Internationalization of Education

Internationalization of Education
LARGER THEME
“The University in a Globalizing World”

The University in a Globalizing World
1. Internationalization and Globalization
2. Facets (models) of Internationalization
3. Forces that led to Internationalization of universities
4. Enablers that paved the way for wide-spread adoption of
Internationalization
5. Drivers that push, pressure and force universities to
internationalize
6. Characteristics of an Internationalized Research University
7. Towards an Internationalization Index of universities
8. The internationalization of De La Salle University

Internationalization has been there even in the middle ages
The Changing Debate on Internationalisation of Higher Education
“Internationalisation” is losing ground to “globalisation”

“Internationalisation”, the growing border-crossing
activities between national systems of higher education is
losing ground to “globalisation”, increasing border-
crossing activities of blurred national systems which is
often employed to depict world-wide trends and growing
global competition
Ulrich Teichler, “ The Changing Debate on Internationalisation of Higher Education, “Higher Education, July 2004, Volume
48, Issue 1, pp 5-26
Internationalization vs Globalization
Jane Knight, “Updating the Definition of Internationalization”

International Higher Education, Fall 2003
 Before early 1980’s --- international education

 Since early 1980’s --- internationalization
 By the 1990’s – others (global education, comparative education,
multi-cultural education)
 By 2000’s – transnational education, borderless education, cross-
border education
“ Internationalization at the national, sector, and
institutional levels …. is defined as the process of integrating an
international, intercultural, or global dimension into the purpose,
functions or delivery of postsecondary education”
Jane Knight, “Updating the Definition of Internationalization”, International Higher Education, Fall 2003
Internationalization Lemasson (2008)
… all the objectives, processes, structures, activities, and results that

bring elements of international or global information, action, and
decision-making to bear on all levels of university life,
whether in teaching, research, or service to the community
Lemasson (2008) ”Internationalization of Canadian Universities”, International Development Research Centre

(Canada), makes a similar distinction between Globalization and Internationalization
Internationalization Lemasson (2008)
an institutional process that internalizes the concept of openness to

the world in all the activities and organizational aspects of the
university
may even launch an internal transformation to prepare the

university to act more directly on the international or global scene
“Globalization” refers to the freer flow between nation-states
of goods and services, as well as of people and talent … aided
by cheaper transportation and communication costs, more relaxed immigration
policies at the borders, breaking down of various other barriers to the
unrestricted flow of goods and services, of people and talent, if not in the world,
at least in a region
GLOBALISATION
at a more subtle level --- the unrestricted flow of knowledge,

culture, values, preferences, and “ideas” … towards a
world that is “flat”
Globalization is the context of the current, emerging,
new wave of internationalization in Universities since
the early 1980’s …
Internationalization is well within the control of a
university, or a nation-state,
while globalization is an emergent phenomenon, beyond

the control of any single country, institution, or
organization
The internationalization of
De La Salle University
in an increasingly globalizing society
Internationalization
internationalize

Just as Globalization has not been uniformly embraced, nor
universally implemented, Internationalization in

universities have had different faces, different
models, different results ---- the usual winners, the
usual victims, the usual suspects …
The many facets (models) of internationalization
(Bernardo A, 2002)
Internationalism in Higher Education
Open Market Transnational Education

The many facets (models) of internationalization (Bernardo A, 2002)
Open Market Transnational Education
 Distance Education – within a country, but now more and more transnational.
To note : La Salle Open University, based in Andorra
 Locally Supported Distance Education – TEC, ULSA, DLSU?
 Twinning Programs – popular with Australia and Malaysia, Vietnam, Indonesia
… soon the Philippines
 Articulation Programs – like twinning, but more pragmatic (and market-oriented)
 Branch Campuses – not as many in 2002, but going thru an “explosive” phase right
now --- Nottingham, Monash, Chicago, INSEAD, … now even Yale, Cornell, and
Carnegie-Mellon University (special cases of Qatar and Singapore)
 Franchising Arrangements – McDonald’s, 7-11’s, and Jollibee’s in the world
 International Standards and Quality Assurance – from PAASCU to
AUNQA, from AUNQA to AUN-ASEAN QA (with DAAD/DIES, German
Rectors Conference and Rihed) – not always driven by the “open market”
The many facets (models) of internationalization (Bernardo A, 2002)
Internationalism in Higher Education
 International Student Mobility - exposing students to and preparing them for a

borderless world (inbound and outbound)
 Faculty Development and Exchange – (plus Recruitment) foster a vibrant
campus, improve quality of teaching and research, benchmarks and best-practices
 Research Collaborations – expanding university resources, improving quality of
research, internationalization of discussions and comparative studies, external funds
 Internationalizing Curricula: Foreign Language Studies – a natural draw for
foreign language and culture studies; has disappeared, now on a comback
 Internationalizing Curricula: Building International Perspectives – China
Studies, Asian Studies, American Studies, European Studies, but also … accounting,
logistics and management, literature, …
 International Networks – ASAIHL, Erasmus and Socrates, Universitas 21, …
also IFCU, ASEACCU, ACUCA, …. AUN and IALU
Approaches to Internationalization Knight 1999
Activity : discrete activities such as student/faculty exchange, international

development activities, foreign language studies, international studies, joint-degree
studies (Green 2002)
Competency : stresses development of skills, knowledge, attitudes, and values
Ethos : emphasizes a campus culture that fosters internationalization
Process : integration of an international dimension into teaching, research, and

service
Business : emphasizes the maximization of profit from international student fees
Knight, J. (1999), A Time of Turbulence and Transformation for Internationalization,

Research Monograph. Canadian Bureau for International Education
Green, M.F. (2002), Remarks for Panel Session, Paper presented at the International, Conference on Internationalisation
of Higher Education, Policy and Practice, International Association of Universities
Question :
In the case of DLSU, what have been “costs” or the

“risks” of Internationalization?
The costs and risks of Internationalization (Globalization)
 Loss of diversity in academia; also, Macdonaldization of language and instruction

 Brain drain, as opposed to brain train and brain exchange
 Playing the rankings game – where perceptions rule, and true quality and standards
lurk in the background (aka, the VP for Marketing and Communications becomes
more important than the VP for Academics and Research)
 Developing countries subsidize the employment sector and the graduate/research
programs of the Universities of the advanced countries
 New Managerialism and Taylorization of academia
 Others?
internationalization
internationalize

Forces that led to Internationalization of universities (5 “ions”)
Enablers that paved the way for wide-spread adoption of internationalization
Drivers that push, pressure and force universities to internationalize

Forces that led to Internationalization of universities - Massification
 refers to the opening-up of higher education to a broader sector of society
 refers to the opening-up of higher education to a broader sector of society
 higher education used to be largely reserved for the intellectual and academic elite
 meant responding to the diverse needs of a huge sector of society, of different
academic, social, and cultural backgrounds, different financial capabilities (to travel,
for example),
 implied need to prepare students for a wide range of professions/careers and
possibilities of post-university life
 far-reaching (game-changing) consequences in the design of academic structures,
curricula, academic infra-structure, university governance, …
 Massification has exposed universities to the “lure” of

the student market – forever changing their mandate,
from one that was elitist, to a new order that was more
in touch with the changes in society … for example,
globalization …
Forces, Enablers, and Drivers
 massification is at the core of our beliefs and traditions

as a network of Lasallian schools and Universities
 Agree?
Forces that led to Internationalization of universities - Commoditization
 refers to the shift to viewing education (especially university education) as a product
to be paid for, students as consumers, and faculty members and the rest of academia
as elements of a manufacturing industry
 refers to the shift to viewing education (especially university education) as a product
to be paid for, students as consumers, and faculty members and the rest of academia
as elements of a manufacturing industry
 education used to be largely regarded as a “public good”, even when a huge segment
of education was delivered by (non-profit, possibly religious) private schools
 commoditization was not exactly a “social wave” that has emerged naturally, and that
schools had no choice but be engulfed and be drowned in it; it is supported by
modern development-oriented institutions (e.g. World Bank and the ADB) that came
with the dwindling of state resources for tertiary education
 It is not inherently “negative” – by treating education as a commodity that consumers
(students and their parents) would choose and pay for, the general quality of
education will likely increase
 Commoditization has set-up universities to be

responsive to the huge student market and has put
pressure on universities to seek out the real needs of
students, as well as the other stakeholders (industry,
government, region), and to respond adequately to them
 Internationalization would not be too far down the road ...
 De La Salle University is probably the “benchmark” for

commoditization of education in the Philippines --- in a
positive sense, we hope …
Forces that led to Internationalization of universities - Corporatization
 refers to the transformation of universities into institutions that are run like a private
corporation – essentially a good thing. Less wastage of resources, more efficient
processes, more professionally-run “academic(business)” processes
 refers to the transformation of universities into institutions that are run like a private
corporation – essentially a good thing. Less wastage of resources, more efficient
processes, more professionally-run “academic(business)” processes
 Board of Trustees, marketing offices, strategic plans, accounting control and audit, key
performance indicators, quality assurance, market-driven programs, appointment of
“professional” academic managers, keen monitoring of the “bottom-line”, drive towards
student population growth and expansion of campuses, …
 education used to be largely regarded as “owned by the faculty members”, and
Presidents used to be eminent scholars and long-time professors. Not quite, anymore.
 Sometimes referred to as “new managerialism” and “Taylorization” … which are almost
necessarily derogatory …
 Corporatization, being very process- and results-oriented,

and less emotionally attached to “academic freedom” and
purity of research and scholarship, made universities
more “open” to the various possibilities offered by
“internationalization”, and also, to the lure of the huge
student market brought about by massification and
globalization
 De La Salle University is probably again the “benchmark”

for corporatization of education in the Philippines --- in a
positive sense, we always hope …
 Agree?
Forces that led to Internationalization of universities - Globalization
 refers to the evolution of a world order, where national borders begin to blur, and
goods, services, people and talent are able to move more freely
 refers to the evolution of a world order, where national borders begin to blur, and
goods, services, people and talent are able to move more freely
 A University used to respond solely to the needs of a country, or the immediate society
in which it is situated
 As the world gets flat, the scope and mandate of the University are no longer limited to
the national territory
 Even Universities that are heavily directed by the state are often also pushed to open-
up and internationalize.
 Globalization has not only lured universities (and

countries) to the huge student market, but has also
loosened the grip of the state on the activities, programs
and projects of universities (autonomy from state)
 in numerous cases, it is even the state that thrusts their
universities into the global arena
Forces that led to Internationalization of universities - Knowledge Production (mode 2)
 refers to the shift from Mode 1 (largely disciplinal research) to Mode 2 (multi, inter, and
trans-disciplinary) research
 refers to the shift from Mode 1 (largely disciplinal research) to Mode 2 (multi, inter, and
trans-disciplinary) research
 Typically in Mode 2, the research themes are more aligned with the current needs of the
world, or of the society in which the universities are situated (as opposed to Mode 1 that
had a lot of room for theoretical research studies, and “knowledge for knowledge sake”)
 the shift encourages research collaboration, to include researchers from outside one’s
institution and country (Bernardo, 2011)
 Mode 2 Knowledge Production is being more and more

practiced in Universities, partly because this is the
preferred mode of development agencies as sources of
external funds (e.g. IDRC, JICA, USAID, AUSAID, GTZ)
and regional blocs (e.g. European Union)
 provides a solid basis for the internationalization of
research in universities
 “Lasallians in the World solving Real Problems of the

World” – research agenda of the IALU
 Massification
 Commoditization
DLSU
 Corporatization
 Globalization
 Knowledge Generation (mode 2 research)
No surprise that DLSU is taking the path of Internationalization…

 Massification
 Commoditization
DLSU
 Corporatization
 Globalization
 Knowledge Generation (mode 2 research)
 IT and the Web – bring people virtually closer together
 English – lingua franca of internationalization
 Student mobility as the initial driver
 Credit transfer
 Dwindling state-support for tertiary education (worldwide)
 Rankings as a student-mobility game that universities are forced to play
 Quality Assurance and International Accreditation
 IT and the Web – bring people virtually closer together
- research collaboration
- co-directed joint thesis advising
- virtual classrooms
- OCW (Open CourseWare) and MOOC (massive open online course)
- also syllabus-browsing by students, exchange of experiences, etc.
 English – lingua franca of internationalization (as a tandem for ICT/Web)
 Others??? – reduced cost of travel, relaxed Visa rules, improved economies …

 Student mobility as the initial driver

 Credit transfer
 Dwindling state-support for tertiary education (worldwide)
 Rankings as a student-mobility game that universities are forced to play
 Quality Assurance and International Accreditation
 Others?
• CHED, ASEAN
• AUN, IALU, also IFCU, ASEACCU, ACUCA …
internationalize

“A world class university”according to Jamil Salmi
high concentration of talent
abundance of resources favorable governance
Jamil Salmi
“The Challenge of Establishing World-Class Universities”
published by the World Bank, Washingto D.C., 2009
“A world class university”according to Jamil Salmi
high concentration of talent
Students
Teaching staff
Researchers
(Internationalization)
graduates research output
technology transfer
favorable governance
Supportive regulatory framework
abundance of resources Autonomy
Public budget resources Academic freedom
Endowment revenues Leadership team
Tuition fees Strategic vision
Research grants Culture of excellence
Characteristics of Emerging Global Model (EGM) for Research Universities
1. Global Mission
2. Increasing Intensity of Knowledge Production
3. Changes in the Academic Profession
4. Diversified Funding
5. Shifting Relationship among Universities and Government,
Business, and Society
6. Worldwide Recruitment
7. Increasing Complexity of University Organization
8. Global Collaboration
Mohrman K, Ma, W. and Baker D (2007), “The Emerging Global Model of the Research University”, Higher Education in the New Century,
Altbach PG and Peterson PM (Eds), Center for International Higher Education of Boston College and SensePublishers
research university
1. Global Mission
5. Shifting Relationship among Universities and Government, Business, and Society
Rate DLSU for each of the 8 dimensions ..
Rating : 1 (lowest) …….. 5 (highest)

1. Global Mission
Rate DLSU for each of the 8 dimensions ..
Rating : 1 (lowest) …….. 5 (highest)
1. Not even being considered

2. Being discussed, but not among its priorities
3. Inching its way there
4. Almost there
5. There na!
Emerging Global Model (EGM) for Research Universities
1. Global Mission
EGM universities see their mission as transcending the boundaries

of the nation-state, educating for global perspectives, and
advancing the frontiers of knowledge worldwide

1. Global Mission
EGM institutions are increasingly more research-incentive, using

scientific methods in disciplines outside the sciences

1. Global Mission
Faculty members, as producers of new knowledge, are assuming new roles, shifting
from traditional independent patterns of inquiry to becoming members of team-
oriented, cross-disciplinary, and international partnerships, with research directed
more often than before toward real-world problems
1. Global Mission
The research enterprise is extremely costly. Universities are going
beyond government support and student contributions to diversify
their financial base with funding from corporations and private
donors, competitive grants for technology innovation, and the
creation of for-profit businesses as spin-offs of research
enterprises

1. Global Mission
New relationships are being created among universities,

governments, and corporations to advance economic development
and to produce knowledge for the social good
1. Global Mission
Universities are adopting worldwide recruitment strategies for

students, faculty, and administrators

1. Global Mission
Universities require greater internal complexity directed toward

research, such as inter-disciplinary centers, integration of research
elements in student training programs, and greater technological
infrastructure for discovery
1. Global Mission
Universities participate with international NGOs and multi-

governmental organizations in support of collaborative research,
student and faculty mobility, and the validation of international
stature
internationalize

Internationalization Index for Universities
 Articulation and Commitment to Internationalization
 Organization and Infrastructure
 Internationalization of Faculty Members
 Internationalization of Research in the University
 International Students on Campus
 Overseas Exposure of DLSU Students
 Internationalization of Academic Programs and Curricula
 Internationalization of Standards and Processes
Green, M. (2005) Measuring Internationalization in Research Universities,

American Council on Education, funded by the Ford Foundation

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Internationalization of Education

“The University in a Globalizing World”

8. The internationalization of De La Salle University

“Internationalisation” is losing ground to “globalisation”

Jane Knight, “Updating the Definition of Internationalization”

 Before early 1980’s --- international education

… all the objectives, processes, structures, activities, and results that

Lemasson (2008) ”Internationalization of Canadian Universities”, International Development Research Centre

an institutional process that internalizes the concept of openness to

may even launch an internal transformation to prepare the

at a more subtle level --- the unrestricted flow of knowledge,

while globalization is an emergent phenomenon, beyond

8. The internationalization of De La Salle University

universally implemented, Internationalization in

Internationalism in Higher Education

Open Market Transnational Education

Open Market Transnational Education

Internationalism in Higher Education

 International Student Mobility - exposing students to and preparing them for a

Activity : discrete activities such as student/faculty exchange, international

Competency : stresses development of skills, knowledge, attitudes, and values

Ethos : emphasizes a campus culture that fosters internationalization

Process : integration of an international dimension into teaching, research, and

Business : emphasizes the maximization of profit from international student fees

Knight, J. (1999), A Time of Turbulence and Transformation for Internationalization,

In the case of DLSU, what have been “costs” or the

 Loss of diversity in academia; also, Macdonaldization of language and instruction

8. The internationalization of De La Salle University

Enablers that paved the way for wide-spread adoption of internationalization

Drivers that push, pressure and force universities to internationalize

 Massification has exposed universities to the “lure” of

Forces that led to Internationalization of universities - Massification

 massification is at the core of our beliefs and traditions

 Commoditization has set-up universities to be

 De La Salle University is probably the “benchmark” for

 Corporatization, being very process- and results-oriented,

 De La Salle University is probably again the “benchmark”

 Globalization has not only lured universities (and

 Mode 2 Knowledge Production is being more and more

 “Lasallians in the World solving Real Problems of the

No surprise that DLSU is taking the path of Internationalization…

 IT and the Web – bring people virtually closer together

 English – lingua franca of internationalization (as a tandem for ICT/Web)

 Others??? – reduced cost of travel, relaxed Visa rules, improved economies …

Drivers that push, pressure and force universities to internationalize

 Student mobility as the initial driver

8. The internationalization of De La Salle University

abundance of resources favorable governance

graduates research output

Rating : 1 (lowest) …….. 5 (highest)

Rating : 1 (lowest) …….. 5 (highest)

1. Not even being considered

EGM universities see their mission as transcending the boundaries

2. Increasing Intensity of Knowledge Production

EGM institutions are increasingly more research-incentive, using

3. Changes in the Academic Profession

5. Shifting Relationship among Universities and Government, Business, and Society

New relationships are being created among universities,

Universities are adopting worldwide recruitment strategies for