Udvalget for Forskning, Innovation og Videregående Uddannelser 2012-13
FIV Alm.del Bilag 102
Offentligt
Talent – The new competitive parameter
HANS DE WIT,PROFESSOR OF INTERNATIONALISATION, AMSTERDAMUNIVERSITY OF APPLIED SCIENCES (AMSTERDAM, THENETHERLANDS)PROFESSOR AND DIRECTOR OF THE CENTRE FORHIGHER EDUCATION INTERNATIONALISATION (CHEI),UNIVERSITA CATTOLICÀ SACRO CUORE (MILAN, ITALY)CO-EDITOR ‘JOURNAL OF STUDIES IN INTERNATIONALEDUCATION’Aarhus University Seminar, Copenhagen, January 29, 2013
The notion of‘internationalisation of highereducation’dates from the 1990’s.Before, there exited already a tradition of international
dimensions of higher education, in general under theterm‘international education’.
Or under terms that reflect some kind of international
activity, either related tomobility,such as study abroad,exchanges, international students or academic mobility,or tocurriculum,such as multicultural education,international studies, peace education, area studies.international education, and in many cases were used,and still are, aspars pro totoand as asynonymfor theoverall term.
These terms described aconcrete but isolatedelement of
Aarhus University Seminar, Copenhagen, January 29, 2013
Internationalisation as a ConceptIn the1990sthe term ‘internationalisation’ really takes
over from ‘international education’ as describing thedifferent ways the international dimensions in highereducation are taking shape.
This shift is areflection of the increasing importanceof
these international dimensions in higher education andof the relatedtransfer from a marginal set of programsand activities to a more comprehensive process.
Aarhus University Seminar, Copenhagen, January 29, 2013
Internationalisation of Higher Education
The process of integrating an international,intercultural or global dimension into the purpose,functions or delivery of postsecondary education(Knight, 2003)
It is this process oriented view on internationalisation ofhigher education that can be accredited mostly for the shiftfrom the more static term‘international education’into‘internationalisation’,even though the reality not alwaysconfirms this shift.Aarhus University Seminar, Copenhagen, January 29, 2013
Internationalisation thoughIs still largely embedded in institutional, national
and regional cultures and systemstheir relation to society
Expresses itself in specific ways by disciplines and
As well as by levels and type of educationAnd changes over time in response to political,
societal and academic developments
Aarhus University Seminar, Copenhagen, January 29, 2013
Talent: the new competitive parameterThere is an increasingly morecompetitive higher education
environment(impact of international rankings), although in mostEuropean countries the cooperative approach still prevailsalternative for student mobility, although also there continental Europeis less active
The role ofcross-border delivery of educationis becoming an
Skilled immigration:competition for skilled labour and top talents in
the global knowledge economy between developed countries andemerging countriesis becoming more drivingand moves away fromthe classical North-South divide into global competitionoutcomes and competences
Outcomes and competences:a move from input and output to
These last two aspects are the new driving forces forinternationalisation in Northern Europe: focus on TalentAarhus University Seminar, Copenhagen, January 29, 2013
From margin to centre‘Overthe last two decades, the concept of the
internationalization of higher education is moved from thefringe of institutional interest to the very core.’(The End of Internationalization,Brandenburg and De Wit, 2011)
This process is also described asmainstreaming of
internationalisation.And by others ascomprehensive internationalisation.Basically labels that re-emphasize the integrative andprocess
componentin the definition of internationalisation by JaneKnight.Aarhus University Seminar, Copenhagen, January 29, 2013
Emerging concerns with the conceptAt the same time internationalisation has become a
ratherbroad concept,combining many different andeven contradictive elements and activities.Internationalisation has movedfrom innovation to
tradition.One can observe an inclination to divide the concept
of internationalisation intodifferent categories/dimensions/ideologies,as well as the emergence ofnew generic terms.Aarhus University Seminar, Copenhagen, January 29, 2013
Internationalisation can be seen as toconsist oftwo components:
Internationalisation at Home:activitiesthat help students develop internationalunderstanding and intercultural skillsInternationalisation Abroad:all forms ofeducation crossing borders, mobility ofstudents, teachers, scholars, programmes,courses, curriculum, projects(Knight, 2006)Aarhus University Seminar, Copenhagen, January 29, 2013
GlobalisationandInternationalisationVan Vught, van der Wende, and Westerheijden make adistinction between globalisation andinternationalisation:“In terms of both practice and perceptions,internationalizationis closer to the well-establishedtradition of internationalcooperationandmobilityandtothe core values of quality and excellence,whereasglobalizationrefers more tocompetition,pushing theconcept of higher education as atradable commodityandchallenging the concept of higher education as apublic good.”Aarhus University Seminar, Copenhagen, January 29, 2013
Emerging notions and termsAnd internationalisation also is related to terms and
concepts such as
Intercultural,International andGlobal,without clearly defining them and distinguishing
between them and increasingly labelling them undervague notions, such as global competence, globalcitizenship and global engagement.
Aarhus University Seminar, Copenhagen, January 29, 2013
Discrepancy betweendiscourseandrealityThere seems to be in the discourse a move towards a
process oriented and comprehensiveinternationalisation, for instance expressed in the paperby John Hudzik‘Comprehensive Internationalization’(NAFSA, 2011,www.nafsa.org/cizn)activity- oriented or even instrumental approach towardsinternationalisation.what internationalisation actually means.
In reality there appears to be still a predominantly
This leads to majormyths and misconceptionsabout
Aarhus University Seminar, Copenhagen, January 29, 2013
Misconceptions about internationalisationInternationalisation is regarded as synonymous
with a specific programmatic or organisationalstrategy to promote internationalisation
In other words:the means appear to be the
goal.
Aarhus University Seminar, Copenhagen, January 29, 2013
We have to go back to the fundamentalquestion:Why internationalisation?That question requires different answers and
related approaches and strategies than in theprevious decades, in the light of the globalknowledge society, and moving away from themisconceptions of the past years.
At the same time, the foundation remains the
same:internationalisation is not a goal in itself buta way to enhance the quality of education andresearch and their contribution to society.
Aarhus University Seminar, Copenhagen, January 29, 2013
Rethinking InternationalisationA process ofrethinking of internationalisationistaking place currently, in response to:The changing environment for higher educationand
its international dimensions in the global knowledgeeconomy,internationalisation,and
The broader scope of the notion of
The lack of innovative response to the challenges
resulting from them
Aarhus University Seminar, Copenhagen, January 29, 2013
Rethinking Internationalisation“ A re-orientation towardsoutcomes and impactsandaway from a purelyinput and outputapproach.Instead of bragging about the number of studentsgoing abroad and reception of international fee payingstudents, the number of courses in English and theabstract claim of making students global citizens, wewant to focus onlearning outcomes.”(Brandenburg and de Wit, 2012)Aarhus University Seminar, Copenhagen, January 29, 2013
Rationales for Rethinking Internationalisation1. Thediscourseof internationalisation does not seem to meetalways thereality,in which internationalisation is still more asynonym of international education2. The further development ofglobalisation,the increase ofcommodificationin higher education and of the notion of aglobal knowledge society and economy,has also resulted in anew range of forms, providers and products,such as branchcampuses, franchises, trade in education services.And as a consequence new, sometimes evenconflictingdimensions, views and elementsare emerging in the discourseof internationalisation.Aarhus University Seminar, Copenhagen, January 29, 2013
Rationales for Rethinking3. The international higher education context is rapidlychanging. Was until recently ‘internationalisation’ like‘international education’ predominantly awesternphenomenon,in which the developing countries onlyplayed a reactive role, the emerging economies and thehigher education community in other parts of the worldalter the landscape of internationalisation.Moving away from a western, neocolonial concept,asseveral educators perceive ‘internationalisation’, it has toincorporate these emerging other views.Aarhus University Seminar, Copenhagen, January 29, 2013
Rationales for Rethinking4.The discourse on internationalisation is too muchdominated by a small group of stakeholders:highereducation leaders, governments and internationalbodies.Other stakeholders, such as the professional field,and in particular the faculty and the student voiceare far less heard, and by thatthe discourse isinsufficiently influenced by those who should beimpacted most by it.Aarhus University Seminar, Copenhagen, January29, 2013
Rationales for Rethinking5. Too much of the discourse is oriented to the nationaland institutional level withlittle attention for theprogram level:Research, the curriculum, and the teaching andlearning process, which should be more at the core ofinternationalisation, as expressed by movementssuch as‘Internationalisation at Home’.Aarhus University Seminar, Copenhagen, January 29, 2013
Rationales for Rethinking6. Internationalisation is too muchinput/outputfocused, a quantitative approach on numbers insteadof an outcome based approach.7. There has also been in the discourse too littleattention onnorms, values, ethicsofinternationalisation practice. The approach has beentoo pragmatically oriented to reaching targetswithout a debate on the potential risks and ethicalconsequences.Aarhus University Seminar, Copenhagen, January 29, 2013
Rationales for Rethinking8. The increased awareness that thenotion of‘internationalisation’should not only be related totherelation between nations,but even more tothe relation between culturesandbetween the global and local.
Aarhus University Seminar, Copenhagen, January 29, 2013
Options for the Future
Move away from the traditional path of mobility toinnovative forms of interaction andcooperation:Virtual Mobility; Free Massive Open Online Courseware (MOOC)More focus onlearning outcomes and competencesA move away from quantity toquality of inbound and outbound credit and degree mobilityMore attention toemployabilityaspects of internationalisation (increasing the stay rate ofinternational students, more focus on international and intercultural competencies of localstudents)A more balanced approach tocompetition and cooperationThe need for anethical debateon the potential risks of increased market-orientationA stronger focus ondisciplinesA stronger link to theprofessional field and society
Aarhus University Seminar, Copenhagen, January 29, 2013
Aarhus University Seminar, Copenhagen, January 29, 2013
