Transcript Higher Education Cannot Sleep Through This

The Farmers Know, So Why Don’t
We?
Prolegomenas to Working and Living
in Global Environments
So what does the soy bean farmer & spouse
in southeastern Iowa have to know in the
morning?
Weather developments being fed from Japan
London market prices for soy oil and soy meal
Why Argentine exports have slumped, Brazilian supplies
have declined, what accounts for stronger demand
from China
The geo-portrait of fish meal versus soy meal as protein
animal feeds
Reefer loading rates to New Orleans
Panama Canal Authority dry bulk rates for September
Shipping rates for New Orleans to Shanghai, Chinese
tariffs and taxes
The farmer and spouse do not
live in Iowa. . .
. . .they live everywhere!
A different slice of the global
• This is a different kind of presentation and
interaction than most of those you have joined
at this conference.
• There is no program to show, strut, analyze.
• There is, instead, a lot of context, a modicum of
data, and opening of higher education
windows.
Cliff Adelman, Institute for Higher Education Policy
October 5, 2013
What We’re Going to Do Today
• Review some inescapable global and national
demographics and their coming effects on higher
education
• Lay out types and locations of migration
• Squirm over the language environment
• Highlight global environmental factors: water,
agriculture, health in cross-national joint degree
programs
• Underscore parallel developments enabling global
mobility through degree qualifications
And something else we’re
going to do:
Your first 1 minute quiz
Don’t be embarrassed!
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For how many of the following could you go to a world map, and
instantly point to Moldova, Manaus, Mogadishu, and the Maghreb.
Identify the capital, colonial language, native language, and principal
export of Senegal
Identify the country in which 9/11 is as important a marker as it is in the
US—and tell us why
Provide the exchange rates of Yuan to Dollar and Ruble to Euro, and
indicate one reason why each of these are important
Articulate the origins of the Sunni/Shia split, and identify at least two
countries in which each dominates
Name 4 areas in the U.S. in which some version of Portuguese registers as
one of the principal second languages of those areas.
Name 5 countries in which bilingualism or multilingualism is official.
As long as we’re at it---and as a bridge---we
can do the 1 minute demography quiz
• Which of the following will be the most populous
country in 2050? Argentina, Vietnam, Germany,
Russia, Japan
• Given 2nd language populations in the state of Maine,
what is the most widely spoken language other than
English and Canadian French? How about in
Vermont? To what demographic phenomenon do the
answers to these questions point?
• Up to 2010, which of the following countries could NOT
show positive net migration: Spain, Turkey, Sweden,
Canada, Greece
Where demography plays directly into
higher education policy
• Severe current and coming declines in the “youth age”
population: Japan, Korea, Russia, Poland, Czech
Republic
• Modest declines or flat “growth”: Germany, Finland,
Austria, Hungary, Italy, Portugal, Greece, China
• Slight growth: UK, Denmark, Sweden, Spain
• Steady growth to at least 2025: US, Canada, Australia,
New Zealand, Brazil, Chile
• Over-the-top growth: India, Turkey
ALL OF THIS IS BAKED INTO CURRENT STATUS--ALL EXCEPT THE FORCES OF MIGRATION, SO
Migration stock observations
• Non-voluntary migration (flight, displacement, refuge),
e.g. Syria, Sudan, Somalia, puts significant pressures
on receiving countries.
• Language affinity, colonial relationships, and
geographic adjacency define the bulk of voluntary
migration. Economic-driven flows are, at the bottom
line, voluntary, too.
• One also finds reciprocities and replacements in the
migration universe, e.g. Poland
• Across all cases---the U.S. included---the median age of
the migrant stock is considerably younger than the
native stock.
Migration and Net Migration Feed,
including Student Stock
TO
FROM:
France
Maghreb; Outre-mer
Ireland
Poland; UK
Netherlands
Turkey; Surinam
Norway
Poland; Sweden
Poland
Ukraine; Belarus
Portugal
Angola; Brazil
Spain
Romania; Morocco
Sweden
Finland; Iraq
And how do we judge what is coming
at us from elsewhere in higher ed?
Poverty Rate of
the under-18s
Limited English,
ages 5-17
College
Enrollment Rate,
18-24
Native-born
19.5
3.7
42.8
Mexico
42.9
38.5
11.1
South and East
Asia
17.2
28.4
61.7
Caribbean
29.4
33.8
39.2
Central America
27.0
33.2
13.6
South America
18.8
20.1
38.5
Middle East
42.4
34.8
55.7
Other (European,
Canada, Africa,
etc)
19.5
17.8
53.3
How are higher education folks
trying to connect these moving
populations?
Let’s start with “Tuning”: getting folks
to sing in the same key, though not
necessarily with the same song
Tuning as a Cross-Border, CrossContinent Phenomenon
• “Tuning Central” in Europe from 2000-• EU “Thematic Network” Tuning from 2005--• Project ALFA, Latin American Tuning since 2005--• Tuning USA from 2009--• Australian and Chinese Tuning experiments, 2010-2013
The first 3 were truly cross-border & multi-lingual
All of them face “critical mass” challenges
“Tuned” fields that run into international accrediting
challenges: Engineering, Nursing, Business
So what is “Tuning,” and why has it
taken root on at least 3 continents?
◦ A faculty-based process to establish common reference
points for the presentation of an academic field, and a
range of student learning outcomes that flow from
those reference points
o The initial and principal motivation for Tuning in
Europe was to enhance student mobility in a common
labor market
o The motivations for Tuning in Latin America and the
U.S. were different, and teach us that the reasons one
undertakes Tuning determines what one gets.
o In all the cases, though, Tuning involves consultation
with employers, recent graduates in the field, current
students, and faculty in other fields.
Example: what do we see of current
Business programs on 3 continents?
• Core reference point of the firm as a “valuechain”:. Procurement (material, human);
Product manufacturing or provision of
services; marketing (all types, all media);
finance, accounting, logistics and delivery;
customer service
• Overlying grid of specialty economic area
programs: health care, hospitality, retail,
maritime.
What would Tuning projects on all 3
continents like to see as mid-level
discipline-specific competency statements?
The graduating student will demonstrate
competence in:
Designing logistics systems
Selecting and applying IT methods for cost
analysis
Formulating information systems for quality
control
Identifying and evaluating business risks
Developing criteria for hiring specialists in
accounting and marketing
Move up one level to generic competencies
(Tuning does) a graduating student must
master in order to execute those tasks
• Identifies, categorizes, and evaluates multiple
information resources necessary to engage in
any project
• Disaggregates and reformulates data necessary
for making decisions on a course of action
• Prioritizes and explicates approaches to nonstandard problems
• Negotiates and collaborates with others, and in
whatever languages are necessary, in proposing
policies to improve each link in the value chain
Wait a minute! Don’t those proficiencies
sound like Degree Qualifications Profile
entries?
That’s certainly the point, and why
Tuning and DQP are increasingly
intertwined in the U.S.
Put together the discipline-specific and the
generic and you have analogous SLOs
across borders addressing:
• Analysis of environments both within and outside
firms; and of resources (financial, physical, and
human) within firms.
• Strategic decision-making, that is, choice: conditioned
by articulation of financial risk.
• Communication skills and behaviors in harmony with
changing cultural environments.
The students who emerge with these proficiencies can be
assigned to Sydney, Copenhagen, Porto Alegre. . . . .Wait
a minute! Porto Alegre? That means language,
and where does that come from in business?
Language, Part I: Beyond Colonial
History, How English became the
default 2nd language
Finance fulcrum in London,
late 19th-early 20th centuries
Limited and elite circle of
users, continuing
Avionics and air traffic
control, from 1930s
Specialized users, continuing
culture of dependency
Occupation: post WW II,
Mass impact across range of
Korea, Vietnam, middle East social and economic classes
Computer hard-drive code,
1960s and 1970s
Specialized users, initial
culture of dependency
Mass marketing of music
and entertainment, 1950----
Mass impact across range of
social and economic classes
Internet codes, then content:
1990s---
From specialized users to
global users
Language, Part II
• One could add, e.g. scientific and academic
journals, but these are outgrowths of an
expanding default, and simply condition a
dominant class of communicators.
• One certainly has to acknowledge that,
structurally, English is easier to learn: analytic,
low degree of inflection, gender-neutral, visual
commonalities with other major Western user
languages.
• That said, it’s not the only language out there.
Language, Part III: and here at
home:
• 21 percent of U.S. adults speak a language other than
English at home (62% Spanish)
• Other languages with more than 900k non-English
users (in order): Chinese, Tagalog, Vietnamese, French,
Korean, German, Arabic, Russian
• Percentage increase of non-English users, 1980-2010 (in
order): Vietnamese, Chinese, Russian, Korean, Farsi,
Spanish, Tagalog, Armenian
• For 12 percent of beginning postsecondary students,
English is not the primary language
And which proficiency in the Degree
Qualifications Profile received the most
negative response from higher education?
Under “Communication Fluency, ” bachelor’s level:
“In a language other than English, and either orally or in
writing, [the student] conducts an inquiry with a nonEnglish-language source concerning information,
conditions, technologies and/or practices in his/her
major field.”
Porto Alegre? Whether in business, public health,
agricultural organizations, you are not going to
survive! I guess U.S. higher ed wants little to do with
living in this world. But others do . . . .
What else do we see out there through
which higher education tries
to cross borders and link today’s
students to tomorrow’s world
inhabitants?
Joint Cross-Border Degrees: a Promising
Recognition of Global Labor Markets and
Challenges, Provided that:
Participating countries are not adjacent
There is no lingua franca, and bilingual
development is part of the program
The degree subject is defensible within
international taxonomies
Mobility is built into the program, requiring at
least one term in a 2nd country.
Most of these are Master’s level,
and came out of ERASMUS
• Partly fits with Bologna default 3+2
degree cycle structure
• Classic example was Coastal Ecology:
Denmark, France, Portugal
• At least one-term residence in all 3
countries required.
• English, French, Portuguese: know one,
develop at least one other to proficiency
Other examples, problems and openings for
non-European participation
• Migration and Intercultural Relations: Sudan,
Uganda, Germany, Norway, Czech, Slovenia;
English is LOI; primary residence is Germany
• Public Health: France, Spain, Poland, UK,
Denmark; choice of 1st yr. in English, French,
or Spanish; 2nd yr. in a different language.
• Rural Development: Belgium, France,
Germany, Netherlands, Slovakia, Italy.
Partnership associations in Africa, and through
UN and OECD. English is LOI but students
also expected to reach level A2 in French.
It’s difficult, but far more
effective than:
• Opening satellite campuses in other countries
• Poverty-tourism for domestic students
• Quasi-interactive MOOCs for casts of
thousands from two dozen countries, held in
your own room
• Three week language camps in Besan on
• Weekly international dinners with the
international students on campus
Third quiz, except this time it’s a
conversational challenge
• YOU get 5 minutes to scribble notes and
consult with those in either side of you.
• Then, we’ll go around and collect joint degree
designs: problem, disciplinary areas involved,
proposed countries, language requirements,
residency requirements, costs, funding sources
• We’re going to put them up on the board, vote
for the best, and you tell us why.