1、International Trends inHigherEducation2015IntroductionInternationalisation is of growing significance worldwide, with economic,political and social changes driving an increasingly global knowledge economy.Internationalisation within universities continues to develop apace as institutionsmove from eq

2、uating international strategy with international student recruitment to developing mature internationalisation agendas that incorporate recruitment, research collaborations, and capacity-building. While UK universities have always beenengagedininternational recruitment andresearch, weseethis expandi

3、ngas technological, political and demographic changes make university internationalisation a strategic goal for many governments.This International Trends report provides an annual overview of changes and broader developments inhigher education around the world. Wehave selected the most significant

4、changes affecting international student recruitment and study abroad, international research collaborations andinternational expansion inthe form of branch campuses. The role of governments in shaping campus international strategies and engagement overseas is also discussed. Inaddition toproviding a

5、n update on the themesdiscussed indepthinthe 2014 Trendsin the Globalisation of HigherEducationreport,thisyearwehaveincludedtwocase-studiesonparticularly topical issues: the role oftechnology in education worldwide, and the use ofhigher education as a tool to achieve economic success and development

6、.Basedonasurveyofarangeofstatisticaltoolsandreportsprovidedbythe OECD, UNESCO, the US Institute of International Education and publications produced by the UK Higher Education International Unit, the British Council, and the Department for Business, Innovation and Skills, this report highlights deve

7、lopments in international higher education of likely interest to Oxford. While publications bythe UKgovernment and NGOsare widelydisseminated, asisthe Universitys News and Information Offices Daily News Alert, none provide a general overview ofsignificant developments inthe sectoroutside the UK. Thi

8、s report thus offers a summary of key trends in higher education to illustrate the global context of Oxfords international engagement.1The International Strategy Office is responsible for developing acoherent strategy to promote Oxfords international relations, global profile andinternational compet

9、itiveness. The workofthe office is broad and includes such issues as Oxfords approach to:Promoting deeper engagement with key countries/regionsInternational collaborations (research and education) International educational experiences for all students Integration of international academicstaff andst

10、udentsInternational student recruitment and fundingInternational Strategy can provide information, advice and guidanceto colleagues within the University on key countries and regions, existing collaborations with overseas institutions and opportunities being developed for international engagement.Th

11、e office provides information to outsidecontacts on Oxfordsinternational links and often acts as a first point of contact for overseas institutions wishing to visit Oxford University in order to discuss potential future collaborations at the institutional level. The office also co-ordinates links wi

12、ththe international alliances of which Oxford University is a member.*References are provided in the notes, and the International StrategyOfficewouldbehappytoprovide furtherdetailsandanalysis ofanytopiccoveredhere. Requestsforfurtherinformationshould be addressed to Katherine Benson at the Internati

13、onal Strategy Office, University Offices, Wellington Square, Oxford, OX12JD or via email at katherine.bensonadmin.ox.ac.uk.22ContentsIntroduction1Part One: New Developments in International Higher Education Student mobility and study abroad4a) International student mobility is shiftingwithtraditiona

14、ldestinations losing marketshare5b) Political and demographic changes continuetoshape student mobility worldwide6c) Government strategies are driving arangeofinternationalexperiencesforstudents7d) Study abroad is valued by UK and European employers8Universities as international brands9a) Internation

15、al branch campuses are expandingto include non-traditional countries10b) International engagement isincreasingly research-focused11c) Institution-industry partnerships overseas are growingand diversifying12d) The appeal of education hubsis broadening13Part Two: Case StudiesCase Study One: Technology

16、 is becoming increasinglycentral to education worldwide14a) Widening access15b) New ways of teaching16c) Internationalising access to research17d) Open access18Case Study Two: Education as a tool to achieve economicsuccess and development19a) Internationalisation to achieve other goals20b) Improving

17、 the quality of higher education21c) Professional education andjob training22References233Part One New Developments in International Higher EducationStudent mobility and study abroadInternational student mobility is shifting withtraditional destinations losing market shareOnce a barometer of bothuni

18、versity internationalisation andAt present India is the UKssecondlargest source of internationaldeclining, with Australia and Canadaincreasing in popularity alongside intra- regional mobility (those who choose to study abroad within their home region).3internationalisation of the broader economy,the

19、 presence of international students is now a core part of the student body for the worlds leading universities. The global population of students who move to another country to study continues torise, reaching almost 5 million in 2014 more than double the 2.1 million internationally mobile studentsi

20、n2000 withanannualincrease of 10%.1 The OECD has projected that, with demographic changes, international student mobility is likely to reach 8 million students per year by 2025.2After remaining largely stable over the last decade, the balance of host countries is beginning to change. Fornow, the USA

21、 remains the most popular country forinternational students, followed by the UK, Germany,France andAustralia, withhalf of all international students pursuing degrees inthese fivecountries. However,the USA and UKs traditional market share ispostgraduates (after China), but a recentBritish Council rep

22、ort indicates that demographic changes and increasing demand means that the percentage of international students from Nigeria is likely to overtake the percentage from India by 2024. It predicts that the number of Indian postgraduates in particular will form only 9% of the growth in international st

23、udent numbers to 2024 around 24,000 students compared with 29,000 postgraduates from Nigeria.8 Changes in UK visa regulations have led to a fall in the number of Indian students in the UK, as highlighted in the 2014 Trendsreport, incontrast to the USA where more than half of all international studen

24、ts come from India.9 In contrast, the number of students from China studying in UK universities is strong and growing, with a 44% increase over the next decadepredicted by the British Council.10As has been the case for the last fewyears, the most mobile studentsremain those from Asia, with China, In

25、diaand South Korea the leading source of international students.4 Almost onein six international students is Chinese, andAsianstudentsaccountfor53% ofallstudents studying abroad.5 Not all of these studentstravelfar:JapanandKoreahave high numbers of international students from neighbouring countries:

26、 81% of international students in Japanand 75% in Korea come from other East Asian countries.6 British students remain much less likely to study abroad than students of other European countries, with 6% percent spending some or all of their time working fora degree in a university overseas.75Politic

27、al and demographic changes continue toshape student mobility worldwideAsthe broad outline ofstudentmobility slowly changes, political andUniversities in Latin Americaare becoming increasinglytoday to 2.4 billion in 2050, and withasetof education systems where demand already faroutstripssupply.16Almo

28、sthalfofsub- Saharan students currently choosetostudy in South Africa, withmost of the remainder studying in France, the USA or UK and other European countries. Inthe 2014 Trends report, we predicted that the number of African students studying in the UK including Oxford would increase over the next

29、 decade, and indeed, this patternis reflected in the latest admissions figures. Over the past five years, Ghana and Nigeria have seen a doubling in the number of their students at Oxford.17demographic changes continue to shapegovernment policies towards international students. In Asia, for example,

30、ASEAN states are working to encourage domestic students to study in Asia rather than heading to western universities, and to this end, have established a Common Space of Higher Education to encourage cross-border student mobility and academic integration across Southeast Asia.11 Influenced byEuropes

31、 successful development of the Bologna Process and European Higher Education Area, a credit transfer protocol is already underway. Two new programmes to encourage student mobility within Asia have recently begun: ASEANInternational Mobility for Students and Passage to ASEAN, with the former now incl

32、uding 59 universities across seven countries, while the latter provides virtual tours andstudy tours for students across the ASEAN region.12 At present there is still a comparatively low level ofstudentmobility within the region, except between Malaysia and Indonesia which now stand as a model for t

33、he programme.13internationalised, with both inbound andoutbound student mobility growing. Brazil remains the largest source of outbound students in Latin America, closely followed by Colombia. In part this is driven by growing demand from Colombias nine million university-age students, but also by t

34、he governments National Programme for Advising Higher Education Institutions on Internationalisation and by Colombian employers who value degrees obtained overseas.14 Recent joint mobility programmes with Colombian universities include the Programa de Movilidad Acadmica, which brings Chinese student

35、s to teach Mandarin atColombianuniversitiesforoneyear.By 2013, 141 Chinese students had come to Colombia under the aegis ofthe Instituto Colombiano de Credito Educativo y Estudios Tecnicosen el Exterior (ICETEX) Programme.15Sub-Saharan Africa is also experiencinga rapidgrowth indemand, withthepopula

36、tion predicted to grow from 1 billion6Government strategies are driving a rangeof international experiences for studentsGovernment strategies have continuedto drive arangeofinternationalpostgraduates tostudyoverseas atsomeof the worlds leading universities between 2014 and 2017.21 A measure taken la

37、rgely toreverseRussiasseverebraindrainof recent years, scholarship winners will need tocommit to return to Russia and work in astate organisation orenterprise forat least three years after graduation.few years. Incontrast to brain-drain drivingsimilar programmes in Russia and Asia, the primary incen

38、tivefor Germany istoincrease their competitive advantage in business, science andindustry, and to“gainlong-term friends of Germany throughout the world”.22experiences forstudents overthe past year,with three major new initiatives announced in Russia, Germany and the USA. Russias 5/100 initiative was

39、launchedin 2012 and has been designed to boost the number of international faculty in Russian universities to 10% and international students to 15% by 2020 as part of a wider plan to develop the global competitiveness of Russian research and higher education.18 There is considerable financial backin

40、g behindthe project, whichhas twoprimaryaims: to encourage international students to study in Russia, andto have at least five Russian universities ranked in the top 100 in the world by 2020.19 To raise standards, a foundational year in Russia has beenmade aprerequisite ofuniversityentrance, with as

41、piring foreign students required to take courses in Russian language and literature at Russian universities before enrolling for a degree.20 The Ministry of Education and Science launched a new scholarship programme in 2014, which will provide$133.3m funding for 3,000 RussianInthe USA, the Institute

42、 of InternationalEducation has launched a new five-yearGermany is also pushing study abroadfor its university students, with a newprogramme, Generation Study Abroad, todoublethenumberofstudentsobtaining international experience during their degree from the present 295,000 (10% of the student populat

43、ion) to 600,000 by 2019.23 The moveprogramme thataims for half ofalldegreestudents to experience study abroad by 2020. At present, roughly a third of all German students spendsome timeat auniversity outside Germany during their degree, but the German government and Academic Exchange Service (DAAD) a

44、re working to increase this to 50%. Funding is available for 118,000 German students to study abroad each year, with further funding to support international study for 36,000 low income students and for universities to offer scholarships for a further 10,000 able students. Germany alsoaimstoincrease

45、 the numberofinternational students studying at German universities by 17% overthe nextis driven by recognition that globalisation isbothchanging the waythe worldoperates, and changing the skills and experience employers look forintheir graduate hires. The IIEisworking in partnership witha range of

46、governments, higher education institutions and companies to expand the number of opportunities for US students to study and intern abroad, whether through academic exchange partnerships, international placements or scholarships for international study.7Studyabroad is valued by UKand Europeanemployer

47、sWhile study abroad and otherinternational experiences are widelyOverall, former Erasmus studentswerefoundto be half as likely toconsidered to be valuable for students, andto develop a wide range ofsoftskills suchas inter-cultural communication, openness to new challenges, problem-solving and decisi

48、on-making skills in returnees, there has not always been a strong empirical evidence base to support efforts to broaden student internationalisation. The European Commissions2014 report on the Effectsof mobility on the skills and employability of students andtheinternationalisation of higher educati

49、on institutions found that there is clear quantitative evidence to illustrate thevalueofstudyabroad forstudents, bothin terms oftheir initial employabilityas new graduates, and on their later career development.24experience long-term unemploymentcompared to their peers who remained at their homeuniv

50、ersities, andthe effect wasa long-lasting one: five years after graduation, the unemployment rate for Erasmus alumni was 23% lower.Given the high rate of unemploymentfor Europeanyouthoverthe past decade, particularly in southern Europe, study abroad has a major impact on students chances of employme

51、nt and their opportunity tobegin an independent life after university. Employers specifically mentioned that the skills they valued in new employees included openness to new challenges, problem-solving and decision- makingallskillsthatlivingandstudyingin a new country develops with 64% stating that

52、international experiencewas an important factor in recruitingnew employees.258Part One New Developments in International Higher EducationUniversities as international brandsInternationalbranchcampusesareexpandingto include non-traditional countriesOverthe past decadeanumber ofuniversities have opene

53、d branchdegrees in accounting, business, andmanagement in 201415.29 A number of US universities are working togetherwith Tunisias Universit Montplaisir Tunis to open a $100m US university near Tunis. Education provided atthe university will be based on theUS model, and students will spend two years

54、studying in Tunis and thentwoyears at the USpartner universities, graduating with a double degree.30Other universities have prioritised expanding into non-traditional countries to provide study-abroad opportunities fortheir existing students, such as the University ofNewEnglandsnewcampusinTangier, M

55、orocco. UNE students will be able to spendasemesteroryearstudyingArabic and Moroccan history and culture in Tangier, and the universitys Moroccan programmes aim to develop students understanding of Middle-Eastern and North African culture and politics.31profiled above, which are to be openedin conju

56、nction with local partners. Over thelastsixyearsanumberofwell-known American, Australian and UK international branch campuses ceased operation, withJohns Hopkins in Malaysia closing and UCL re-evaluatingtheirbaseinAustralia.32 In mostcasesclosures have been related to economic and political changes

57、or falling enrolment numbers, while others have been impacted by changing government policy andthe withdrawal offinancialsupport bythehostgovernment.UCLchoseto withdraw from its Adelaide campus after economic and political challenges ledtoachangeinAustraliangovernment policy and a subsequent loss of

58、 support.33Othershavefaceddomesticpushback from faculty members and administrators forvarying reasons, ranging from disquiet over the political environment surrounding the new campustoconcern that focus on developing campuses overseas weakened the education provided at the home campus. Both Yale University and New York University facult