Higher Education Must Still Go Global
Despite the recent signs of a withdrawal from globalization in the United States and Britain, there has not been a general decline worldwide. Many countries want to emphasize that they remain “open for business” and that China has even shown signs of resumption of the club as a world leader in free trade. In Asia, signed the Trans-Pacific Alliance (TPP) have recently agreed to continue the same trade agreement without the United States.
Taking these facts into account and the growing interconnection of business and society, students from universities and business schools still have a thirst for knowledge and exposure globally.
Students and organizations are aware of two phenomena. The first is that global companies are always looking for university directors and managers with experience around the world. We know that MBA and college students who have lived abroad have better problem solving skills. They are also safer than others. Recently, intercultural relationships and even international novels have been shown to improve creative performance.
The second phenomenon is the mutual balance of power. During the second half of the 20th century, there was a brain drain in poor countries to developed countries. Now that infrastructure and living standards have begun to improve in the developing world, talent is moving in the opposite direction. It is not a fact that the best and brightest students in the world flock to the west. Brain flow becomes a “brain circulation”.
This is reflected in the fact that two-thirds of US MBA programs. Receive international applications less this year than last year, according to the Council for Admissions to Management Graduates (GMAC), which administers access tests for business schools. On the other hand, schools in Canada and Europe experienced an increase. American students are more likely to pursue higher and higher education abroad.
Internationalization is always an advantage
During its last three surveys (2001, 2006 and 2011), the American Board of Education found that the percentage of higher education institutions pursuing internationalization is low. They measured what to include in their mission statement or strategic plan or have a committee or working group to the efforts of the entire campus to move in this direction. Post-doctoral institutions score the highest, or about 50 percent, with decreasing scores in the Master’s and Bachelor’s degree facilities. The percentage of schools that include internationalization in their mission statement has declined in all types of institutions between 2006 and 2011 after increasing between 2001 and 2006.
Therefore, higher education institutions should redouble their efforts to provide a truly global learning experience and global knowledge to those who seek it.
Competition also requires that schools make a concerted effort to go global. Many institutions add an international dimension to their programs, often as a way of differentiating. Other institutions must respond or risk losing the best candidates and not attracting the best teachers.
But as an argument in my recent book, The Internationalization of Higher Schools of Education and Business, it is not enough that higher education institutions simply take an international perspective. Take Times Higher Education universities, for example. The “international projection” flap of its classification based on three dimensions oriented inwardly significantly. This is the ratio of foreign students to international students, the proportion of international staff to local staff and the proportion of the research to an international sponsor. In these dimensions, the University of Qatar, Luxembourg University and University of Hong Kong’s main international perspectives, but not rank well when measured as complete lines.
So they claim that these upside-down criteria send wrong signals to institutions that try to be truly international. The creation of an international program and environment program is a good start, but internationalization must be a continuous process of change aimed at integrating the school into the global knowledge economy.