AIEA 2011 Presentation: Joint Degrees and Offshore Operations: An International Comparative Perspective
1. Joint degrees and offshore operations: An international comparative perspective 22 February 2011 FreieUniversität Berlin US Department of Education The University of Queensland
2. Preliminary Results Survey on International Joint and Double Degree Programs Matthias Kuder, Center for International Cooperation FreieUniversität Berlin 02/22/2011 Session: Joint Degrees and Offshore Operations: An International Comparative Perspective
3. 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 FreieUniversitätBerlin, 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)
4. (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.
5. PreliminaryResults Relativelyrecentdevelopment: 67% respondinginstitutionsestablishedtheirfirst JD or DD program after 2000 83% reportthatdevelopmentjoint/double degreeprogramsispartofinstitutionalinternationalizationstrategy 59% reportthatinstitutioninitiated additional structuresto handle administrationofjoint/double degreeprograms 45% reportthatinstitutionhasdeveloped a clearpolicy on joint/double degreedevelopment 24% reportprogramsthatwerecancelledordiscontinued
6. Motivationsand Impact TOP 3 institutionalmotivations: 1 raising international visibilityofinstitution 2 advancinginternationalizationofcampus 3 strengtheningacademicresearchcollaborations TOP 3 outcomes: 1 greatercollaborationbetweeninvolvedfaculty 2 increased international visibility 3 increasedinternationalizationofcampus
11. Future Plans Doesyourinstitution plan todevelopmoreprograms in thefuture? 4,9% yes, onlyjointdegreeprograms 36,4% yes, only double degreeprograms 43,8% yes, both JDs and DDs 4,9% no 9,9% undecided Academic level: 70,3% ofrespondents plan furthergraduate (Master) JDs/DDs 44,6% ofrespondents plan furtherundergradJDs/DDs 34,9% ofrespondents plan furtherdoctoral JDs/DDs
12. TOP 10 Countries - Future Plans China US India France Germany Spain UK Brazil Canada Australia
13. ThankYou Youcan still participate in thesurvey: http://iie.vovici.net/wsb.dll/s/6cg32d Deadline is March 15, 2011 Final results will bepublished on the IIE Website. Matthias Kuder matthias.kuder@fu-berlin.de
14. Issues and Trends in Transnational and Offshore Education February 22, 2011 San Francisco, CA
15. 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
16. 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
17. 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
18. 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
19. 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.
20. 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
21. 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
22. 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
23. 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
24. 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
25. 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
26. 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
27. Thank you Frank Frankfort, Ph.D International and Foreign Language Education U.S. Department of Education frank.frankfort@ed.gov
28. Joint Degrees and Offshore Operations Australian & University of Queensland Experience. Dr Anna Ciccarelli Deputy Vice-Chancellor (International) The University of Queensland February 2011
38. 2007 2% of all transnational programmes were joint degrees by 2009 increased to 7%
39. Dominant disciplines in collaborative degrees: International Business – MBA, CommerceBanks, Kevet, Ziguras, Ciccarelli, Clayton, 2010 The Changing Fortunes of Australian Transnational Higher Education http://www.obhe.ac.uk/documents/view_details?id=835
