2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Joint degrees and offshore operations: An international
comparative perspective
22 February 2011
Freie Universität BerlinUS Department of EducationThe University of Queensland
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Preliminary Results Survey on International Joint and Double Degree Programs
Matthias Kuder, Center for International CooperationFreie Universität Berlin
02/22/2011
Session: Joint Degrees and Offshore Operations: An International
Comparative Perspective
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Survey Overview
• First international survey on joint and double degree programs (follow-up to a previous Atlantis-funded transatlantic survey)
• Online survey conducted by the Institute of International Education (NY), and Freie Universität Berlin, call for participation distributed to international HE organizations and universities
• 36 questions on program details, development, motivations, and challenges
• January 12- February 15, now extended to March 15
• 175 participating universities as of Feb 10 (so far mostly US, Canada, Europe, Australia)
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
(one) Definition
International joint or double degree programs are study programs collaboratively offered by two (or more) HEIs located in different countries. They typically feature a jointly developed/integrated curriculum and agreed upon credit recognition. Students typically study at the two (or more) partnering HEIs (i.e., 1 home institution + 1 institution abroad).
Joint Degree Programs: Upon completion of the study program students are awarded a single degree certificate issued and signed jointly by all institutions involved in the program.
Double Degree Programs: Upon completion of the study program students receive degree certificates issued separately by each of the institutions involved in the program.
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Preliminary Results
• Relatively recent development: 67% responding institutions established their first JD or DD program after 2000
• 83% report that development joint/double degree programs is part of institutional internationalization strategy
• 59% report that institution initiated additional structures to handle administration of joint/double degree programs
• 45% report that institution has developed a clear policy on joint/double degree development
• 24% report programs that were cancelled or discontinued
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Motivations and Impact
TOP 3 institutional motivations:1 raising international visibility of institution2 advancing internationalization of campus3 strengthening academic research collaborations
TOP 3 outcomes:1 greater collaboration between involved faculty2 increased international visibility3 increased internationalization of campus
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Preliminary Results
Joint vs. Double
16,4% JDs
83,6 % DDs
Academic levels
Undergraduate
Graduate (Master)
Doctoral (PhD)
Other
34,5%
2,3%11%
51,9%
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Preliminary Results
TOP 5 disciplines, joint and double degree programs:
1) Business & Management (42,9%)2) Engineering (34,9%)3) Social Sciences (24,6%)4) Mathematics and Computer Science (23,4%)5) Physical and Life Sciences (17,7%)
TOP3 future development:1) Business & Management2) Engineering3) Social Sciences
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Top 10 (countries) for US respondents
China
France
Germany Turkey
South Korea India
Mexico Poland
Russia Spain
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Student Participation
Joint Degree Programs
Less than 5
6-15
16-25
26-35
More than 35
Double Degree Programs
Less than 5
6-15
16-25
26-35
More than 35
58% of responding institutions have developed specific student recruitment measures for JDs or DDs (and 42% haven‘t…)
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Future Plans
Does your institution plan to develop more programs in the future?• 4,9% yes, only joint degree programs• 36,4% yes, only double degree programs• 43,8% yes, both JDs and DDs • 4,9% no• 9,9% undecided
Academic level:70,3% of respondents plan further graduate (Master) JDs/DDs44,6% of respondents plan further undergrad JDs/DDs34,9% of respondents plan further doctoral JDs/DDs
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
TOP 10 Countries - Future Plans
China
USIndia France
GermanySpain
UK Brazil
Canada Australia
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Thank You
You can still participate in the survey:
http://iie.vovici.net/wsb.dll/s/6cg32d
Deadline is March 15, 2011Final results will be published on the IIE Website.
Matthias [email protected]
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Issues and Trends in Transnational and Offshore Education
February 22, 2011San Francisco, CA
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Definitions and Sources
• “international branch campus”-unit operated by a source institution w/ or w/o a host partner, and-students are awarded degrees fully undertaken at the branch campus
• The Observatory on Borderless Higher Education, 2009 report, London, UK.
• Articles in “Inside Higher Ed,” and “Chronicle of Higher Education”
• McBurnie and Ziguras, Transnational Education
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Benefits: Source Institutions
• Attract paying students, revenues• Visibility: “International University”• Mobility between home and branch• Develop new curriculum• Provide faculty with international
teaching• New partnerships with local
institutions• New research opportunities
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Benefits: Host Countries
• Build local capacity and infrastructure
• Reduce brain drain• Increased mutual understanding• Hosting “world class university”• Income for local economies• Potential technology and knowledge
transfer
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Benefits: Students
• Get a degree without leaving home• Lower student tuition and fees• Savings on living expenses• Allows part-time and work while in
school• Concerns about inequality of access• Concerns about meeting local needs
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
2009 Data
• 162 international branch campuses• 22 countries (17 in 2006)• 111/162 from Anglophone countries• 78 (48%) from the US, 15/49 of
newest• Australia 14 (9%), UK 13 (8%),
France 11 (7%), India 11 (7%)• Mexico, Netherlands, Malaysia,
Canada, Ireland, 7-3.
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Top Four “Hubs”
• 1. UAE + 40; 23 in Dubai International Academic City
• 2. China hosts 15 universities• 3. Singapore hosts 12 universities• 4. Qatar hosts 9 universities• -Canada, Malaysia, and UK host 5• -Ecuador, Germany, Mexico host 4• -Australia, Bahrain, Switzerland host 3• -38/51 countries host 1
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Transitions (4)
• 83/162 developed to developing countries
• 49/162 developed to developed countries
• 26/162 developing to developing countries
• 4/162 developing to developed countries
• 13 countries are both host and source countries, e.g. Australia, US, UK, Russia
• US hosts 1 Mexican and 1 Venezuelan school
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Some say “No thanks”
• Deliberate institutional decisions• Penn, Yale, 2007-8. Warwick, 2005• Recruit foreign faculty• Control of brand reputation• Quality assurance• Deliberative institutional governance• Not a revenue or profile issue
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Some close and withdraw
• Five closures in last five years• 2007 U of New South Wales,
Singapore, $40 million loss, large programs, low enrollments
• 2009 George Mason U closed UAR campus 3yrs. Low enrollments (118 students) and loss of 50% local financial support
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Some do partnerships
• Alternative to overseas branches• Discovery process can be long. Face time • Shared values: institutional mission,
goals, quality, trust, common history• Generally limited to departments• Core is faculty compatibility and mobility• UNC Chapel Hill + National Univ of
Singapore• Virginia Tech + Tech Univ Darmstadt
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Delegations and Summits
• New concept—Gov’t leader and Institutions together
• U.S., UK, Canada• U.S.-India summit on education 2011• UK-China delegation• UK--$10 billion enterprise• Australia—4th largest export business• Increased cooperation gov’t and
education
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
A Cautionary Tale
• Trendline is for increases; 80% are less than ten years old
• Bad idea—pick a country, then a program• Be sure of student interest• Start small and grow• Define oversight and controls• Focus on brand continuity and reputation• Study and deliberate first
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Thank you
Frank Frankfort, Ph.DInternational and Foreign Language
EducationU.S. Department of [email protected]
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Joint Degrees and Offshore Operations Australian & University of Queensland
Experience.
Dr Anna CiccarelliDeputy Vice-Chancellor (International) The University of Queensland
February 2011
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Australian IE Profile
Australian International Education Profile2008 – 729,000 all sectors – 17% TNEAsia – 85% of all onshore Higher Ed
enrolmentsTNE – provider and program mobility9 Australian branded offshore campuses -
60% of TNE enrolments Singapore - largest TNE market -30.8% of
all TNE in 2008 Malaysia 22.2% and Hong Kong 10.9%
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Australian IE Profile
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Australian TNE Profile
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Australian TNE Profile
2009 - 50% were undergraduate 2007 5% of all programmes - PhD/Doctorate 2009 increased to 9% including Cotutelle More programmes are joint degree programs 2007 2% of all transnational programmes
were joint degrees by 2009 increased to 7% Dominant disciplines in collaborative degrees:
International Business – MBA, Commerce
Banks, Kevet, Ziguras, Ciccarelli, Clayton, 2010 The Changing Fortunes of Australian Transnational Higher Educationhttp://www.obhe.ac.uk/documents/view_details?id=835
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
The UQ Experience
Embedding internationalisation across the core mission of Learning, Discovery & Engagement
Strategic approach to globalisation:Student and staff mobilityInternationalisation of curriculumGraduate outcomesAcademic Exchange – joint research
Language & Cultural Exchange – 10 LOTE
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
The UQ Experience
Small number of international degree collaborations & small student numbers
Ease of partnership development - country dependent
Medical degree UQ – Oschner Group New Orleans – 2 + 2 has Australian Medical Council accreditation
Engineering dual degree with Ecoles Centrales
diplôme d’ingénieur & Master of Engineering
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Global Consortia
EMBL – European Molecular Biology Laboratory G8 Associate Members http://www.emblaustralia.org/ PhDs jointly awarded by Australian university &
EMBLUniversitas 21 - 23 leading research-intensive
universities 15 countries - collective budgets over US$13 billion annual research grant income of over US$3 billion 700,000 students, 145,000 staff and over 2.5 million
alumni 2009 established a joint PhD program at 14 of the
U21 universities. Diploma in Global IssuesG8 – China 9 International network to network collaboration
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Reflections
Long lead times, high costs relatively small numbers
Need champions to ensure success Academic standards - admissions &
harmonising program structures Language proficiency Bi-multilateral Quality Assurance essential
Australia – AQF & TEQSAQuality partners essential – role of
borderless global consortia
2011 Conference
Competition & Collaboration in the Global Transformation of Higher Education
Contact usMatthias KuderFreie Universität [email protected]
Frank FrankfortUS Department of [email protected]
Anna CiccarelliThe University of Queensland [email protected]
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