Transcript Document

30th annual EAIR forum
Copenhagen, 24 – 27 August 2008
Globalisation: Challenges and opportunities
for higher education
Maria Helena Nazaré
Universidade de Aveiro, Portugal
Summary
Impact of Globalisation on Higher Education
Internationalisation & Competition
Globalisation of Higher Education
Challenges and Opportunities
Impact on Higher Education
Internationalisation & Competition
•Massification
•Bologna Process and the Lisbon Agenda
•Funding
•Governance
Massification ( a market driven phenomenon)
The welfare of the
nations is suported by
educated people
Higher Education at the level
of the individual translate into
the expectation of higher
salary and social improvement
Massification of Higher Education
The most ubiquitous global influence of the past half
century. ( Philip Altbach)
Internationalisation ( a market driven phenomenon)
The welfare of the
nations is suported by
educated people
Higher
Education
operates as a positional
good
Internationalisation of Higher
Education
European situation on the HE front (1999)
•Public investment did not match the increase in
number
of students
•Low eficency of the HE system in Europe
•Long over duration of studies
•High drop out rates
•Lack of flexibility of study programmes
•Recognition problems even within Europe
Bologna Process
•Restructuration of HE into a system of two/three cycles,
combined with a credit system for accumulation and
transfer.
•Teacher centered into student centered approach to
teaching and learning.
•Increase the mobility of students, staff and graduates
across Europe.
•Creation of the European Higher Education Area
European situation on the Economic front (2002)
•Increasing social needs of an ageing population
•Adverse demography
•Slow down of economic performance
•Increasing competitiveness of new rapidly growing economies
A European model of economic development to
be based on knowledge and innovation.
Link between EHEA and ERA
Graduates at all levels must have been exposed to a
research environment and to research-based training in
order to meet the needs of Europe as a knowledge society
Ministers recognise the doctoral level as the
third cycle in the Bologna Process.
Great Expectations (2010)
•An early entry in the labour market of a highly skilled work
force.
•Individuals prepared for problem solving at different levels and
for learning throughout life, currently using ICT and able to work
in any European Nation or anywhere in the world.
•Europe as the most dynamic economy based on knowledge,
meeting the challenges of an ageing population and competition
from other developed economies in the world.
Europe’s response to the globalisation force field
The Bologna process and the Lisbon Agenda are Europe’s
response to the globalisation force field. Universities are
key players.
•Higher Education is a major driver of the global knowledgebased economy, since economic competitiveness depends, on the
long run, on the quality of human resources.
•Need to increase the number of doctoral level holders to
enhance knowledge transfer and foster innovation and creativity.
•The link between Higher Education and research is a central
feature of the European Universities.
Response to the Challenges
The Good News-Universities are responding
•Internationalisation of teaching and learning
•Educational alliances and cooperation
•Research partnerships (Universities, RPO, Industry
and business)
•Reform of doctoral education
Doctoral Programmes
1.Outside employment geared, including interdisciplinary
training, development of transferable skills and operating
within three to four years full-time as a rule.
2.Geographical as well as inter-sectoral mobility and
international collaboration. Cooperation between universities
and other partners.
3. Internationalisation strategy of the universities, attracting
the best doctoral candidates from all over the world,
encouraging mobility within doctoral programmes and
supporting European and international joint doctoral
programmes and co-tutelle arrangements.
Funding. Further Challenges
The Bad News
•The European public purse is already streched.
•Bologna requires more and not less funding.
•Health and social support compete with HE for
public funds.
•Funding gap cannot be bridged by tuition fees
alone.
Collaboration & Competition
•
Universities need to diversify sources of income. Research
contracts, consultancy, knowledge tranfer and fund raising.
•
Compete, nationally and internationally for funds, with other
universities, RPO and industry
&
•
Collaborate with other universities, RPO and industry.
•
Compete for brains. The potential of income trough research
depends on attracting the good and retain the best.
Governance. The issue!
If Europe is to be a leader in the global Knowledge economy- and
if unversities are to produce the top-level research needed to
achieve this- comprehensive reform of higher education is the
order of the day.
What matters
governance.
for
good
performance
is
money
and
good
(Bruegel policy brief)
Leadership
All over Europe there have a movement to modernize
university governance and management. Making
institutions more responsive.
Models of governence alike the ones used in the
corporate industry are becoming common.
Leadership is what matters
•Globalisation of Higher Education
Expansion and openness of HE. Nearly 3 million students
studying abroad.
Thousands of visiting scholars and posdocs across the borders.
Global circulation of other professionals.
Integration of HE across the world.
Devellopment of cross-border projects, programmes, offshore
campuses, instructional programmes and professional degrees.
Higher Education as Business
Internationalisation is changing the world of higher
education, and globalisation is changing the world of
internationalisation.
(Jane Knight)
Brain Drain. Migratory Flows
•Imbalance between
educational capacity.
educational
need
and
For the sending countries there is an externalization of
the benefits and an internalisation of the costs. For the
world as a whole there is an enlargement of the gap
between the very rich and the very poor countries,
resulting in an increased inequality
•Established
capacity of
countries.
universities
universities
should
in the
build
the
develloping
Responsive and Responsible
Universities
responsible.
must
be
responsive
and
•Receptive to what society expects from them.
•Markets shape course content and research agenda.
•Serve as critics of society and sustaining society
cultural heritage.
Joint together with governments and
industry in order to secure long-term
prosperity and stability of humankind.
Universities long viewed as ivory towers are
increasingly recognized as oil wells of the new
economy.
(David Ward)
University, the Palace of Paradox
IVORY TOWER
OIL WELL
WATCH TOWER
Light House
the University of Aveiro as a
trigger for networking and a
driving force for a learning region