gma iv_marmolejo
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Francisco [email protected]
4/11/2011
1http://www.conahec.orghttp://www.arizona.edu
Francisco MarmolejoConsortium for North American Higher Education CollaborationThe University of Arizona
Global Meeting of Associations of Universities and other Higher Education Institutions
Delhi, India. April, 2011
Francisco [email protected]
4/11/2011
2http://www.conahec.orghttp://www.arizona.edu
.
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).
• More than 3.3 million students.
• It is forecasted that by 2020 the number will increase to 7 million international students
Francisco [email protected]
4/11/2011
3http://www.conahec.orghttp://www.arizona.edu
http://www.beerkens.info/blog/atom.xml
…Demographic Distribution
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Aus
tral
iaSu
iza
Aus
tria
Belg
ica
Ingl
ater
raA
lem
ania
Fran
cia
N. Z
elan
daD
inam
arca
Suec
iaIr
land
aN
orue
gaIs
land
iaEE
UU
Hol
anda
Rep.
Chec
aH
ungr
iaEs
paña
Finl
andi
aJa
pón
Grec
iaIt
alia
Rep.
Eslo
vaca
Turq
uia
Polo
nia
Core
aM
éxic
oCa
nada
Port
ugal
Luxe
mbu
rgo
Chile
OEC
D
2005
2006
2008
1998
2002
OCDE. Education at a Glance. 2004 and 2006
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4/11/2011
4http://www.conahec.orghttp://www.arizona.edu
Other OCDE9%
Austria2% Italy
2% Swiss2%
Belgium2%
Spain2%
Japan4%
France9%
Australia10%
Germany12%
England13%
U.S.A.33%
OECD. Education at a Glance 2005
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4/11/2011
5http://www.conahec.orghttp://www.arizona.edu
Other OCDE7%
Other partner countries
16%
Sweden1%
Korea1%
Netherlands1%
Belgium1%
Switzerland1%
China1%
Austria2%
New Zealand2%
South Africa2%
Spain2%Italy
2%
Japan4%
Russian Fed.4%
Canada5%
Australia7%
France7%
Germany7%
U.K.10%
U.S.A.18%
OECD. Education at a Glance 2010
Other OCDE7%
Other partner countries
16%
Sweden1%
Korea1%
Netherlands1%Belgium
1%Switzerland
1%China1%
Austria2%
New Zealand2%
South Africa2%
Spain2%
Italy2%Japan
4%Russian Fed.
4%
Canada5%Australia
7%
France7%
Germany7%
U.K.10%
U.S.A.18%
OECD. Education at a Glance 2005 and 2010
Other OCDE9%
Austria2% Italy
2% Swiss2%Belgium
2%Spain2%
Japan4%
France9%
Australia10%
Germany12%
England13%
U.S.A.33%
2002 2008
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4/11/2011
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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
China: 17.1%
India: 6.8%
Korea: 4.6%
Source: OECD Education at a Glance 2010
Francisco [email protected]
4/11/2011
7http://www.conahec.orghttp://www.arizona.edu
..and fields of study
Francisco [email protected]
4/11/2011
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USE OF ENGLISH LANGUAGE IN INSTRUCTION
COUNTRIES
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
Francisco [email protected]
4/11/2011
9http://www.conahec.orghttp://www.arizona.edu
TUITION FEE STRUCTURE COUNTRIES
Higher tuition for international students than for domestic students
Australia, Austria, Belgium, Canada, Ireland, Netherlands, New Zealand, Slovak Republic, Turkey, United Kingdom1, United States
Same tuition for international and domestic students
France, Greece, Hungary, Italy, Japan, Korea, Mexico, Portugal, Spain, Switzerland
No tuition for either international or domestic students
Czech Republic, Denmark, Finland, Iceland, Norway, Sweden
Source: OECD Education at a Glance 2006 and 2010
A worldwide “industry” generating more than 20 billion USD annually
Francisco [email protected]
4/11/2011
10http://www.conahec.orghttp://www.arizona.edu
Mobility still mostly:
For the better‐off students
To the better‐off countries
Cultural/experiential goals and means:
Questionable practices. (The “bubble” effect)
The “time‐compression”
factor
Increased commodification:
Quality Assurance
Money talks
Regulations?
“Brain‐drain”
Brain‐circulation?
The role of governments, companies and universities
Students traveling abroadfor a short period of timewith their “imported”teacher, remaining together,continuing to speak mainlytheir own language evenwhile abroad, and havingjust a superficial glimpse atthe foreign culture andpeople
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4/11/2011
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More than half of the U.S. students who go abroad only participate in a short term
program (IIE, 2010)
Mobility still mostly:
For the better‐off students
To the better‐off countries
Cultural/experiential goals and means:
Questionable practices. (The “bubble” effect)
The “time‐compression”
factor
Increased commodification:
Quality Assurance
Money talks
Regulations?
“Brain‐drain”
Brain‐circulation?
The role of governments, companies and universities
Francisco [email protected]
4/11/2011
12http://www.conahec.orghttp://www.arizona.edu
Share of a country’s national with a university education who live in an(other) OECD country
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.
Only 30 % of Africans studying abroad return to the region after graduationJamil Salmi
F. Marmolejo, S. Manley y S. Vincent‐LancrinImmigration and access to tertiary education: Integration or marginalisation?”
OECD, 2009
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4/11/2011
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Nunnally JohnsonThe Grapes of Wrath (1940)
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Competency Important Achieved
Ethical commitment 3.76 3.0
Commitment to quality 3.72 2.91
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
Commitment to socio‐cult. environment 3.37 2.71
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
Most important
Less important
Source: Final Report Tuning Latin America. (2007) . http://www.tuning.unideusto.org
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4/11/2011
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Source: IAU (2010)
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4/11/2011
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Fonte: English Next (2007). The British Council
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.
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1950 2000 2050
Arabic
Spanish
English
Hindu-Urdu
Chinese
ArabicSpanishEnglishHindu-UrduChinese
Source: David Graddol. The Future of English? (London: British Council, 1997). Foreign Policy. Nov-Dec. 2003. No. 139
Francisco [email protected]
4/11/2011
17http://www.conahec.orghttp://www.arizona.edu
Fonte: English Next (2007). The British Council
Francisco [email protected]
4/11/2011
18http://www.conahec.orghttp://www.arizona.edu
The endless dichotomies
Differences in history, structure,
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
Francisco [email protected]
4/11/2011
19http://www.conahec.orghttp://www.arizona.edu
Transitioning from “traditional” to “relevant” mobility
CONAHEC was created In 1994 as the U.S.‐Mexico Educational Interchange
Project
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4/11/2011
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CollaborationCooperationCommunity‐building
among higher education institutions in North America
http://conahec.org…and beyond
CONAHEC’s memberships’
total enrollment represents
2.5+ million students
On more than 250 campuses
150+ Institutions and Higher Education Organizations
• Argentina • Brazil• Chile • Colombia• Ecuador• Honduras• Iceland• Malaysia• Spain• South Korea
In North America… and beyond
Francisco [email protected]
4/11/2011
21http://www.conahec.orghttp://www.arizona.edu
http://conahec.org
Undergraduate and graduate levelsMulti‐institutional, multi‐levelCosts. Tuition Swaps Credit RecognitionElectronically based exchange program
http://conahec.org
“Service Learning” based student exchangesMore asymmetrical than today Faculty exchanges (based on institutional needs) Staff exchanges (in conjunction with CompostelaGroup of Universities’ STELLA Program)
Francisco [email protected]
4/11/2011
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A priority for “tomorrow”
Marginal
Non practical
Source of prestige and “sell”
Just a good idea
Priority for “yesterday”
Beneficial
Highly practical
Survival tool
A critical need
http://conahec.org
A new type of students
Francisco Marmolejo [email protected]
Francisco [email protected]
4/11/2011
23http://www.conahec.orghttp://www.arizona.edu
Francisco Marmolejo [email protected]
¿Sequential? Multi-task?
Francisco [email protected]
4/11/2011
24http://www.conahec.orghttp://www.arizona.edu
Friendster
d wA dis teacha wrks S borin. r teacha S lamo. Jst B3U@? PTMN bout
dis teacha. I N2K
Francisco Marmolejo [email protected]
Francisco [email protected]
4/11/2011
25http://www.conahec.orghttp://www.arizona.edu
The way this teacher works is boring. Our teacher is an idiot. Just bla, bla, bla.
Where are you? Please tell me now about this teacher. I need to know
Francisco Marmolejo [email protected]
A new global context
Francisco Marmolejo [email protected]
Francisco [email protected]
4/11/2011
26http://www.conahec.orghttp://www.arizona.edu
Francisco Marmolejo [email protected]
Technology
Francisco Marmolejo [email protected]
Francisco [email protected]
4/11/2011
27http://www.conahec.orghttp://www.arizona.edu
Gajaraj Dhanarajan
Column2, , 99…
Column…
Francisco Marmolejo [email protected]
Francisco Marmolejo [email protected]
Francisco [email protected]
4/11/2011
28http://www.conahec.orghttp://www.arizona.edu
%
YES
NO37
63
0
20
40
60
80
YESNO
Source: Market Facts/TeleNation for GTE Directories. USA Today. Sep. 24-98
http://conahec.org
Pew Internet & American Life: US educators not Net-savvy Aug 14 2002: A new study from Pew Internet & American Life indicates that 78 percent of middle and high school students in the US use the Internet.
However, most American teenagers claim that educators often don’t know how, don’t want, or aren’t able to use online tools to help them learn or enrich their studies.
Francisco Marmolejo [email protected]
Francisco [email protected]
4/11/2011
29http://www.conahec.orghttp://www.arizona.edu
In a traditional setting: The University
Francisco Marmolejo [email protected]
Francisco Marmolejo [email protected]
Francisco [email protected]
4/11/2011
30http://www.conahec.orghttp://www.arizona.edu
“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
Who needs international education anyway?
Francisco Marmolejo [email protected]
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 Marmolejo [email protected]
Francisco [email protected]
4/11/2011
33http://www.conahec.orghttp://www.arizona.edu
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: [email protected]
WWW: http://conahec.org