Education export to China: opportunities, challenges and possible
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Transcript Education export to China: opportunities, challenges and possible
Education export to China Lecture Series I:
Opportunities, challenges and successful scenarios
Seppo Hölttö, Professor
Yuzhuo Cai ,University of Lecuturer, Adjunct Professor
Chinese Education Research and Exchange Centre/Higher Education Group
School of Management, University of Tampere
5th January 2012, Vapriikki, Tampere
Main topics
Changes of internationalisation of education in
Finland
China as a prioritised export destination
Opportunities
Challenges
Successful scenarios & potential risks
Future topics
Changes of internationalisation
of education in Finland
Models of internationalisation of
education in Finland
1) traditional individual based mobility,
2) internationalisation based on bilateral institutional
agreements,
3) programme based internationalisation
4) internationalisation based on institutional and
disciplinary networks
5) market oriented internationalisation.
Drivers for change
Emergence of knowledge based society
Growing importance of knowledge in production (as a
resource and product)
Globalisation
National and supra-national policies
Internationalisation
Importance of HE in other national and regional policies
(national competitiveness)
Internationalisation of HE and universities
A move towards education export
Initiated in Higher education sector
Amendments to both the Universities Act (1997/645)
and the Polytechnics Act (2003/351)—made to order
education
Universities Act (2009)— tuition fee programmes
Selected Master programmes
Made to order education
Strategy for the Internationalisation of Higher Education
Institutions (2009-2015)
A move towards education export
Extend to all sectors of Finnish education
Education Export Strategy (2009)
Future Learning Finland (2010)
Funded by three Ministries
Coordinated by Finpro
Need for institutional capacity
building
Linked to the University Reform (New legal status of
universities)
International Master programmes
National and European (Erasmus Mundus)
Professional continuing education programmes
Reforms of international administration (new models
of internationalisation)
QUESTIONS
What we mean by educational markets?
Which kinds of markets we want to operate in?
Which kinds of products we want to offer to the
markets?
Which kinds of capacity we need to operate in the
selected segments of markets?
China as an prioritised export
destination
China Action Plan (MOF, 2010)
China is considered as an important international
actor and as a partner to Finland and EU
Outside EU, China is the second largest trader partner
of Finland after Russia
8 Billion Euros Finnish investment in China
340 Finnish offices, subsidiaries and joint-venture in
China
Asia Action Programme (MOE, 2006)
Development of expertise on Asia and co-operation with
Asian countries are priorities of internationalisation.
Many rapidly developing Asian countries offer great potential
and it is important for Finnish higher education institutions,
research institutions, the cultural field and other parties to
aim to take advantage of this potential in their international
co-operation as well.
Regionally, operations are specifically targeted at countries in
East and South Asia, where the attraction of China, Japan,
South Korea and India is internationally strong.
Strategies for Internationalisation
(MOE, 2009)
The rapid economic growth in populous fast
developing countries, such as China and India, and
their engagement with the global economy affect the
direction that internationalisation takes.
China and many other rapidly growing economies are
increasing their investment in higher education,
research and innovation. The relative weight of
Finland as a higher education and science country is
diminishing.
Opportunities
What opportunities?
Opportunities in terms of increasing market demand
Opportunities in terms of policy changes in China
Opportunities in terms of Finland’s international
image
Opportunities in terms of benefits for Finnish
business sector
Chinese degree students in Finland
2500
2000
1500
1000
500
0
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Biggest student source country
China is the largest student source country,
accounting for 18.5% of all students -studying abroad
in the OECD area (OECD 2010)
Chinese students represent the largest international
student cohort in Finland (CIMO 2010)
Foreign students in Finland in 2010
2500
2000
1500
1000
500
0
Big potential for revenue
Only 0,81% of Chinese students pursuing studies
abroad come to Finland (2095 against 285,000)
In addition to young students, there is a growing
demand for training adults (officials, managers,
professionals)
The principles set by the Central
Communist Party Committee in 1992
To support students and scholars studying abroad,
To encourage them to return to China after their
completion of studies, and
To guarantee them the freedom of coming and going.
China’s joining WTO
Commitment to GATS: four models
New regulations on foreign educational provision in
China
Model 1 & 2
Mode 1: Cross-border supply
Refers to the provision of distance educational courses
and services.
No commitment to cross-border supply in terms of
either market access or national treatment.
Mode 2: Consumption abroad
Refers to citizens of one country studying in another
country. For this mode, China has imposed no limitations
either on market access or national treatment.
Model 3 & 4
Mode 3: Commercial presence
Refers primarily to the educational institutions from one country in
another country to set up schools and other educational institutions
that are engaged in education and related services.
According to China’s commitment, foreign education institutions are
not allowed to independently set up branches and other
organisations.
Mode 4: Presence of natural persons
Refers primarily to the citizens of one country in another country
who are engaged in professional teaching and training.
There is a limitation on market access with respect to the movement
of people: qualified foreign individuals may enter China to provide
education services when invited or employed by Chinese education
institutions.
Domestic legislation
the Regulations on Chinese-foreign Cooperation in
Running Schools issued by the State Council in 2003
CFCRS: “the activities of the cooperation between
foreign educational institutions and Chinese
educational institutions in establishing educational
institutions within the territory of China to provide
education service mainly to Chinese citizens”
Image of Finland
Success of Finland in PISA
Chinese do look Finland as a good example of basic
education and try to learn Finnish lessons.
Also good image in other areas, such as clean
technology, ICT, public administration, etc.
More Chinese officials and professionals trend to take
training courses in Finland.
Existing Finnish companies in China
300 companies
30,000 employees
Need qualified labour forces
Opportunities for business sector
Training Chinese learners in Finland as a direct promotion
of the local tourist industry.
Promoting Finnish business through educating and
influencing Chinese governmental officers and company
leaders who are in Finnish training programmes.
Building partnership between Finnish Companies and
Chinese Universities through Finnish HEIs.
Educating Chinese talents for Finnish companies’ business
operations in China and even the labour market in Finland.
Challenges
What challenges?
Challenges at home
Not ready for education export
Lack of clear strategy in implementation
Challenges in the market place
Image of Finland is not well-perceived in China
A difficult market
General review by MOE (2007)
In education, research and culture, Finland has a wide range of
relations with Japanese, Chinese, India and Korean
organisations. However, seen as a whole they are fairly
dispersed. Relations with Asian countries seems to be lacking in
coordination both at home and among units operating in Asian
countries.
As the countries in question are extremely large in comparison
with Finland, the presence and contacts of one single Finnish
organisation there will not achieve the desired effect.
Perhaps the most critical shortcoming is, however, that the aims
of different organisations with regard to cooperation with Asian
countries often seem to be rather unfocused.
Readiness of education export
Traditional academic values
Lack of experience on education export
Lack of knowledge on targeting market
Lack of commitment
Lack of investment (and even the financial framework
for investment in education export)
Lack of coordination
Restrictions by Finnish legislation
Objective of internationalisation
strategy
The number of international degree students will be
considerably increased
The international education will be developed as an
export industry (MOE, 2009)
Dilemma 1
On the one hand, charging tuition fees from some
international students would not be likely to generate
much additional revenue until international students made
up a substantial proportion of the total student population
.
On the other hand, as the majority of current international
students chose to study in Finland because of its free
education, the international student number may drop
after tuition fees are introduced
Dilemma 2
Full-cost fees was introduced in 1980 in UK
Financial pressure drive British HEIs to go out into the
world of market
In Finland, the Government does not want to give
much pressure to HEIs, but
expects the HEIs are motived to do education export
Dilemma 3
The Government expects the education export can be
the second NOKIA to boost the economy of Finland,
but
has not considered or stressed the importance of
investment.
Less attention to key issues
What should be expected from international
students?
How much should be charged for tuition fees?
Why do students study in a host country?
What type of education export should be the priority?
Image of Finland
In general, Finland (higher education in particular) is
not well-known in China
Quality bring success?
Yes by theory.
But in practice quality can hardly be measured
What affect (Chinese) students choice in pursuing
foreign education?
University ranking/reputation
Employment prospect
Difficult in entry
“the opportunities are there, but the entry costs will
be high” (Adams, 2007, p. 414)
“Institutional cooperation (in China) is not established
over night …it requires a substantial amount of
planning, exchange and commitment”. (NESO, 2010,
p. 37):
Difficult in networking and trust
building
Reflection from Finnish business operations in China
Mainly doing business with foreigners though being
located in China
Educationalists have less knowledge and experience
in doing business in China
Difficult in understanding
What written by policy documents vs. what happened
in practice
The languages need to be interpreted not only
linguistically but also culturally
Difficult to access to statistics
Diversity and variety
Difficult in operation
How to maintain network or relationship (Guanxi)
Trust issue (different way of building trust)
Finns people normally build transaction first and, it
successful, a relationship/trust will ensure.
Chinese believe that perspective partners should build a
relationship/trust first, if successful, transactions or
effective activities will follow.
Lack of competent stuff to work in negotiation and
running business
Conflicts in bureaucratic procedures
Planning
China: fast decision and expect quick response, short
term plan, plan is abstract
Finland: slow decision and take a long time to respond,
long term plan, plan is concrete
Contract
cost based on per person
cost based on total programme
Successful scenarios
Models of education export
Synergy between industry education export and industry
education export
Focus on a few areas which Finland has special expertise
and reputation
Academic expertise
Development expertise
Develop offshore education in cooperation with local
partners in China
Traditional model of student studying abroad will remain
but the emphasis tend to attracting most gifted students.
Marketing
Efforts towards cooperation and one Finnish brand
More investment on product development and
marketing
Capacity building
More studies on education export and targeting
market (identifying future tendencies)
Utilise experts, alumni and local partners
Partnership with Chinese universities and schools
Effective national coordination on education export
University, UAS, School cooperation in Finland
Risks
Poor quality programmes may ruin the reputation of
the whole Finnish education
Rush to education export with irrelevant curricula to
local market needs
Find the wrong (niche) markets
Find the wrong partners
Neglect experts’ role
Future lectures
Chinese education reforms and trends 13-15 8th Feb
Relevant policies and reforms in China and
implications for foreign educational providers 13-15
15th March
Marketing and branding Finnish education in China
13-15 18th April
Places will be in the University of Tampere premise
Relevant references
Cai, Y. (2005). The future of European higher educating from a Chinese
perspective--the internationalisation dimension. In J. Enders, J.
File, J. Huisman & D. Westerheijden (Eds.), The European higher
education and research landscape 2020: Scenarios and strategic
debates (pp. 191-202). Enschede, the Netherlands: CHEPS.
Cai, Y., & Hölttä, S. (2006). Kiina ja suomalainen korkeakoulupolitiika. In
T. Aarrevaara & J. Herranen (Eds.), Mikä meitä ohjaa? (pp. 85-99).
Jyväskylä: Koulutuksen Tutkimuslaitos, Jyväskylän Yliopisto.
Hölttä, S., Pekkola, E., & Cai, Y. (2009). Training Chinese administrative
officials in Finland and its relevance to Finnish "China strategies".
Tiedepolitiikka (Science Policy), 2009(3), 29-42.
Relevant references
Cai, Y. (2011a). Chinese higher education reforms and tendencies:
Implications for Norwegian higher education in cooperating with
China. SIU Report Series, Vol. 4. K. G. Pettersen (Ed.) Retrieved from
http://www.siu.no/nor/content/download/7700/79536/file/Chinese%20
higher%20education%20reforms%20and%20tendencies%20%20til%20publisering.pdf
Cai, Y. (2011b). Cross-border higher education in China and its implications
for Finland. In Y. Cai & J. Kivistö (Eds.), Higher education reforms in
Finland and China: Experiences and challenges in post-massification
era (pp. 245-260). Tampere: Tampere University Press.
Cai, Y., Hölttä, S., & Lindholm, N. (2011, 10-21 June). Towards sino-Finland joint
venture school. Paper presented at the Standardising Chinese-foregn
Cooperation in Running School, excising Administration According to Law
and Promoting Sustainable Development, Xiamen.
Relevant references
Cai, Y. (In press-a). Employment prospects of Finnish-educated Chinese
graduates in Finnish companies in China—employers'
perspectives. Tampere: School of Management, University of
Tampere.
Cai, Y. (In press-b). International graduates from Finland: Do they
satisfy the needs of Finnish employers abroad? Journal of
Research in International Education.
Cai, Y., Hölttä, S., & Kivistö, J. (in Press). Finnish higher education
institutions as exporters of education--are they ready? In S. Ahola
& D. Hoffman (Eds.), CHRIF year book 2010.
Cai, Y., & Kivistö, J. (in press). Tuition fees for international students in
Finland—where to go from here? Journal of Studies in
International Education.
Contact at CEREC
Seppo Hölttä, Director
Yuzhuo Cai, Research Coordinator
Cuihong Jin-Muranen, Secretary
Email: [email protected]
www.uta.fi/jkk/cerec