Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k European higher education in a global context Theme 3 – Group 9

Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k Theme 3 – Group 9 European higher education in a global context: Balancing competition, co-operation and solidarity

Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k A demand-driven international (global) market for higher education (1)  Europe stresses the importance of maintaining higher education as a pubic good and subscribes to the Magna Carta Universitatum.. The question is: how to balance between market and the state  Drivers  Global market for advanced human capital  Competition between (economic) knowledge regions  Trade liberalisation in education (GATS, bilateral ex. LTAs)  International competition (and exchange of) for students  Increase of cross-border funding of research

Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k Country share of foreign students within the OECD: 1999, 2004 Source: OECD

Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k Source of foreign students in the OECD area (2004) Origin Source for OECD North America Europe Asia- Pacific Total for OECD Africa8%18%2%12% N. America5%3% 4% S. America12%5%1%6% Asia61%29%85%45% Europe14%44%5%27% Oceania1%0%3%1% TOTAL100 % Source: OECD

Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k Studying abroad – which country?  Migration policy for students and former students  Employment opportunities  Recognition of degrees and qualifications  Language  Cost of study (compared to staying at home)  Reputation and quality of higher education  Quality of life  Supply of tertiary education programmes  Geografical, historical, cultural proximity  Student networks and diaspora in the country  Accompanying measures and social benefits Source: OECD

Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k International study at home is an option  Educational programme and institution mobility is still limited in scale but grows rapidly, especially in the Asia- Pacific region  About 500 foreign campuses in the world  About students enrolled in UK and Australian foreign programmes  33% of all international students enrolled in Australian institutions studied from their country in 2004 (against 24% in 1996 and 37% in 2001)  Singapore: more undergraduate students accessed a foreign programme from Singapore than studied abroad in 2000  China: 9-fold increase in foreign programmes between 1995 and 2003 Source: OECD

Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k A demand-driven global market for higher education (2)  Features  Global competition for education and research services  Public funding for non-commercially viable disciplines exclusively  Segmentation of the education and research market  Vocational higher education is an important share of the market  Strong (international) division of labour according to competitive advantage  Concentration of research and worldwide competition for funding  English as main language of study

Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k Implications of globalisation for higher education  New types of private and public providers  Programs more responsive to market demand  Increased mobility  Innovative delivery methods  Homogenization of curriculum and teaching materials  Emphasis on commercially oriented products  More emphasis on quality assurance, accreditation, credit transfer, recognition of qualifications etc.

Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k Theme 3 – Group 9 The objective of this group: To discuss what European institutions would expect from an external dimension of the Bologna Process and how it should relate to their own institutional missions and priorities Expected output  Input for the Lisbon Declaration  Consensus on acceptable policy statements  Post 2010: specific recommendations for action in terms of EUA policy development and membership services

Lauritz B. Holm-Nielsen, Rector EUA, March , Lisbon, Portugal U N I V E R S I T Y O F A A R H U S, D e n m a r k Theme 3 – Group 9 Questions for discussion:  What should be the key goals and actions?  How to ensure a balance between co-operation and competition?  How to keep and develop the coherence of the European Higher Education Area?  How should universities and EUA be involved in supporting and promoting an external dimension strategy?