The document discusses internationalization in higher education. It notes that the environment is increasingly competitive but there is no single approach to success. Universities must demonstrate a commitment to internationalization through academic practices, student support, and cultural inclusivity. Leadership is also crucial to take a strategic approach to internationalization initiatives. The document also examines trends in global student mobility, different models of internationalization, and implications for education in the 21st century workplace.

1. Middlesex Symposium – June 2012
Internationalisation –
A crowded world?
Dr David Law
PVC (Students and External Relations)
Edge Hill University

2. Summary- I
 environment is increasingly competitive
 no ‘cake mix’ recipe for success
 universities must operate in a consistent and
consciously co-operative way (even though there are
many features of a competitive market)

3. Summary - II
 serious players must demonstrate a commitment to
internationalisation
 in academic practice
 in student support
 in cultural inclusivity
 leadership (principled and purposeful) is also crucial
 energetic and enabling
 without a strategic approach, the local initiatives of
individual units and teams of enthusiasts lack the
strength to achieve real sustainability

4. Educating Global Citizens
 More than …
 studying alongside students from many countries
 learning about other cultures and acquiring languages
 We must …
 equip students with the skills to engage with people from
other cultures
 encourage critical evaluation
 enable active learning
 embrace complexity

5. Global Citizens
 … examine ideas that challenge their own cultural
assumptions …
 … show respect for other perspectives …
“We should not ‘tolerate’ or ‘accept’ cultural difference
because these words implicitly place ourselves at the
centre of what is acceptable or right.”
(Washington International School)

6. The Globalisation of
TALENT
Talent -
technologically literate
globally astute
operationally agile
internationally mobile

7. Access: The Global Challenge
Demand for
Higher
Education
Expansion of Higher Education

8. Economic Growth in Asia
5-year average growth rates in two major economies
hugely outstrips US + EU
CHINA 10% INDIA 8%

9. International student mobility: trends since 1975
Chart Box 3.1.
Growth in internationalisation of tertiary education (1975-2004)
1975 1980 1985 1990 1995 2000 2004
0.6 M 0.8 M 0.9 M 1.2 M 1.3 M 1.9 M 2.7 M
3 million students are being
educated outside their home By 2025, 8 million students
countries, a 50% increase will be educated internationally
since 2000.
Source: OECD, Education at a Glance 2007

10. Central campus
Import model

11. Central campus
Export model

12. Organisation A Organisation B
Partnership model

13. Campus A Campus B
Campus C
Network model

14. Fundamental questions
1. How international do we want to be?
 Sense of purpose: Income generation or developing graduates for
the global economy
 Capacity & Balance
 Accommodation
 Programme, level
 Location
 on-campus /off-campus
 UK based/overseas based
 Mode of delivery
 Distance learning
 Outreach teaching
 Franchised provision

15. Fundamental questions
2. How do we compete?
 Cost-based or differentiation
If based on differentiation
 How to position ourselves as a quality provider
 How to ensure our course offerings meet market demands
 How to ensure excellent student experience for all
 How to target customer groups

16. Internationalisation means more than just recruitment.
INTERNATIONAL STUDENT DOMESTIC STUDENT
RECRUITMENT MOBILITY
STAFF STUDENT
RECRUITMENT EXCHANGES
STUDENTS
STAFF CURRICULUM
-COURSES – TEACHING –
STAFF LANGUAGES
EXCHANGES
INTERNATIONALISATION STAFF - DEPARTMENT
COLLABORATIVE - INSTITUTIONAL
DELIVERY
PARTNERSHIPS
TNE AND E-DELIVERY
DEVELOPMENT /
RESEARCH
ARTICULATION INTERNATIONAL GOOD COOPERATION
CAMPUSES TEACHING
COOPERATION

17. The virtuous circle of benefit

18. Changing
The Changing Workplace Expectations:
Gen X, Y, 60+
Employee
Engagement Multiple, Skills Employability Work/Life
Overlapping Shortages vs. Job Balance
Networks Security
Information
Changing IR
Overload Multiple, Ne w 24/7/365
Legislation Self-Directed Technology, Anytime,
Collaborative Knowledge Careers New Energy anywhere
Decision Workers Distributed New
Making Valued Leadership Retirement Diversity in
Options the
Lev eraging Two Speed
Youth
Workforce
Inte llectual Workers Dis tance
Economy on
Property C ollaborati
Physical & Global
Corporate
Data Outsourcing Competition +
Social
Security China, India
Responsibility
Sustainability

19. Implications for Education
20th Century 21st Century
Number of 1 – 2 Jobs 10 – 15 Jobs
Jobs
Flexibility
Job Mastery of
And
Requirement One Field
Adaptability
Subject Integration of 21st
Teaching Century Skills into
Matter Subject Matter
and Learning
Mastery Mastery

20. What kind of higher education?
 learner centred
 problem focussed
 team oriented
 technologically enabled
 process driven

21. Conclusion
 universities will learn and act in their own way
 no university can find the right answers purely
through internal reflection
 much easier to say what won’t work rather than be
confident about what will!
 strategy is important
 successful strategies require many kinds of
contributions
 leaders have to listen ( or risk all sorts of mistakes)