This document discusses the concepts of internationalization and globalization in higher education. It defines internationalization as integrating an international dimension into higher education institutions and their functions, while globalization refers to broader economic and social forces that internationalization aims to respond to. The document outlines debates around whether internationalization risks commodifying education and presents different views on universities' role in preparing students for a globalized world. It also explores trends in higher education like growing private institutions, rising student demand internationally, and challenges in balancing different stakeholder needs. The future is uncertain but may involve increased competition and new models of transnational education.

1. Renee Cassidy and Erinne Losinio20 April 2011CIE403 Module 13Internationalizing Higher Education

2. OverviewPart One: TerminologyKey conceptsPart Two: The DebateCritical issuesPart Three: The Way AheadConsiderations for the future

3. What is Internationalization?Part One: Terminology

4. What is internationalization? “… the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of higher education at the institutional and national levels” (Knight, 2008) “… internationalization is changing the world of higher education, and globalization is changing the world of internationalization” (Knight, 2004)Do you agree? How do you view the relationship between globalization and internationalization? What evidence of internationalization do we see in HEIs?

5. Another perspective…Globalization is the reality shaped by an increasingly integrated world economy, new technology, emergence of international knowledge network & role of English languageInternationalization is the variety of policies and programs that universities and governments implement to respond to globalizationAmerican Council on Education, 2010

6. What is the role of universities?“…curricula with an international orientation in content, aimed at preparing students for performing (professionally/socially) in an international and multicultural context, and designed for domestic students and/or foreign students” (OECD, 1994)Supporting international studentsFacilitating study abroad and educational exchange to broaden and enrich students’ cultural experiencesLearning about other languages and cultures as a way of developing their skills of intercultural communicationPreparing to work in the global knowledge economy

7. Key terms for considerationIntercultural/global competence

8. How does this relate to the ideas of global citizenship that we discussed in the past few weeks?

9. Neo-liberal imaginary

10. Is the link between intercultural competence and economic advancement overstated?

11. Epistemic virtues including relationalityand reflexivityHow do you envision an effective internationalized curriculum?

12. Group one: Defend the statementGroup two: Create a counter-argumentYou will have 20 minutes to prepare your case. Choose a spokesperson to present your group’s argument. The spokesperson must be different for each statement. Each side will have 3-5 minutes to present their case and 1 minute after the other side presents for any rebuttals. Online students will determine which side presented the best argument.Part Two: The Debate

13. StatementsInternationalization ultimately leads to the commodification and commercialization of education.Curricular reforms focused on internationalization are narrow in scope and do not adequately prepare students to engage critically with the cultural politics of globalization.

14. What does the future look like for universities?Part Three: The Way Ahead

15. Rising demand of HEDemand exceeds supply, especially in developing countriesGrowth in number of students, opportunities, and demand of globalized, knowledge-based economyCompetitive job marketConsequencesStudent mobilityCampuses abroad, onlineGrowth of private HEIsPrivatization of public HEDemand for accountability American Council on Education, 2010

16. Private higher educationWorldwide surge in private higher education

17. 30% of global higher education enrollment is in private sector

18. Private institutions have no consistent model

19. Operate with private assets or partially with public funds

20. For-profit vs. non-profit

21. Have owners or investors or operate as foundations

22. Issues of quality assurance

23. Private enrollment increasing worldwide

24. East Asia (70%)

25. Latin America (45%)

26. South Asia (30%)

27. Africa (25%)

28. U.S. (20%)

29. Central & Eastern Europe (20%)

30. Southeast Asia (15%)

31. Australia (3 %)

32. Western Europe (marginal)

33. Middle East (just beginning to emerge)American Council on Education, 2010

34. OECD, 2008

35. Internationalization in HEIsExpect increased interconnectedness and competition Economic, political, social implicationsCollaboration vs. competitionTop three concerns/perceived risks among institutions (OECD, 2005)Commodification/commercialization of education programs“Brain drain”Degree mills and low-quality education providersUniversities remain intrinsically global, national, regionalCompetition for resources and position crosses national bordersUniversity curriculum cannot ignore cultural realities

36. ChallengesAdjusting to growing and multiple expectations of internationalizationAt institutional level – quality, prestige, revenueAt national level – competitiveness, answer to demographic trends, for strategic alliancesAt regional level – path to political and economic integration, competitiveness and social cohesionAt global level – all of the above AND solidarity, capacity building, Millennium Development Goals and sustainable developmentIAU, 2007

37. What does the future hold?Survival of the “global fittest”? (American Council on Education, 2010)More privatization and growth of for-profit institutions?Role of technology?Increased role of governments?Ranking systems as evidence of quality?

38. Final thoughtsDiversity of goals, rationales, geographic priorities, strategies, practices and modelsGrowing complexity with regionally differentiated interests and policy objectives (ex. immigration, competitiveness, trade, development)New risks, new actors and new challenges but also new possibilities and opportunities “We are at the beginning of the era of transnational higher education” (Altbach, 2004)

39. To be continued (online)…Questions?

40. OECD, 2008

41. EUA Trends, 2010

42. EUA Trends, 2010