Guadal pp olds power point presentation

21 April 2009

Kris Olds, Professor Department of Geography

University of Wisconsin-Madison, USA Email: [email protected]

http://globalhighered.wordpress.com/

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Outline & Approach 1.  Mapping the Emerging Global Higher Education

Landscape: Six Symptomatic Vignettes at Expanding Scales

a)  Cultivating “global competencies” amongst students (and faculty)

b)  Reconfiguring the university/constructing global and regional education hubs

c)  Universities constructing inter-institutional consortia d)  The nation-state: branding and cultivating export

earnings e)  Regionalism, interregionalism, higher ed and research f)  Collectively constructing a global (Western?) audit

culture 2.  Denationalization (aka globalization from the ground

up; globalization from the inside out) 3.  Discussion

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Acknowledgements   My sincere gratitude to the International Association of Universities (IAU) for the invitation to

develop this discussion paper, and to Susan Robertson (University of Bristol) for comments on a draft version. Please note, however, that the views contained in this paper are not necessarily representative of the views of the IAU, nor any other institution.

  All images in this presentation were produced by Kris Olds, or were sourced from obvious sources (e.g., when logos are included). In addition, the images on the following pages were sourced from websites and brochures from these institutions or associated cultural products:

–  Page 4: Richard Ivey School of Business; Singapore Agency for Science, Technology and Research (A*STAR); Macalester College; University of British Columbia

–  Page 5: European Commission; National Science Foundation; L'auberge espagnole –  Page 7: Qatar Education City; Kuala Lumpur Education City; Incheon Free Economic Zone –  Page 8: Innovation China UK; New York University; University of Nottingham; University of Liverpool –  Page 10: Government of Singapore –  Page 12: OECD –  Page 13: New York University –  Pages 14-15: Singapore Management University –  Page 27: Government of New Zealand; Government of Canada; Netherlands Organisation for

International Cooperation in Higher Education –  Page 28: Government of Australia –  Page 29: Government of New Zealand –  0: Pavel Zgaga, University of Ljubljana; Richard Higgott, University of Warwick –  Page 31: Government of Australia –  Page 32: Committee on Institutional Cooperation –  Page 36: Adams J. (2007) ‘Scientific wealth and the scientific investments of nations’, in T. Galama and

J. Hosek (eds.) Perspectives on U.S. Competitiveness in Science and Technology, Santa Monica, CA: Rand Corporation, p. 40.

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a) Cultivating “global competencies” amongst students (and faculty)�

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b) Reconfiguring the university while constructing global/regional education hubs�

Education cities, knowledge villages, schoolhouses, education hubs, and hotspots:

emerging metaphors for global higher ed

Source: De Meyer, A., Harker, P., and Hawawini, G. (2004) ‘The globalization of business education’, in H. Gatignon and J. Kimberly (eds.) The INSEAD-Wharton Alliance on Globalizing: Strategies for Building Successful Global Businesses, Cambridge: Cambridge University Press.

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Singaporean State «» Foreign Universities (1998 - present)

  Johns Hopkins University   Massachusetts Institute of

Technology   Georgia Institute of

Technology   University of Pennsylvania   INSEAD   University of Chicago   Technische Universiteit

Eindhoven   Technische Universität

München   Carnegie Mellon University   Stanford University

  Cornell University   Duke University   Karolinska Institutet   University of New South

Wales (RIP, 2007)   ESSEC   University of Nevada, Las

Vegas   University of Warwick

(abort)   IIM Bangalore   SP Jain Centre of

Management   NYU (Law and Film)   DigiPen Institute of

Technology   Queen Margaret University

Opening up territory to build capacity…

…to brand…

Deterritorializing academic freedom while differentially governing “foreigners” and “locals”

Formal and informal knowledge: mapping, guiding, debating

c) Universities constructing inter-institutional consortia�

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Pages 20-24 were sourced from the following presentation:

Transnational university networks and alliance as strategies of

internationalization

Heike Jöns and Michael Hoyler

Department of Geography Loughborough University, UK

AAG Meeting, March 2009, Las Vegas

1913

Year of foundation

ACU Acronym

Association of Commonwealth Universities Global associations and consortia of universities

1913

Year of foundation

ACU Acronym Global associations and consortia of universities

1950 1949

IAU UDUAL

International Association of Universities Unión de Universidades de América Latina y el Caribe Association of Commonwealth Universities

2008 2007 2006 2003 2002 2002 2002 2000 1999 1999 1998 1998 1997 1997 1993 1990 1989 1986 1985 1980 1979 1964 1950 1949 1913

Year of foundation

NNs IFPU IARU GU8 LERU ePort AC21 WUN IDEA GUNI LAOTSE AEUA U21 APRU IUC CLUSTER AUF HACU Coimbra AIESD IOHE AArU IAU UDUAL ACU Acronym

Network of Networks International Forum of Public Universities International Alliance of Research Universities Global U8 Consortium League of European Research Universities ePortConsortium Academic Consortium 21 Worldwide Universities Network IDEA League Global University Network for Innovation LAOTSE The Association of Arab and European Universities Universitas 21 Association of Pacific Rim Univerisities International University Cooperation, UNESCO Consortium Linking Universities of Science and Technology for Education and Research Agence universitaire de la Francophonie Hispanic Association of Colleges and Universities Coimbra Group Asociación Iberoamericana de Educación Superior a Distancia Inter-American Organization for Higher Education Association of Arab Universities International Association of Universities Unión de Universidades de América Latina y el Caribe Association of Commonwealth Universities Global associations and consortia of universities

27 2008 23 2007 10 2006 8 2003

20 2002 898 2002 25 2002 18 2000 5 1999

100 1999 37 1998 67 1998 21 1997 42 1997 49 1993 15 1990

686 1989 450 1986 38 1985 38 1980

400 1979 180 1964 620 1950 177 1949 500 1913

Number of member

institutions Year of

foundation



Coll 27 2008 Comp 23 2007 Comp 10 2006 Comp 8 2003 Comp 20 2002 Coll 898 2002 Coll 25 2002

Comp 18 2000 Comp 5 1999 Coll 100 1999

Comp 37 1998 Coll 67 1998

Comp 21 1997 Coll 42 1997 Coll 49 1993

Coll/Comp 15 1990 Coll 686 1989 Coll 450 1986

Coll/Comp 38 1985 Coll 38 1980 Coll 400 1979 Coll 180 1964 Coll 620 1950 Coll 177 1949 Coll 500 1913

Type of network

Number of member

institutions Year of

foundation



c) Universities constructing inter-institutional consortia�

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King Abdullah University of Science and Technology

  $10 billion endowment (6th wealthiest university in the world)   De-facto Sovereign Wealth

Fund

  Global research networks (incl., Cambridge, Chalmers, Imperial, Institut Française du Pétrole, Munich, National Taiwan University, Oxford, Rome, Stanford, Texas A&M, Utrecht)   Defacto inter-university

consortia

  Opening 2010

d) The nation-state: branding and cultivating export earnings�

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d) The nation-state: branding and cultivating export earnings

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e) Regionalism, interregionalism, higher ed and research

Geoeconomic “Echoes” of Bologna

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f) Collectively constructing a global (Western?) audit culture�

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Global audit culture and non-traditional security studies

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National-International

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2) Denationalization (aka globalization from the ground up; from the inside out)

  The process of reorientation from the national and international to the global

  Denationalization process is initiated/enabled:   Within our universities   Within the nation-state

(e.g., a ministry of education or international trade)

  Within other sub-national national and institutions (e.g., a national association of universities)

  Within regional and international institutions

  Development at all scales increasingly framed globally, and in a multi-scalar way for multiple objectives.

  We are contributing to the construction of globalization

  We are constructing the global higher education space, albeit unevenly via:   Action/engagement   Non-action/non-

engagement   Denationalization is a

tendency, not an end goal 38

3) Discussion Points 1.  In which ways is the emerging global higher education landscape marked by

tendencies of inclusion and/or exclusion? 2.  Is collective global action (as opposed to, or in conjunction with, regional and

inter-regional cooperation) worth pursuing? Are we obligated to pursue it? Does the relative absence of an influential intergovernmental player in HE (UNESCO and OECD notwithstanding) leave more or less room for non-governmental players (i.e. you)?

3.  If not (i.e. the status quo option), what is likely to happen? Bilateralism? Interregionalism? A “thousand flowers bloom”? More pronounced uneven development? In short, is convening important IAU-sponsored events like this one enough?

4.  If so: a)  Who should be around the table? Associations, networks or specialists? The

nation-state? The private sector? Specific universities? IOs? b)  What organizational structure should be adopted? A new or integrated multi-

sited infrastructure? Hub and spoke? Perhaps a temporary high profile “Global Commission”?

c)  What foci? Generic or specific issues? Systemic governance versus policy/program issues? Proactive or reactive? Higher education and/or research? Undergraduate or graduate education? Knowledge and the knowledge economy?

d)  What resources are needed to do it well? Do we also need to do more at extracting and better sharing knowledge and skills already available within our universities? Capabilities…

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Guadal pp olds power point presentation

Education

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