Presentation on theme: "My perspective on becoming part of the global workforce"— Presentation transcript:
1 My perspective on becoming part of the global workforce Professor Acram TajiQueensland University of TechnologyAUSTRALIA
2 What will I cover? Some Background information Some statistics Attributes of a global workforceBologna Declaration/ agendaAPEC agendaASEAN agendaKey components of InternationalisationExamples from around the globeEndnotes
4 Faculties at QUT Six Faculties Business Creative Industries Education HealthLawScience and Engineering
5 BackgroundBrisbaneAustralia’s fastest growing city with a population of 1.7 million26% of residents born overseasover 15% speak a language other than EnglishQUTin the top 10 universities in AustraliaTotal number of students44,040International students6,806Domestic students37,234
6 Why are we here? J J J J J J J J JJ J J J J Students are the reason we are all here - it is that simple.J J J J J J J J JJ J J J JWith a group of international students at QUT
7 Why are the students here? To better themselves- Education is linked with economic prosperityTo become more globally connected and competitiveTo become equipped with skills, knowledge and attributes to help them in solving global issues and succeed in the international arenaTo gain transferable skills which can be used and be value added in a new domainTo 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 worldwrite wellappreciate and understand the culture of places we visitenjoy life when living abroad
9 Attributes of a global workforce In addition to knowledge of the field and speaking another languageCommunication skillsGlobal perspectiveInformation literacyLifelong learningProblem solvingSocial responsibilityTeam workMr Jin Chang undertaking his PhD at QUT to become part of the global workforce.
10 The four Cs of success Communication skills Critical/ creative thinkingComputing skillsContemplation/ cogitationTeaching 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 PeopleMy own daughter is part of the global workforce
16 Bologna DeclarationThe 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 andrecognition of qualifications and periods of studyFurther changes in 2010 under the Bucharest Communiqué ( ):City of Blogna in Italy
18 Bucharest Communiqué (2010-2020) quality higher education systemAdopting a two- or three-cycle system of study (BA, MA, PhD)Promoting students and staff mobilityIntroducing a credit system (European Credit Transfer and Accumulation System- ECTS) for the assessment of study performanceThe Recognition of levels: adopting a system of easily identifiable and comparable levelsThe Active involvement of higher education institutions, teachers and students in the Bologna Process and student participation in the management of higher educationPromoting a European dimension in higher educationPromoting the attractiveness of the European higher education areaLifelong learningA 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 practicesIncreasing consistency and transparency in higher education regulationsQuality AssuranceAccreditation- Course mobilityComparability of degrees and programs- Facilitate the mobility of skilled labourCross border exchange- Staff and studentsCross border data collection/researchLeading to double-badged degreesOffshore joint campuses
21 ASEANAssociation of Southeast Asian Nations consisted of 10 countries- A geo-political and economic organisationEstablished 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 VietnamCovers 3% of total land area of earthAbout 9% of world’s populationTotal GDP growth more than US$1.3 trillionNinth largest economy after US, China, Japan, Germany, France, Brazil, UK and ItalyASEAN CountriesASEAN 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 nationsThe right of every State to lead its national existence free from external interference, subversion or coercionNon-interference in internal affairsSettlement of differences or disputes in a peaceful mannerRenunciation of the threat or use of forceEffective regional cooperationThe flag of 10 ASEAN nationsASEAN Secretariat in Jakarta
23 Key focus for ASEAN Economic integration Peace and regional stability Nuclear-weapon free zoneFree trade agreement (FTA)- signed in 2009Protection of environment including wild life enforcement network (Climate change)Currency swap- known as Chiang Mai InitiativeEstablishment of ASEAN Economic Community by 2015Single aviation marketForeign direct investment (FDI)Intra-ASEAN travel- commenced in 2010ASEAN University Network
24 ASEAN University Network (AUN) Founded in 199527 participating universities from the 10 nations.Sharing knowledge and experienceStaff and student exchangeJoint curriculum developmentCooperation in ICTQuality 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 relatedInternationalisation abroad: all forms of education crossing borders, mobility of students, academics, scholars, courses, curriculum, projects- mobility related
27 Key components of internationalisation Institutional commitmentAdministrative structures and staffCurriculum, co-curriculum and learning outcomesPolicies, procedures and practicesStudent mobilityCollaboration and partnership
28 Components of internationalisation Institutional commitmentMission statementStrategic plansInternationalisation planCampus wide committees to help implement plans- (e.g. ILG at QUT)Formally assess the impact /progress of internationalisationAdministrative structures and staff to implement plansFull-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 outcomesUnits/ courses that feature global trends and issuesRequirement of competency in a foreign language by graduationBench-marking aimed at curriculum and pedagogy improvementsInternational 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 practicesInternational experience for selection and promotion of academic staffReward and recognition for international engagement (e.g. VC’s Award at QUT)Professional development funding for staff to travel overseas for conferences and research collaborationWorkshops on internationalising curriculum and global learning assessmentUse of technologies to enhance international dimension of courses- e.g. ICT
30 Components of internationalisation continued… Student mobilityEducation abroad (both undergraduate and HDR students)Study abroad (year long)Semester exchange (semester long)Short term mobility (e.g. one to six weeks)International studentsScholarships for international students especially for HDR studentsStrategic 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 partnershipPartnershipsCreating and managing partnershipCampus-wide guidelines for developing and approving partnership or evaluating the efficacy of the existing onesInternational collaboration programsJoint academic degrees and programs- e.g. joint PhDOffshore programsDegrees and programs offered outside the home country in collaboration with a host universityBranch campuses
32 Summarising key aspects of internationalisation Mobility of studentsStrengthening international research collaborationMobility of academic staffInternational dimension in curriculumInternational development projectsJoint academic programs
33 Internationalisation in Australia Three waves are identified:First wave- Colombo Plan- Focus on aidSecond wave- Focus on trade- Internationalisation as an export industryThird wave- Focus on broader and deeper conception of international education integration:Faculty and research linksDoctoral studiesWider disciplinary representationAustralian student study abroad (including short term mobility)Transnational education with partners in overseas countries
34 Reasons for internationalisation Teaching and research collaborationAcademic standards and qualityResearch projects/ grantsCurriculum developmentInternational and intercultural understandingPromotion and profile of institutionDiversify source of staff and studentsRegional issues and integrationInternational student recruitmentDiversify income generation
35 Other aspects of internationalisation Development of twinning/joint programsEstablishment of branch campuses- risky ventureEstablishment of joint research centres (shared Infrastructure)Commercial export/import of education programsExtracurricular activities for international students
36 The fastest expanding aspects of internationalisation Mobility of students/academic staffInternational research collaborationRecruitment of international students- slowing down rapidly especially from markets such as China and IndiaExternal education and use of ICT (My experience with LEAFSE project)Institutional agreementsQuality assurance, academic standards and recognition of degrees
37 Obstacles to successful and sustainable internationalisation In order of priority:Lack of financial supportLack of policy/strategy to facilitate the processCompeting prioritiesInsufficiently trained or qualified staff to guide the processAdministrative inertia or difficultiesIssue of non-recognition of work done abroadLack of opportunitiesLack of reliable and comprehensive informationLack 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 cooperationNew dimensions and perspectives gained through entering the global educational market place
39 Risks of internationalisation Brain drain (cf. Brain circulation!)Loss of cultural identityRisk 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 associationsStudent exchange programsCentres of Excellence programSending researchers abroad and inviting foreign researchersScholarships for international studentsCapacity building and other development cooperation programsGrants to introduce international content into curriculumEstablishment of Education Support Offices abroadCo-financing for international scientific research projectsForeign Sabbaticals and Doctoral/ Postdoctoral works abroadStudent internships in foreign countriesGlobal Classroom initiative
41 Global classroom initiative- Canada The objectives of the GCI are to:encourage the integration of a global perspective in teachingincrease knowledge of international development and cooperation issues and help teachers deliver related resources and curriculainstilling an understanding of global interdependence and Canada's responsibilities as a member of the global villageinstilling a sense of global citizenship and increase awareness of the difference that individual and collective actions can make on issues of global importanceraise 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 programsCommitment of South Africa Universities’ Vice-Chancellors’ Association and Committee of Technikon PresidentHong Kong government mandate to make Hong Kong “Asia’s World City”Japanese government “Global 30” project to receive 300,000 international students by 2020Policy towards qualification/degree recognition of Mongolian graduatesCroatia 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 EducationGerman 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 MobilityCommissions of Internationalisation of Mexican Rectors Conference and Federation of Private Mexican UniversitiesCanadian Education Centres Network for student recruitmentAustralian Education International for export of educationEducation New Zealand for export of educationIt 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 globein 16 countriesenrolling over 700,000 studentsemploy over 130,000 staffhave over 2 million alumni their collective budgets amount to over US$15bnannual 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 alliancesTheir 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, USADurham University, UKQueen’s University, CanadaUniversity of Otago, New ZealandUniversity of Tubingen, GermanyUniversity of Western Australia, AustraliaUppsala 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 &Dfoster technology transfer and commercialisation of productsprovide an open platform for the exchange of best practicesenhance the international networking and collaboration of the members
48 Erasmus MundusErasmus 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 NewRoutePhDThe 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 PortsmouthSubject-specific research modules, giving depth and clarity in the research areaInterdisciplinary studies to broaden subject knowledgeGeneric skills’ development in:Presentation and communication skills Research EthicsMedia skills Technology transferSuccessful “grantsmanship” TeachingEnterprise & spin-out companies IT and Web skillsLanguage skills Interpersonal communicationTeam building Management Career planning
50 Examples of bilingual campuses Saudi Arabia- King Abdullah University of Science and TechnologyKuwait- University of KuwaitAbu Dhabi- United Arab Emirates UniversityDubai- Zayed UniversityIran- Kish Island Free Zone UniversityKorea- ICU / KAISTThailand- Sirindhorn International Institute of Technology (SIIT) ThammasatUniversite de Montreal in CanadaMany Colleges and Universities in EuropeThese 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 wisdomI 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 itWhat 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 TajiQueensland University of TechnologyGPO Box 2434Brisbane, Qld., 4001, AUSTRALIAPhone:CRICOS No J
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