lauritz b. holm-nielsen, rektor a a r h u s u n i v e r s i t e t norden i verden -- verden i norden...

A A R H U S U N I V E R S I T E T

Lauritz B. Holm-Nielsen, Rektor

NORDEN i VERDEN--

VERDEN i NORDEN

Nordisk Ministerråd Odense 21. november 2005



The case of Australia



Foreign Students in Australia by mode of study (1996-2001)



Cross-border higher education and

international mobility: trends and issues



International mobility of students

OECD countries receive about 85-90% of all foreign students in the world, i.e. 1.8 million students in 2002

The majority (57%) of foreign students within the OECD area come from non-OECD countries

5 countries received 77% of all foreign students in the OECD area in 2002: United States (33%), United Kingdom (13%), Germany (12%), Australia (10%), France (9%)



The international market for higher education

Source: OECD Education at a glance 2005

Total number of foreign students (selected countries 2003)

-

50.000

100.000

150.000

200.000

250.000

300.000

350.000

400.000

450.000

500.000

550.000

600.000

number



Share of foreign students (selected countries 2003)

0,0

2,0

4,0

6,0

8,0

10,0

12,0

14,0

16,0

18,0

20,0

2003

1998

The international market for higher education

Source: OECD Education at a glance 2005



Recognition of degrees and quality assurance are key drivers of mobility

Recognition of foreign degrees facilitates the reception of foreign students with former

education facilitates the return of domestic students with foreign

degrees

Lack of recognition of foreign degrees can also be a driver of cross-border education: people can study abroad because their domestic degrees are not well recognised in the country where they want to work

Quality assurance and accreditation, recognition of foreign degrees, and recognition of professional qualifications become increasingly interlinked



Trends in international mobility of students and cross-

border education



International mobility of academics

United States

84 281 international scholars in 2003: an increase by 40% since 1994

Foreign scholars were estimated to represent 30 to 40% of total university researchers

Europe

No systematic evidence, but the academic mobility through the EU Socrates programme has increased by 71% between 1997 and 2000 (to 12 000 scholars)

Source: OECD & Institute of International Education (IIE)



International mobility of programmes and institutions

Programme and institution mobility is still limited in scale but grows rapidly, especially in the Asia-Pacific region

37% of all international students enrolled in Australian institutions studied from their country in 2001 (against 26% in 1996)

Singapore: more undergraduate students accessed a foreign programme from Singapore than studied abroad in 2000

China: 9-fold increase in foreign programmes between 1995 and 2003



Growth of Foreign Students: 1990 to 2002 (1990=100)

100

200

300

400

500

600

700

Source: OECD



Origin of foreign students in America & Europe (2001)

OECD receiving countries

in

North America

Europe OECD

From Africa 20% 77% 12%From N. America

55% 38% 7%

From S. America

54% 42% 4%

From Asia 47% 29% 42%

From Europe 15% 81% 34%

From Oceania 29% 19% 1%

From WORLD 33% 54%

Source: OECD



Rationales and policies to internationalisation: the capacity building agenda



Rationales and drivers of cross-border higher education

Disappearance of distance (new technologies, decrease in costs of travel and communication)

Globalisation and labour market opportunities

Unmet demand in some emerging countries and need to increase their stock of human capital

Need to attract highly skilled people in the context of ageing societies and increasingly knowledge-based economies



EXPORT stragegies IMPORT strategies

Capacity building

Revenue generation

Skilled migration

Inte

nsity

of

econ

omic

ra

tiona

les

Mutual understanding



Rationales for building capacity through cross-border education

Expand access to tertiary education rapidly by supplementing domestic provision

Increase the variety and relevance of tertiary education

Improve the quality of tertiary education

Participate in international networks of knowledge

0

5

10

15

20

25

30

35

40

45

50

Lowerincome

Lower-Middleincome

Upper-Middleincome

High income

Gross Participation Rates in tertiary education (2001)

Source: Unesco Institute for Statistics



Cross-border education and brain drain/gain



Cross-border education and brain drain/gain

Increasing competition for highly skilled people

75% of Chinese students who studied abroad between 1978 and 1999 failed to return

USA: 25% of temporary visa holders were formerly enrolled in US universities (27% of all medical doctors educated abroad)



Stay rates of 1996 PhD holders in the USA in 2001

25 28 2935

4149

56 5762

7786

96

0

20

40

60

80

100

Brazil

Chile

Mex

ico

Colom

bia Peru

Other

Am

erica

s

All cou

ntrie

s

Argen

tina

Canad

a

Easte

rn E

urop

eIn

dia

China

Source: Oak Ridge Associated Universities



Percentage of highly educated expatriates in OECD countries by region of origin

North America: 4,9% / South and Central America: 9,7% / Caribbean: 5,7%

Source: OECD Migration database

39,6

35,332,6

20,2

9,8

2,1

0,0

10,0

20,0

30,0

40,0

50,0

OECD Europe Asia Americas Africa Oceania



Costs and benefits of skilled migration for the sending countries

Costs: Loss on investment (if they have financed the

schooling) Loss of qualified human capital (and thus

productivity) Benefits:

Investment from their diaspora Remittances from their diaspora Business links enabling the sending country to

participate in international networks Permanent and temporary migration are two

different cases



Country.shpNot available1 - 34 - 89 - 1920 - 83

Source: see Annex 1, Secretariat calculations based on Cohen and Soto (2001) for highly skilled stocks in countries of origin.

Map 1. Percentage of expatriates to OECD countries among all highly skilled born in the country

Some countries, especially in the Caribbean and in Africa, face significant emigration rates of their elites (sometimes exceeding 50%)



Conclusion Participation in cross-border higher education is

important for building capacity: there is still room for more participation of the Nordic countries

Quality assurance agencies and recognition bodies should coordinate internationally to ensure the quality of cross-border higher education and facilitate international mobility (full Bologna and ECTS)

While cross-border higher education can contribute to brain drain, it is only a small aspect of mobility - and a risk to be taken in order to benefit from brain gain. The Nordic countries participates in mobility in a give-and-take system.



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lauritz b. holm-nielsen, rektor a a r h u s u n i v e r s i t e t norden i verden -- verden i norden...

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