U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

European higher education in a global context

Theme 3 – Group 9

U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

Theme 3 – Group 9

European higher education in a global context:

Balancing competition, co-operation and solidarity

U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

A demand-driven international (global) market for higher education (1)

Europe stresses the importance of maintaining higher education as a pubic good and subscribes to the Magna Carta Universitatum.. The question is: how to balance between market and the state

Drivers Global market for advanced human capital Competition between (economic) knowledge regions Trade liberalisation in education (GATS, bilateral ex. LTAs) International competition (and exchange of) for students Increase of cross-border funding of research

U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

Country share of foreign students within the OECD: 1999, 2004

0

10

20

30

40

50

60

EUA

Uni

ted

State

s

Uni

ted

Kingd

om

Ger

man

y

Fran

ce

Austral

ia

Cana

da

Japa

n

New

Zea

land

Belgi

umI t

aly

Spai

n

Swed

en

Switz

erla

nd

Austria

Net

herlan

ds

Den

mar

k

Czec

h Rep

ublic

Portu

gal

Turk

ey

Gre

ece

Hun

gary

I rel

and

Korea

, Rep

ublic

of

Nor

way

Finl

and

Polan

d

Mex

ico

Slov

ak R

epub

lic

I cel

and

Luxe

mbo

urg

%

20041999

Source: OECD

U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

Source of foreign students in the OECD area (2004)

OriginSource for OECD

North America

EuropeAsia-

PacificTotal for

OECD

Africa 8% 18% 2% 12%

N. America 5% 3% 3% 4%

S. America 12% 5% 1% 6%

Asia 61% 29% 85% 45%

Europe 14% 44% 5% 27%

Oceania 1% 0% 3% 1%

TOTAL 100 % 100% 100% 100%

Source: OECD

U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

Studying abroad – which country? Migration policy for

students and former students

Employment opportunities Recognition of degrees

and qualifications Language Cost of study (compared

to staying at home) Reputation and quality of

higher education

Quality of life Supply of tertiary

education programmes Geografical, historical,

cultural proximity Student networks and

diaspora in the country Accompanying measures

and social benefits

Source: OECD

U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

International study at home is an option Educational programme and institution mobility is still

limited in scale but grows rapidly, especially in the Asia-Pacific region About 500 foreign campuses in the world About 300 000 students enrolled in UK and Australian foreign

programmes 33% of all international students enrolled in Australian

institutions studied from their country in 2004 (against 24% in 1996 and 37% in 2001)

Singapore: more undergraduate students accessed a foreign programme from Singapore than studied abroad in 2000

China: 9-fold increase in foreign programmes between 1995 and 2003

Source: OECD

U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

A demand-driven global market for higher education (2)

Features Global competition for education and research services Public funding for non-commercially viable disciplines

exclusively Segmentation of the education and research market Vocational higher education is an important share of the market Strong (international) division of labour according to competitive

advantage Concentration of research and worldwide competition for

funding English as main language of study

U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

Implications of globalisation for higher education

New types of private and public providers Programs more responsive to market demand Increased mobility Innovative delivery methods Homogenization of curriculum and teaching materials Emphasis on commercially oriented products More emphasis on quality assurance, accreditation, credit transfer, recognition of

qualifications etc.

U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

Theme 3 – Group 9The objective of this group:

To discuss what European institutions would expect from an external dimension of the Bologna Process and how it should relate to their own institutional missions and priorities

Expected output Input for the Lisbon Declaration Consensus on acceptable policy statements Post 2010: specific recommendations for action in terms of

EUA policy development and membership services

U N I V E R S I T Y O F A A R H U S , D e n m a r k

Lauritz B. Holm-Nielsen, RectorEUA, March 29-31 2007, Lisbon,

Portugal

Theme 3 – Group 9

Questions for discussion: What should be the key goals and actions? How to ensure a balance between co-operation and

competition? How to keep and develop the coherence of the

European Higher Education Area? How should universities and EUA be involved in

supporting and promoting an external dimension strategy?