1. My perspective on becoming part of the global workforce
Professor Acram Taji
Queensland University of Technology
AUSTRALIA

2. What will I cover? Some Background information Some statistics
Attributes of a global workforce
Bologna Declaration/ agenda
APEC agenda
ASEAN agenda
Key components of Internationalisation
Examples from around the globe
Endnotes

3. Our place under the sun

4. Faculties at QUT Six Faculties Business Creative Industries Education
Health
Law
Science and Engineering

5. Background
Brisbane
Australia’s fastest growing city with a population of 1.7 million
26% of residents born overseas
over 15% speak a language other than English
QUT
in the top 10 universities in Australia
Total number of students
44,040
International students
6,806
Domestic students
37,234

6. Why are we here?  J J J J J J J J JJ J J J J
Students are the reason we are all here - it is that simple. 
J J J J J J J J JJ J J J J
With a group of international students at QUT

7. Why are the students here?
To better themselves- Education is linked with economic prosperity
To become more globally connected and competitive
To become equipped with skills, knowledge and attributes to help them in solving global issues and succeed in the international arena
To gain transferable skills which can be used and be value added in a new domain
To develop intercultural skills enabling them to become engaged global citizens

8. Key to success Language proficiency in two languages to enable us to:
interact well with people from anywhere in the world
write well
appreciate and understand the culture of places we visit
enjoy life when living abroad

9. Attributes of a global workforce
In addition to knowledge of the field and speaking another language
Communication skills
Global perspective
Information literacy
Lifelong learning
Problem solving
Social responsibility
Team work
Mr Jin Chang undertaking his PhD at QUT to become part of the global workforce.

10. The four Cs of success Communication skills
Critical/ creative thinking
Computing skills
Contemplation/ cogitation
Teaching in China in 2010

11. The four Ds of success Dedication Determination Devotion Discipline
Group of QUT’s Bhutanese PhD students

12. The four Es of success Energetic Enthusiastic Eloquent Empathy
Group of Meiji University students in Japan working towards becoming part of the global workforce

13. The four Fs of success Focus Fun Fruitful Forceful
Lecturing in Thailand in 2011

14. The four Is of success Imagination Innovation Improvisation Imitation
My PhD graduates are part of the global workforce

15. The four Ps of success Passion Patience Persistence/Perseverance
People
My own daughter is part of the global workforce

16. Bologna Declaration
The Bologna Process launched the European Higher Education Area in 2010, in which students can choose from a wide and transparent range of high quality courses and benefit from smooth recognition procedures. The Bologna Declaration of June 1999 put in motion a series of reforms needed to make European Higher Education more compatible and comparable, more competitive and more attractive for Europeans and for students and scholars from other continents. Reform was needed then and reform is still needed today if Europe is to match the performance of the best performing systems in the world.

17. Objectives of Bologna Process
The three overarching objectives of the Bologna process are:
introduction of the three cycle system (Bachelor/Master/Doctorate)
quality assurance and
recognition of qualifications and periods of study
Further changes in 2010 under the Bucharest Communiqué ( ):
City of Blogna in Italy

18. Bucharest Communiqué (2010-2020)
quality higher education system
Adopting a two- or three-cycle system of study (BA, MA, PhD)
Promoting students and staff mobility
Introducing a credit system (European Credit Transfer and Accumulation System- ECTS) for the assessment of study performance
The Recognition of levels: adopting a system of easily identifiable and comparable levels
The Active involvement of higher education institutions, teachers and students in the Bologna Process and student participation in the management of higher education
Promoting a European dimension in higher education
Promoting the attractiveness of the European higher education area
Lifelong learning
A European higher education area and a European research area – two pillars of a society based on knowledge

19. Countries participating in the Bologna Process
Almost 50 countries participate in Bologna Process these are: Albania, Andorra, Armenia, Austria, Azerbaijan, Belgium (Flemish and French Community), Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, the "Former Yugoslav Republic of Macedonia", France, Georgia, Germany, Greece, the Holy See, Hungary, Iceland, Ireland, Italy, Kazakhstan, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Moldova, Montenegro, the Netherlands, Norway, Poland, Portugal, Romania, the Russian Federation, Serbia, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Turkey, Ukraine and the United Kingdom. In addition, The European Commission is a voting member of the Follow-up Group.

20. APEC higher education reforms
Asia-Pacific Economic Cooperation Higher Education reforms are for:
Partnership and collaboration- Sharing best practices
Increasing consistency and transparency in higher education regulations
Quality Assurance
Accreditation- Course mobility
Comparability of degrees and programs- Facilitate the mobility of skilled labour
Cross border exchange- Staff and students
Cross border data collection/research
Leading to double-badged degrees
Offshore joint campuses

21. ASEAN
Association of Southeast Asian Nations consisted of 10 countries- A geo-political and economic organisation
Established on the 8th August Thailand, Indonesia, The Philippines, Singapore and Malaysia- Declaration signed in Bangkok (Bangkok Declaration)
Expanded to include Brunei, Burma, Cambodia, Laos and Vietnam
Covers 3% of total land area of earth
About 9% of world’s population
Total GDP growth more than US$1.3 trillion
Ninth largest economy after US, China, Japan, Germany, France, Brazil, UK and Italy
ASEAN Countries
ASEAN Flag

22. ASEAN a new powerhouse Fundamental principles of ASEAN Treaty
Mutual respect for the independence, sovereignty, equality, territorial integrity, and national identity of all nations
The right of every State to lead its national existence free from external interference, subversion or coercion
Non-interference in internal affairs
Settlement of differences or disputes in a peaceful manner
Renunciation of the threat or use of force
Effective regional cooperation
The flag of 10 ASEAN nations
ASEAN Secretariat in Jakarta

23. Key focus for ASEAN Economic integration Peace and regional stability
Nuclear-weapon free zone
Free trade agreement (FTA)- signed in 2009
Protection of environment including wild life enforcement network (Climate change)
Currency swap- known as Chiang Mai Initiative
Establishment of ASEAN Economic Community by 2015
Single aviation market
Foreign direct investment (FDI)
Intra-ASEAN travel- commenced in 2010
ASEAN University Network

24. ASEAN University Network (AUN)
Founded in 1995
27 participating universities from the 10 nations.
Sharing knowledge and experience
Staff and student exchange
Joint curriculum development
Cooperation in ICT
Quality assurance for AUN leading to harmonisation of degree programs

25. Internationalisation
Becoming part of the global workforce starts with our home universities through internationalisation of our campuses. Internationalisation is about aligning and integrating institutions’ policies, procedures and degree programs initiatives

26. Internationalisation
Internationalisation at home: activities that help students develop international understanding and intercultural skills-e.g. curriculum related
Internationalisation abroad: all forms of education crossing borders, mobility of students, academics, scholars, courses, curriculum, projects- mobility related

27. Key components of internationalisation
Institutional commitment
Administrative structures and staff
Curriculum, co-curriculum and learning outcomes
Policies, procedures and practices
Student mobility
Collaboration and partnership

28. Components of internationalisation
Institutional commitment
Mission statement
Strategic plans
Internationalisation plan
Campus wide committees to help implement plans- (e.g. ILG at QUT)
Formally assess the impact /progress of internationalisation
Administrative structures and staff to implement plans
Full-time professional and academic staff who coordinate internationalisation activities (e.g. DVC International, A/Dean International or Managers International Engagement)

29. Components of internationalisation continued…
Curriculum, co-curriculum and learning outcomes
Units/ courses that feature global trends and issues
Requirement of competency in a foreign language by graduation
Bench-marking aimed at curriculum and pedagogy improvements
International festivals or events on campuses (e.g. ISS at QUT)
Programs to integrate domestic and international students (e.g. East-West at QUT)
Policies, procedures and practices
International experience for selection and promotion of academic staff
Reward and recognition for international engagement (e.g. VC’s Award at QUT)
Professional development funding for staff to travel overseas for conferences and research collaboration
Workshops on internationalising curriculum and global learning assessment
Use of technologies to enhance international dimension of courses- e.g. ICT

30. Components of internationalisation continued…
Student mobility
Education abroad (both undergraduate and HDR students)
Study abroad (year long)
Semester exchange (semester long)
Short term mobility (e.g. one to six weeks)
International students
Scholarships for international students especially for HDR students
Strategic international students recruitment (staff, agents, etc.)
Support services on campus (Language Development Programs, etc.)
Integration (international and domestic students interaction)
Alumni chapters

31. Components of internationalisation continued…
Collaboration and partnership
Partnerships
Creating and managing partnership
Campus-wide guidelines for developing and approving partnership or evaluating the efficacy of the existing ones
International collaboration programs
Joint academic degrees and programs- e.g. joint PhD
Offshore programs
Degrees and programs offered outside the home country in collaboration with a host university
Branch campuses

32. Summarising key aspects of internationalisation
Mobility of students
Strengthening international research collaboration
Mobility of academic staff
International dimension in curriculum
International development projects
Joint academic programs

33. Internationalisation in Australia
Three waves are identified:
First wave- Colombo Plan- Focus on aid
Second wave- Focus on trade- Internationalisation as an export industry
Third wave- Focus on broader and deeper conception of international education integration:
Faculty and research links
Doctoral studies
Wider disciplinary representation
Australian student study abroad (including short term mobility)
Transnational education with partners in overseas countries

34. Reasons for internationalisation
Teaching and research collaboration
Academic standards and quality
Research projects/ grants
Curriculum development
International and intercultural understanding
Promotion and profile of institution
Diversify source of staff and students
Regional issues and integration
International student recruitment
Diversify income generation

35. Other aspects of internationalisation
Development of twinning/joint programs
Establishment of branch campuses- risky venture
Establishment of joint research centres (shared Infrastructure)
Commercial export/import of education programs
Extracurricular activities for international students

36. The fastest expanding aspects of internationalisation
Mobility of students/academic staff
International research collaboration
Recruitment of international students- slowing down rapidly especially from markets such as China and India
External education and use of ICT (My experience with LEAFSE project)
Institutional agreements
Quality assurance, academic standards and recognition of degrees

37. Obstacles to successful and sustainable internationalisation
In order of priority:
Lack of financial support
Lack of policy/strategy to facilitate the process
Competing priorities
Insufficiently trained or qualified staff to guide the process
Administrative inertia or difficulties
Issue of non-recognition of work done abroad
Lack of opportunities
Lack of reliable and comprehensive information
Lack of understanding of what is involved

38. Opportunities Education increasingly important in a knowledge economy
Stronger regional cooperation (e.g. the development of the European Higher Education System (Bologna Declaration) or ASEAN Universities Network)
Increase demand for education and research to solve increasingly complex global problems (e.g. climate change)
New and deeper forms of international cooperation
New dimensions and perspectives gained through entering the global educational market place

39. Risks of internationalisation
Brain drain (cf. Brain circulation!)
Loss of cultural identity
Risk to preservation and promotion of local languages- Programs in English (cf. Bilingual campuses)
Increased cost

40. Examples of the types of programs and initiatives funded by governments:
Participation and memberships in international associations
Student exchange programs
Centres of Excellence program
Sending researchers abroad and inviting foreign researchers
Scholarships for international students
Capacity building and other development cooperation programs
Grants to introduce international content into curriculum
Establishment of Education Support Offices abroad
Co-financing for international scientific research projects
Foreign Sabbaticals and Doctoral/ Postdoctoral works abroad
Student internships in foreign countries
Global Classroom initiative

41. Global classroom initiative- Canada
The objectives of the GCI are to:
encourage the integration of a global perspective in teaching
increase knowledge of international development and cooperation issues and help teachers deliver related resources and curricula
instilling an understanding of global interdependence and Canada's responsibilities as a member of the global village
instilling a sense of global citizenship and increase awareness of the difference that individual and collective actions can make on issues of global importance
raise awareness of the role Canada and Canadians play in international development assistance

42. National level policies-I
Egyptian Ministry of Higher Education reform strategy and enhancement programs
Commitment of South Africa Universities’ Vice-Chancellors’ Association and Committee of Technikon President
Hong Kong government mandate to make Hong Kong “Asia’s World City”
Japanese government “Global 30” project to receive 300,000 international students by 2020
Policy towards qualification/degree recognition of Mongolian graduates
Croatia Law on Scientific Research and Higher Education

43. National level policies-II
Denmark government focus on implementation of Bologna Declaration, Diploma Supplement, European Credit Transfer System (noted by many European countries)
Finland Ministry of Education update of International Strategy for Higher Education
German Academic Exchange Service (Deutscher Akademischer Austausch Dienst = DAAD)
Netherlands Policy of Ministry of Education, Culture and Sciences supported by Ministry of Economic Affairs and the Ministry of Foreign Affairs/Development Cooperation

44. National level policies-III
Russian Council of Academic Mobility
Commissions of Internationalisation of Mexican Rectors Conference and Federation of Private Mexican Universities
Canadian Education Centres Network for student recruitment
Australian Education International for export of education
Education New Zealand for export of education
It is important to note that it is not just the Ministries of Education / Higher Education but rather a number of government agencies and ministries are driving the internationalisation of higher education agenda.

45. Universitas 21 http://www.universitas21.com/
Established in 1997 is an international network of 21 leading research-intensive Universities across the globe
in 16 countries
enrolling over 700,000 students
employ over 130,000 staff
have over 2 million alumni 
their collective budgets amount to over US$15bn
annual research grant income of over US$4bn 
their purpose is to facilitate collaboration and cooperation between the member universities and to create opportunities for them on a scale that none of them would be able to achieve independently or through traditional bilateral alliances
Their core underlying principle is a global focus and perspective with commitment to excellence

46. Matariki Network of Universities(MNU) Partnering for a better world
MNU is a select international group of outstanding universities has been established to enable the universities to enhance diversity, to share ideas and expertise, and to learn international best practice from each other. They believe that the best education for individuals with the greatest potential – tomorrow’s leaders – requires participation in a close-knit scholarly community, learning directly from the world’s best scholars and from each other. This enables people to develop their full potential, including the personal attributes and skills necessary to succeed in life and contribute to the global community.
Members are:
Dartmouth College, USA
Durham University, UK
Queen’s University, Canada
University of Otago, New Zealand
University of Tubingen, Germany
University of Western Australia, Australia
Uppsala University, Sweden

47. International strategic technology alliance
International Strategic Technology Alliance (ISTA) was founded in ISTA is an international collaboration and partnership platform among 24 renowned tertiary education institutions in China and the world.
ISTA was established with support from the Ministry of Education of China to achieve the following goals:
leverage the expertise of renowned tertiary education institutions worldwide.
promote intellectual exchange and cooperation among its member institutions in applied R &D
foster technology transfer and commercialisation of products
provide an open platform for the exchange of best practices
enhance the international networking and collaboration of the members

48. Erasmus Mundus
Erasmus Mundus is a cooperation and mobility program in the field of higher education that aims to enhance the quality of European higher education and to promote dialogue and understanding between people and cultures through cooperation with Third-Countries.
Objectives:
Erasmus Mundus is a cooperation and mobility program in the field of higher education for:
the enhancement of quality in European higher education;
the promotion of the European Union as a centre of excellence in learning around the world;
the promotion of intercultural understanding through cooperation with Third Countries as well as for the development of Third Countries in the field of higher education.

49. The NewRoutePhD
The NewRoutePhD™ is an integrated program of postgraduate training which combines research with a structured program of advanced training in discipline specific and generic skills.
NewRoutePhD™ was developed with full support of the UK Government, the Higher Education Funding Council of England (HEFCE) and the British Council has been taken up by leading UK Universities across a range of disciplines.
Universities involved are: Birkbeck College- University of London, Brunel, Heriot-Watt, Hull, Kent, Newcastle and Portsmouth
Subject-specific research modules, giving depth and clarity in the research area
Interdisciplinary studies to broaden subject knowledge
Generic skills’ development in:
Presentation and communication skills Research Ethics
Media skills Technology transfer
Successful “grantsmanship” Teaching
Enterprise & spin-out companies IT and Web skills
Language skills Interpersonal communication
Team building Management Career planning

50. Examples of bilingual campuses
Saudi Arabia- King Abdullah University of Science and Technology
Kuwait- University of Kuwait
Abu Dhabi- United Arab Emirates University
Dubai- Zayed University
Iran- Kish Island Free Zone University
Korea- ICU / KAIST
Thailand- Sirindhorn International Institute of Technology (SIIT) Thammasat
Universite de Montreal in Canada
Many Colleges and Universities in Europe
These universities are positioning for global prominence

51. Sri Lanka Ministry of Higher Education in Sri Lanka
The University Grants Commission (UGC)
Ministry of Higher Education Science and Technology

52. Words of wisdom
I believe that education is not just about job skills but about teaching people to be good global citizens, is about building cohesive societies and is about caring for the environment and for each other. Remember that what we do today will shape our tomorrow.

53. Think about it
What was the most important take home message from this lecture?
Flinders University Distinguished Alumnus in 2006

54. Iranian government’s highest Science and Technology Award, February 2007
Australian Award for University Teaching, November 1997

55. Thank you for your attention
Professor (Mrs) Acram Taji
Queensland University of Technology
GPO Box 2434
Brisbane, Qld., 4001, AUSTRALIA
Phone:
CRICOS No J