Building a harmonious Tertiary Education System

1. Building a harmonious Tertiary Education System Internationalising Education between East and West

2. Our changing world • After 1978 China wanted to understand and emulate the West • Education was the foundation for the Four Modernisations • The quest for knowledge reignited • Since 2007 the West has recognised (reluctantly) the need to understand China • Based on China’s outstanding economic performance and potential market opportunities

3. Changing Education focus • After 1978 China became a sponge absorbing Western technology and methods • The approach was a cautious adoption of the Western methods • Socialism with Market Characteristics • Following the Global Financial Crisis the approach to knowledge creation has moved from adopting to adapting the best from the West to meet China’s requirements • In Universities a strong focus on research and publishing. • Following the collapse of the USSR the West was committed to Market Capitalism (Thatcher and Regan) • The West was Right and the Rest were wrong until • Since 2007 the West has questioned this paradigm. • “Rethink, redesign and rebuild Economic models (Davos 2010 and 2011) • The “Rise of State Capitalism” The Economist Jan 2011 China The West

4. Internationalising Tertiary Education • Scholars trained overseas from 1978 to the early 80’s • U of Regina Canada and Chinese MOC • As disposable incomes increase more families looked to overseas providers to gain a tertiary education for their child. • Growth in 2 + 2 programmes • 2004 Legislation of Foreign Providers • To manage the growth in foreign providers entering China • Limited number of foreign Universities open in China • Nottingham at Ningbo and CEIBS • Focus on ensuring China’s universities are world class • For China • Internationalisation of Tertiary Education • Student exchanges • International partnerships • Exchange of Scholars • Research focus • Attracting Western Scholars and Students to China • Building transnational partnerships • The Challenge • To establish harmonious relationship with off-shore Universities Past Future

5. The Western Dilemma • Global warming and sustainable development • Corporate Social Responsibility • Addressing the financial and economic crisis • Recognising the East can inform the West • 150 years of traditional Western dominance • That the West traditionally teaches the Rest • Culture – fear of the unknown • To treat the planet with respect as described by Lao Tse as opposed to the Western exploitation of nature • To recognise the importance of relationships (Kung) as opposed to the focus on individual self interest • Internationalise Western Education into Eastern Institutions The Challenges Potential solutions

6. Integrating Education across borders • If the East has learnt from the West and the West recognises it can learn from the East can our education be integrated? • Internationalisation is the vehicle to provide this integration. • Currently many nations focus on international education to “globalise their students’ perspective” and raise revenue. • Is it possible for two or more nations to harmonise their tertiary education ? • Harmony : When two combine as one

7. The Challenges • The West needs a better understanding of China • To remove a fear of the unknown • Which may increase the motivation for a greater engagement with China • Education is protected and of “national concern” • Governments prescribe national policy but if institutions harmonise qualifications policy changes may be required • Harmonisation at the tertiary level may require changes at the primary and secondary level • Culture & Communication • Native English speakers are reluctant to study in non-English speaking countries • In Europe Countries students need a second language (English) to enter University • In New Zealand the number of School children learning Chinese has increased from 4,700 in 2004 to 12,800 today • The number of cross cultural programmes in Schools and Universities is limited

8. Internationalisation in academia • A multicultural perspective to teach and research across boarders. • A global perspective on the challenges facing their discipline • Understand and respect different cultural perspectives • Are comfortable working in other countries • Understand global challenges in different national contexts • Graduate with a skill set vested in both a discipline and providing a global perspective Faculty as creators and disseminators of knowledge. Faculty require: Students as global citizens who:

9. The road to internationalisation • Stage 1 • Student and Faculty Exchange • Study abroad • Stage 2 • Dual Degrees • Partnerships in principle not qualification • Off-shore campus • Stage 3 • One certificate of graduation • Designed and taught by staff from both institutions • Staff move freely between both institutions • Students can switch institutions but with a minimum time at each. • Joint staff appointments • Research centres spanning both insititutions Our current approaches A Harmonised Qualification

10. XieXie谢谢KieOra谢谢Thank you 谢谢