Globalization in Higher Education Motohisa Kaneko (University of Tsukuba)

International Symposium

New Directions in Higher Education for the Development of Global Human Resources

- Launching AIMS Program in Japan –Organized by

University of Tsukuba and SEAMEO-RIHED21 February 2014 Tsukuba

2

Outline

　　　１． International Flow of Students

２ . 　 Why International Exchange is Important

　　３． The Role of Regional Cooperation

3

Student flow in the world (in millions)

1975 80 85 90 95 2000 05 100.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

0.8 1.1 1.1 1.3

1.7 2.1

3.0

4.1

Source: OECD Education at a Glance 2013

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Mechanism of expansion Three factors

DemandStudents

SupplyHigher Education

Institutions

Platforms of

Student Exchange

Expansion of Student Mobility

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Supply Governmental policies to attract foreign

students Mutual understanding, International aid Attraction of talents Economic interests

Institutional motivation Academic altruism

Spirit of university Economic interest

Tuition fees UK and Australia

Enrichment of educational program

6

Economic incentive to HE institutions Former British Common

Wealth U.K. in 2008

Tuition revenue from foreign students accounts for 9 percent

About half of the tuition revenue from domestic or EU students

Australia Tuition revenue accounts

for 17 percent Third in export

Government; 56

Overseas students; 17

Other fees; 10

Others; 18

Australia: Income of HE institutions by source (%)

Source: Australian Government, Department of Education, Employment and Workplace Relations, 2009 Higher Education Finance Report. Table 1

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Demand Three types of incentive 1. Catch-up

To absorb advanced knowledge Limited supply of domestic HE institutions

2. Economic incentive Foreign degrees lead to better employment Employment opportunity in host country

3. Enrichment of experience Cultural/social exposure Short exchange program

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Shift in the demand

Economic Development

Demand for studying abroad

1. Catch-up

2. Economic Incentive

3. Educational Enrichment

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Why the demands expanded Middle income countries

Economic development Increases in household income Financial capacity to send children overseas Increases in type 1 and type 2 demands

High income countries Rising interests in international exposure

Study abroad from the U.S.

1996–97 1997–98 1998–99 1999–2000

2000–01 2001–02 2002–03 2003–04 2004–05 2005–06 2006–070.0

5.0

10.0

15.0

20.0

25.0

30.0

9.9 11.4

13.0 14.4

15.4 16.1 17.5

19.1 20.6

22.4 24.2

U.S. students studying abroad (in thousand)　　1996-2006

出所：　 US Dept. of Education. Digest of Education Statistics 2009. Table 225.

２．４ fold increase in 10

years

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Japan in the global student mobility Outbound driven

Germany, France EU framework

Inbound driven U.S., U.K.,

Australia English speaking

Japan Low both in

inbound and outbound

4.9

3.8

1.2

0.3

1.7 1.3

2.1 3.3 3.3

12.0

15.1

20.6

n

1.0

2.0

3.0

4.0

5.0

6.0

n

5.0

10.0

15.0

20.0

25.0

%

% of national tertiary students enrolled abroad

N. of foreign students per national student abroad (right axis, in thousand)

Source: OECD Education at a Glance 2012, Table C4.5

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Stagnating mobility Inbound students

Increased through 2000s

63% are from China Excess demands in

China Likely to diminish

Outbound Started to decline

since early 2000s Those to the US has

become one-half Increase in other

destinations

0

20

40

60

80

100

120

140

160

1990 95 2000 05 10 12

Japanese Students studying overseas

Foreign students studying in Japan

Source: JASSO and School Basic Survey, various years

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Outline

　　　１． International Flow of Students

２ . 　 Why International Exchange is Important

　　３． The Role of Regional Cooperation

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Why international exchange is important to Japan Trap that Japan has fallen in

Catch-up demand - diminishing Economic incentive – small and stagnating Educational enrichment – still small

Issue Promoting educational enrichment

Why educational enrichment is vital Globalization Institutional revitalization of universities and

colleges Universalization of higher education

Changing experiences and motivation of the students

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Universalization of higher education Participation Rates

Massification Universalization

1960 65 70 75 80 85 90 95 2000 05 . 10 130

10

20

30

40

50

60

70

80

4-year4-year and 2-yearAll Higher Education

All types of higher

ducation72 %

4-year universities and colleges

50 %

16

Changing students

9

12

13

25

34

27

46

39

36

19

14

21

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Want to find what to dothrough college

Classes are relevant towhat I want to do

I know whhat to doafter collge

Disagree strongly Disagree Agree Agree strongly

Declining maturity Ambiguity in aspiration Lack of social experiences

CRUMP 2007 National Student Survey,

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College grads seen by personnel officers

Personal is regarded to be most lacking

CRUMP Survey on personnel officers 2009. N = 8,157 　　 http://ump.p.u-tokyo.ac.jp/crump/

5.1

3.7

5.1

2.7

46.9

45.7

40.4

32.7

43.4

45.3

48.4

54.8

4.6

5.3

6.2

9.8

0% 20% 40% 60% 80% 100%

読み書き能力

論理性

対人関係能力

人格的な成熟度

とても高い やや高い やや不足 非常に不足Sufficient ← 　　→ Insufficient

Maturity

Interpersonal skill

Logical thinking

Reading/writing

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Effects of studying abroad

Humanities

Engineering

Health-related

Hours spent for studying .119 .048 .038Partici-pation

●Participated in group work/ .107 .077 .05

Compe-tence

●Knowledge in Specialty .078 .043●Problems solving .071 .059 .037

Percep-tion

●Unclear about future career -　 .025●Satisfied with university life -　 .028 -　 .034

Percent changes in dependent variables by experience of studying abroad. Beta coefficient from regression analysis. Indicated values are significant at 99 percent level

Source: Calculated from CRUMP Student Survey N= ３８，３３６

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Time spent for self-

directed learning by experience of studying abroad

36 49 57 64

39 40

31

32 24 22

30 34

33 19 19 14

31 25

0 10 20 30 40 50 60 70 80 90

100

None Some None Some None Some

Humanities Social Sciences

Science Engineering Health-related

＜5ｈｒｓ

6-10hrs

<11hrs

Source: CRUMP Student Survey N=45,399

Very meaning-ful;

39.7

Somewhat; 31.4

Can't say; 20.8

Not mean-ingful; 8.1

Students’ evaluation of experiences of studying abroad (%)

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Why studying abroad is important Problems of HE

Erosion of classical identity formation Prolonged protected

childhood Cultural/value

universalization Diffused identity

Decline of traditional career paths Difficulty in

establishing career prospects

Studying abroad Exposure to

different culture/society Crisis and forced

adjustment Experience of

diversity and change Need to seek own

identity Ability/willingness

To accept changing working environment

To work people from different backgrounds

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Outline

　　　１． International Flow of Students

２ . 　 Why International Exchange is Important

　　３． The Role of Regional Cooperation

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Breaking the trap Recent moves in HE reform Government policies

Incentives to renovate educational practices Financial incentives to promote

internationalizaiton Institutional level

Changes in educational practices Still in the process

Expansion of outbound students Accommodation of inbound students

Formation of multiple platforms Regional framework

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Mechanism of expansion Three factors

DemandStudents

SupplyHigher Education

Institutions

Platforms of

Student Exchange

Expansion of Student Mobility

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Patterns of mobility Hub Regional otehrs

Regional EU -

ERASMUS

Hub

US, UK, Australia

Regional East, South-East

Asia

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Distribution by patternPattern N. Of

Students（％）

Hub

U.S. 624,474 18.7 U.K., Australia, Canada, New Zealand

717,029 21.4

RegionalEU 359,671 10.8 East Asia 216,359 6.5

Others 1,425,558 42.6

Total 3,343,092 100.0

About 40 percnet

Small relative to population

Source: tabulated from OECD Education Outloook 2007

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The roles of regional frameworks Europe

ERASMUS project Setting the target , Government policies, subsidies

Bologna Process Standardization of diploma

Expansion of mobility Lesson

The need of government initiative Institutional response is critical Changes in motivation and perspectives of the

students Regional framework in East and South-East

Asia Still immature Large potential

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Conclusion and prospects Changing concept of “studying abroad”

a part of educational program to enhance student engagement through international

experiences Combined expansion of inbound and outbound

mobility Institutional reforms

Design of joint exchange programs Pedagogy and curriculum Reforms in organizational structure

Strategic roles of regional framework Facilitates regular mobility Reduces risks Promote reforms in participating institutions

Questions and Comments Please