:
6.8%
China:
17.1%

Source: OECD Education at a Glance 2010



..and fields of study



USE OF ENGLISH LANGUAGE COUNTRIES
IN INSTRUCTION
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



TUITION FEE STRUCTURE COUNTRIES

Higher tuition for international students than for Australia, Austria, Belgium, Canada, Ireland,
domestic students Netherlands, New Zealand, Slovak Republic, Turkey,
United Kingdom1, United States

Same tuition for international and domestic France, Greece, Hungary, Italy, Japan, Korea, Mexico,
students Portugal, Spain, Switzerland

No tuition for either international or domestic Czech Republic, Denmark, Finland, Iceland, Norway,
students Sweden

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

Source: OECD Education at a Glance 2006 and 2010



Cultural/experiential Increased
Mobility still mostly: “Brain‐drain”
goals and means: commodification:

Questionable
For the better‐off Quality
practices. (The Brain‐circulation?
students Assurance
“bubble” effect)

The role of
The “time‐
To the better‐off governments,
compression” Money talks
countries companies and
factor
universities

Regulations?

Students traveling abroad
for a short period of time
with their “imported”
teacher, remaining together,
continuing to speak mainly
their own language even
while abroad, and having
just a superficial glimpse at
the foreign culture and
people



More than half of the U.S. students who go
abroad only participate in a short term
program (IIE, 2010)

Cultural/experiential Increased
Mobility still mostly: “Brain‐drain”
goals and means: commodification:

Questionable
For the better‐off Quality
practices. (The Brain‐circulation?
students Assurance
“bubble” effect)

The role of
The “time‐
To the better‐off governments,
compression” Money talks
countries companies and
factor
universities

Regulations?



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

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

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.

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

OECD, 2009



Nunnally Johnson
The Grapes of Wrath (1940)



Competency Important Achieved
Ethical commitment 3.76 3.0
Most Commitment to quality 3.72 2.91
important 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
Less Commitment to socio‐cult. environment 3.37 2.71
important 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

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



Source: IAU (2010)



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.

Fonte: English Next (2007). The British Council

1400

1200 Arabic
Spanish
1000 English
Hindu-Urdu
800
Chinese
Chinese
600
Hindu-Urdu
400 English

200 Spanish
Arabic
0
1950 2000 2050
Source: David Graddol. The Future of English? (London: British Council, 1997). Foreign Policy. Nov-Dec. 2003. No. 139



Fonte:
English Next
(2007). The
British
Council



Differences in
The endless
history, structure,
dichotomies
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



Transitioning from “traditional” to
“relevant” mobility

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



Collaboration
Cooperation
Community‐building

among higher education
institutions in North America …and beyond
http://conahec.org

150+ Institutions and
Higher Education Organizations

In North America… and beyond
• Argentina
CONAHEC’s • Brazil
Chile
memberships’
•
• Colombia
total enrollment • Ecuador
• Honduras
represents • Iceland
2.5+ million • Malaysia
• Spain
students • South Korea

On more than
250 campuses



Undergraduate and graduate levels
Multi‐institutional, multi‐level
Costs. Tuition Swaps
Credit Recognition
Electronically based exchange program

http://conahec.org

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

http://conahec.org



Just a good idea A critical need

Source of prestige and “sell” Survival tool

Non practical Highly practical

Marginal Beneficial

A priority for “tomorrow” Priority for “yesterday”
http://conahec.org

A new type of
students

Francisco Marmolejo fmarmole@email.arizona.edu




¿Sequential? Multi-task?



Friendster

d wA dis teacha wrks S borin.
U@? PTMN bout r teacha S lamo. Jst B3
dis teacha. I N2K




Where are you? The way this teacher works is
Please tell me now boring. Our teacher is an idiot.
about this teacher. Just bla, bla, bla.
I need to know


A new global context





Technology




Col
um Colu
mn2
n…
, ,
99…

Gajaraj Dhanarajan




Pew Internet &
American Life: US
educators not Net-
savvy Aug 14 2002: A
new study from Pew 80
Internet & American
Life indicates that 78
percent of middle and 60
high school students
in the US use the 40 37
Internet.
NO YES
However, most 20 63
American teenagers
NO
claim that educators 0 YES
often don’t know how,
don’t want, or aren’t
able to use online %
tools to help them
learn or enrich their Source: Market Facts/TeleNation for GTE Directories. USA Today. Sep. 24-98
studies.

Francisco Marmolejo fmarmole@email.arizona.edu http://conahec.org



In a traditional setting:
The University





Who needs international
education anyway?

“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


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?




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: fmarmole@email.arizona.edu
WWW: http://conahec.org


GMA IV_Marmolejo

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