Internationalisation of higher education in new zealand what went wrong and how to fix it
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Transcript of Internationalisation of higher education in new zealand what went wrong and how to fix it
The internationalisation of higher education The internationalisation of higher education in New Zealand:in New Zealand:
what went wrong and how to fix it?what went wrong and how to fix it?
4:00pm, Thursday, August 74:00pm, Thursday, August 7thth, 2008, 2008
Professor Nigel HealeyProfessor Nigel Healey
University of CanterburyUniversity of Canterbury
‘‘No shrinking violet’ or desperate business No shrinking violet’ or desperate business school dean?school dean?
2003 2004 2005 2006 2007 2008B 2008F
Domestic 1612 1625 1640 1578 1765 1811 1982
International 540 739 816 618 412 311 338
Total 2152 2364 2456 2196 2177 2122 2320
UC College of Business and Economics EFTSUC College of Business and Economics EFTS
OverviewOverview
From ‘bit’ player to world leader in five years: explaining NZ higher education’s ‘transformation’
Why our passive ‘open doors’ business model stopped working
Finding our place in the new global higher education market
A world leader in international tertiary A world leader in international tertiary education by 2005education by 2005
International(non-resident)
Foreign(non-citizen)
Australia 17.3% 20.6%
New Zealand 17.0% 28.9%
UK 13.9% 17.3%
Switzerland 13.2% 18.4%
France 10.8% -
Germany - 11.5%
USA 3.4% -
OECD average 6.7% 7.6%
Source: OECD Education at a Glance 2007
……from behind the curve – increase in foreign from behind the curve – increase in foreign tertiary enrolments to 2005 (2000 = 100)tertiary enrolments to 2005 (2000 = 100)
0200400600800
1000
Australia NZ UK
Switzerland
France
Germany
USAOECD
Source: OECD Education at a Glance 2007
Explaining the ‘transformation’ (1): motives for Explaining the ‘transformation’ (1): motives for internationalisationinternationalisation
Altruistic – supporting economic development in the Third World (eg, ‘Colombo Plan’)
Geo-political - building geo-political connections and profile by educating foreign leaders of tomorrow (often disguised as altruism)
Talent-seeking – attracting best minds as future researchers, citizens (eg, Australia’s education-linked immigration policy, US postgraduates)
Pedagogic – creating multinational, multicultural learning environment for the benefit of all students
Economic – seeking new high-margin customers (often disguised as pedagogical)
Explaining the ‘transformation’ (2): from Explaining the ‘transformation’ (2): from altruistic to economicaltruistic to economic
Paradox of democratisation of higher education Rising participation rates (public policy goal) lead to
budgetary pressures on taxpayer subsidies to higher education….
…falling per capita subsidies to universities…
…introduction of (politically regulated) domestic tuition fees
As resources squeezed, taxpayer subsidies for international students first to go full-cost international tuition fees introduced
Tertiary Gross Enrolment Rates (2006)Tertiary Gross Enrolment Rates (2006)
United States 82%
New Zealand 80%
Australia 73%
United Kingdom 59%
Malaysia 29%
China 22%
Indonesia 16%
India 12%
Vietnam 9% (2000 latest data)
Source: UNESCO
Explaining the ‘transformation’ (3): full-cost Explaining the ‘transformation’ (3): full-cost international tuition feesinternational tuition fees
Advent of full-cost international tuition fees: UK, early 1980s Australia, mid-1980s New Zealand, early 1990s
Impact skews relative attractiveness of international vis-à-vis domestic students Domestic EFTS: tuition fee* $4301 SAC: $5039 International tuition fee*: $18,100
Add to the mix a policy allowing public, non-residential schools to charge full-cost international tuition fees
*UC undergraduate business degree 2008
Explaining the ‘transformation’ (4): the Explaining the ‘transformation’ (4): the perfect stormperfect storm
For a perfect storm, need the right combination of supply and demand
NZ government policy creates supply-side conditions
Social, economic and political conditions in Asia create the demand
Explaining the ‘transformation’ (5): demand Explaining the ‘transformation’ (5): demand driversdrivers
Social + Demographic extended family support for children, perceived high value
of education demographic pyramids
Economic rapid economic growth drives ability to pay economic development puts premium on high-skilled
knowledge workers globalisation encourages English language acquisition
Social, demographic and economic factors grow demand faster than domestic supply…resulting in
Political governments, critically China, allow excess demand to go
offshore to foreign universities
India’s population pyramidIndia’s population pyramid
……and it once looked as if the demand would and it once looked as if the demand would grow for ever…..grow for ever…..
0
1
2
3
4
5
6
7
8
2000 2005 2010 2015 2020 2025
Mil
lio
ns
Projected demand for Projected demand for international higher international higher
educationeducation
Source: IDP
The special features of NZ’s ‘transformation’The special features of NZ’s ‘transformation’
Rapid and opportunistic Rational response to unprecedented demand growth, as a result of
public policy change
Skewed to major growth markets – especially China, Korea
Unusually large role of key players Role of public schools as feeders to universities
Role of agents in bringing international students to NZ schools
Unplanned and (initially) unwilled expansion of numbers in universities International offices not geared up to managing, and later
sustaining, international numbers
Resistance to institutional adaptation to support internationalisation
International student visas by sectorInternational student visas by sector
0
5000
10000
15000
20000
25000
2000 2001 2002 2003 2004 2005 2006 2007
UniversityPolytechPTESchool
Source: Education New Zealand
The China effect: international visas issued to The China effect: international visas issued to ChinaChina
0
2000
4000
6000
8000
10000
12000
2000 2001 2002 2003 2004 2005 2006 2007
UniversityPolytechPTESchool
Source: Education New Zealand
Chinese visas as % of totalChinese visas as % of total
0
10
20
30
40
50
60
70
80
2000 2001 2002 2003 2004 2005 2006 2007
UniversityPolytechPTESchool
Source: Education New Zealand
Chinese students as % international tertiary Chinese students as % international tertiary enrolments, 2005enrolments, 2005
0
10
20
30
40
50
60
Australia NZ UK US
Source: OECD Education at a Glance 2007
……leaving NZ universities exposed as perfect leaving NZ universities exposed as perfect storm dissipatesstorm dissipates
Social, demographic and economic drivers still strong…
…but political forces have shifted
Huge expansion in domestic capacity: Public higher education in China
Private education in India
Excess demand heading offshore is being choked off at source
And Asian countries moving into export education themselves for all the usual reasons altruistic, geo-political, talent-seeking, pedagogic,
economic
Investment in higher education: a Chinese Investment in higher education: a Chinese perspectiveperspective
Regular higher education enrolments up from 5.5m in 2000 to 18.9m in 2007
Total expenditure on education has increased from 253bn RMB (1997) to 981bn RMB 2006)
Tertiary participation rates now 22% (3.4% in 1990)
Major investments in elite higher education: Project 211
Project 985
Project 111
Chinese enrolment rates (%)Chinese enrolment rates (%)
0
20
40
60
80
100
120
1990 1995 2000 2005 2006
Primary
Junior Secondary
Senior Secondary
Tertiary
Source: China Education Yearbooks
The role of the private sector: India (1)The role of the private sector: India (1)
Challenge for India: 411m people in the 6-24 age group (40% of total) India has a number of elite national institutions:
7 Indian Institutes of Technology (IITs) 6 Indian Institutes of Management (IIMs) 3 Indian Institutes of Information Technology (IIITs) 19 Central Universities Indian School of Mines, Dhanbad
…but only 338 public universities and 12% gross participation rate (7% official participation rate)
The role of the private sector: India (2)The role of the private sector: India (2)
India cannot afford public investment in higher education: urgent demand for expansion in secondary education (only
60m of 170m primary students progress to secondary schools)
Indian government does not have the financial resources to invest in the way that China can
India has encouraged private sector to invest: 75% of HEIs in India now private; 90% of colleges in
engineering, IT and management private Over the last 10 years, huge expansion in private sector
provision Many private providers using distance/on-line learning to
leverage scarce resources, exploit economies of scale
Private sector in Asia-PacificPrivate sector in Asia-Pacific
Japan, South Korea, Taiwan, Taipei, Indonesia, and the Philippines up to 80% students are in private institutions
China 1200 private institutions
Vietnam 12% of students in private institutions
Malaysia 691 private colleges and universities and 4 foreign
university campuses
So what went wrong?So what went wrong?
Popular explanations: Bad publicity
High exchange rate
Competition from Australia – particularly for immigration market
Economics 101: Unexpectedly rapid supply-side response in Asia, choking off
demand
Over-exposed to single market
New competition – from Europe (Bologna), Asian export education, from spread of English as a medium of instruction
Undeveloped strategies to cope with changing demand, increasing competition
Can we fix it?Can we fix it?
Good news: We have excellent, internationally connected and
benchmarked universities
5 of 8 (62.5%) of NZ universities in THE Top 500
Universities multinational, multicultural environments
Bad news: Global faculty shortage – salaries falling behind
Rising oil prices, environmental awareness may erode multinational staff and student base
The Bologna effect
Asian universities upgrading capabilities very fast
Asia-Pacific Top 40 (THE WUR 2007)Asia-Pacific Top 40 (THE WUR 2007)
16 Australian National University
17 University of Tokyo
18 University of Hong Kong
25 Kyoto University
27 University of Melbourne
31 University of Sydney
33= University of Queensland
33= National University of Singapore
36 Peking University
38= Chinese University of Hong Kong
40 Tsinghua University
So what can be done? – Earnestness 101So what can be done? – Earnestness 101
Understand our markets and the changing needs Understand our competitors
Build long-term relationships built on mutual benefit, not quick one-way gain
Celebrate and embrace internationalism NZ small trading economy, need to be internationally
connected to knowledge economy
Integrate international students – networks of the future
Use student exchange to create genuinely multinational learning environment
Align immigration policy (talent-seeking) and education
So what can be done? - Pragmatism 101So what can be done? - Pragmatism 101
What do foreign students want?
Can we profitably give them what they want, in ways that fit with our educational mission and tradition?
What do they want? Internationally portable (benchmarked, accredited)
qualifications that guarantee a high rate of return on their investment – global graduate employability
English medium of instruction
Multinational/multicultural learning environment
Membership of global alumni network
So what can be done? - Pragmatism 101So what can be done? - Pragmatism 101
Internationally portable qualifications: A coherent set of Bologna/US compliant Bachelors-Masters-
PhDs qualifications which facilitate student mobility
Clear position on T-people qualification structures – general UG to specialist PG or vice-versa?
Postgraduate coursework masters, especially in business and other professional areas – major growth area
US-style, scaleable PhD programmes, aimed at satisfying the ballooning demand for academically qualified faculty in Asia
So what can be done? - Pragmatism 101So what can be done? - Pragmatism 101
English medium of instruction √
Although foreign language provision in NZ universities declining
Contrast multilingual abilities of European and Asian graduates with NZ, UK and US
So what can be done? - Pragmatism 101So what can be done? - Pragmatism 101
Multinational/multicultural learning environment High % international students on campus ≠ multinational
learning environment
Integration and leveraging diversity in classroom key
Student and faulty exchange militate against passive client status of international students
Challenge staff out of comfort zones by international experiences
Reach out to local ex-patriot communities
So what can be done? - Pragmatism 101So what can be done? - Pragmatism 101
Membership of global alumni network Traditional strength of US and major business schools
Kiwi Ex-patriots Association (KEA) – Professor David Teece (Berkley)
Importance of network externalities
“Alumni most important stakeholders”
ConclusionsConclusions
New Zealand internationalisation was: Unintended product of a public policy change
Driven by developments in China
Mediated by agents, mainly into schools
Rapid, unmanaged and unsustainable
Finding our position in the new global higher education market requires: Understanding the changes taking place
Long-term relationship building
And especially, educational products and ‘after-sales support’ services which meet market needs