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
4
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
9
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