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