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

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

Our place under the sun

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

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

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

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

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

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.

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

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

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

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

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

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

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.

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 (2010-2020): City of Blogna in Italy

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

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.

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

ASEAN Association of Southeast Asian Nations consisted of 10 countries- A geo-political and economic organisation Established on the 8th August 1967- 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

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

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

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

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

International strategic technology alliance International Strategic Technology Alliance (ISTA) was founded in 1995. 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

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 2009-2013 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.

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

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

Sri Lanka Ministry of Higher Education in Sri Lanka http://www.mohe.gov.lk/ The University Grants Commission (UGC) http://www.ugc.ac.lk/ Ministry of Higher Education Science and Technology http://www.scienceandtechnology.go.ke/

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.

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

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

Thank you for your attention Professor (Mrs) Acram Taji Queensland University of Technology GPO Box 2434 Brisbane, Qld., 4001, AUSTRALIA Phone: +61-7-3138 6800 Email: acram.taji@qut.edu.au CRICOS No. 00213J