ACADEMIC MOBILITY IN ASIA

1. ACADEMIC MOBILITY IN ASIA Kua WONGBOONSIN, Ph.D. Chulalongkorn University

2. Trend of Higher Education in a Globalized Society • The demand for international education is forecasted to increase from 1.8 million international students in 2000 to 7.2 million international students in 2025 • The demand for higher and adult education, especially professionally related courses, is increasing steadily. Based on Bohm et al. 2002. The Global Student Mobility 2025 Report: Forecasts of the Global Demand for International Education, IDP, Canberra, Australia; and Knight (2006). Higher Education Crossing Borders. UNESCO and Commonwealth of Learning.

3. Trend of Higher Education in a Globalized Society • Approximately 3% of global services exports, primarily through student mobility • WTO’s General Agreement on Trade in Services (GATS) (1995), as a set of multilateral rules governing international trade in services, includes trade in educational services

4. EDUCATION SERVICES SUB-SECTORSCORRESPONDING CPC A. Primary education services 921 B. Secondary education services 922 C. Higher education services 923 D. Adult education 924 E. Other education services 929

5. Trade in Services: Modes of Supply and Their Definition Based on PatcharawalaiWongboonsin. 2003. Towards ASEAN Integration and Freer Flows of Natural Persons. Graduate School of Laws, Kyushu University, Japan.

7. International Trade in Educational Services • Mode 2: Student going to the service overseas • Modes 1, 3, 4: Educational services going to the student across national borders, (Cross-border education)

8. Trend of Higher Education in a Globalized Society • Cross-border education: an important aspect of the internationalization of higher education • Delivering education across national borders to meet the demand in other countries • Cooperation projects, • Academic exchange programs Based on Bohm et al. 2002. The Global Student Mobility 2025 Report: Forecasts of the Global Demand for International Education, IDP, Canberra, Australia; and Knight (2006). Higher Education Crossing Borders. UNESCO and Commonwealth of Learning.

9. Factors Driving Supply and Demand for Cross-Border Education (Source: UNESCO-APQN toolkit: Regulating the quality of cross-border education. Bangkok: UNESCO Bangkok, 2006)

10. Regionalism in Higher Education • ERASMUS program: from 1987 onward • An operational framework for the European Commission’s initiatives in higher education • To encourage and support academic mobility within the European Union (EU), the European Economic Area (EEA) and candidate countries within Europe. • Over 1.5 million students have participated in the programme • Ultimately supporting the creation of a European Higher Education Area (EHEA) that promotes innovation, growth and jobs to the EU through increased exchanges. • Now: extends to non-European participation Based on EC (2008).

11. Regionalism in Higher Education • The Bologna Agreement • Inter-governmental agreement signed in 1999 by 29 countries in Europe. • To consolidate the European Higher Education Area (EHEA) by taking into account issues such as • Comparable degree, employability, competitiveness, system of academic credits, quality assurance, mobility, training and research collaboration, academic mobility and other critical areas among the signatories (EVROPAEVM, 2008)

12. Academic Mobility in Asia • Academic mobility in Asiais increasing. • Some are part of regionalism • There are different approaches, particularly when dealing with cross-border education.

13. Source: Based on Hans de Wit, Amsterdam/Windesheim University of Applied Science, 2007.

14. Academic Mobility Through Partnership Arrangements • In Asia, transnational mobility of academic staff (Mode 4) and students (Mode 2) through partnership arrangements with counterpart institutions is the dominating trend.

15. Academic Mobility as Part of Regionalism in Asia • Behind the dynamics of globalisation, regionalism framework, initiatives and key mechanisms associated with education are being built upon, especially in higher education. • Asia is following the international trend in terms of regionalism in higher education.

16. Academic Mobility as Part of Regionalism in Asia • ASAIHL or The Association of Southeast Asian Institutions of Higher Learning (ASAIHL) • Began as a non-governmental organisation • To strengthen the field of higher education within Southeast Asia • Through collaboration and interaction among members at institution-level pertaining to research, teaching, information dissemination and academic mobility. • Now:with membership expansion to include institutions from outside Southeast Asia, such as Hong Kong, Australia, Taiwan, Canada, Japan, New Zealand, Sweden and the United States.

17. Academic Mobility as Part of Regionalism in Asia • SEAMEO-RIHED or The Southeast Asia Ministers of Education Organisation Regional Institute of Higher Education and Development • Part of ASEAN’s collaboration between member countries of the regional bloc extending to the higher education sector. • The institute coordinates a variety of activities and programmes that strive to improve the quality and collaboration of higher education within the region

18. Academic Mobility as Part of Regionalism in Asia: Under ASEAN University Network • Within ASEAN • Between ASEAN and Non-ASEAN • Common challenges in higher education • Higher education does not meet the needs for the current economic development due to • Insufficient financial support • Limited number and quality of faculties • Despite differences in terms of development scale, educational structure, operating systems, management systems, curricular systems and teaching methods

19. Academic Mobility as Part of Regionalism in Asia: Under ASEAN University Network • ASEAN University Network, Nov 1995 onward • Promotes solidarity among the ASEAN scholars and academics in developing a professional human resources development and promoting ASEAN Academic Community • Distinguished Professors Programme • Financially supported by the ASEAN Secretariat and the ASEAN Foundation • To visit other ASEAN Universities in giving lectures and exchange views.

20. Academic Mobility as Part of Regionalism in Asia: Under ASEAN University Network • ASEAN University Network • The engagement of academics is the fundamental role in AUN • Not just to coordinate curriculum, • But to put academics as resource persons both teaching and human resource development • Those combined efforts are expected to lead to • A strong collaborative research network • Collaborative research on ICT development, • under the De la Salle University, Philippines and Chulalongkorn University and Gadjah Mada, worked together on environmental protection and sustainable development

21. Academic Mobility as Part of Regionalism in Asia: Under ASEAN University Network • To a certain extent, European’s successful experiences as a reference in building up the higher education system in the region, such as • Credit transfer, • Mutual acknowledgement of degrees, • Set up special organizations, • Promotion of regional higher education integration and optimizing of human resource allocation.

22. Academic Mobility as Part of Regionalism in Asia: Under ASEAN University Network • ASEAN-ROK Academic Exchange Programme • The occurring programme of the collaboration between ASEAN University Network (AUN) and Korean Association of Southeast Asian Studies (KASEAS) • Funded by ASEAN-ROK Special Cooperation fund

23. Academic Mobility as Part of Regionalism in Asia: Under ASEAN University Network • ASEAN-ROK Academic Exchange Programme: objectives • To promote greater understanding in the politics, economics, and socio-cultural which related to the development of individual ASEAN countries and Southeast Asian region as a whole in the Republic of Korea and those of Korea among Southeast Asia nations. • To sensitise the academic community of both regions toward the areas of common interest and problem confronted by both regions. • To transcend possible learning experience from the Republic of Korea to ASEAN states and from ASEAN states to Korea in the areas of politics, economics, socio-culture, as well as other related fields which can be considered for application for the other countries.

24. Academic Mobility as Part of Regionalism in Asia: Under ASEAN University Network • ASEAN-China Academic Co-operation and Exchange Programme (2007 onward) • Towards an Enhanced ASEAN-China Academic Partnership • Furthering more people-to-people contact and exchange between ASEAN and China in the field of higher education • To promote greater academic exchange, collaborative study and research program on priority areas, while promoting mutual recognition of academic degrees among interested universities

25. Academic Mobility as Part of Regionalism in Asia: Under ASEAN University Network • ASEAN-China Academic Co-operation and Exchange Programme: areas of cooperation • Language, Culture • Law, Trade and Business • Engineering Science • Architecture and Urban Planning • Environmental Protection • Mineral Resources • Maritime Science & Logistics • Arts & Crafts • Agricultural Sciences • Natural Sciences • Medicine and Public Health

26. Academic Mobility as Part of Regionalism in Asia • EU-ASEAN Credit Transfer leading to implementation of • Student Mobility • Joint-Award Degree Programs in Engineering Education • Contractual agreementbetween partner institutions • Agreement on learning abroad and credit transfer between partner institutions and mobile students • Project partners: • Universität Duisburg-Essen, Germany • Universiti degli Studi di Parma, Italy • Universiti Kebangsaan Malaysia • Universitas Indonesia

27. University Mobility in Asia and the Pacific (UMAP) • UMAP conceived in 1991 and founded in 1993 • A voluntary association of government and non- government organizations which administer student mobility from 34 eligible member and more than 364 participating universities. • First phase 1996-2005 • Mission: Facilitate the mobility of university students and staff in the Asia-Pacific region with the established aim of achieving better cultural, economic and social understanding within the region. • Goal and objective: • Enhancing tertiary education intuitions in the region. • Introducing more opportunities for students and staff to visit and learn from each other. • Providing initial scholarship to support the exchanges.

28. University Mobility in Asia and the Pacific (UMAP) • Current Activity 2007-2010 • Mission: To achieve greater understanding in and among each of the countries and territories of the Asia Pacific region of the cultural, economic and social systems, and to prepare the new generations for globalization and the society of knowledge of the 21st century by means of collaboration, cooperation mobility of students and staff in higher education institutions, and cross-border educational services. • Goal and objective: • To identify and overcome impediments to university mobility. • To move beyond bilateral to multilateral and consortium arrangements. • To develop and maintain a system for granting and recognizing academic credit (UCTS).

29. UMAP Strategy Mapping Model“Knowing each other, Learning together and Living together” Global Citizen Growth Strategies Mobility Network Information Flows HRD Build Brand Product Image Promotion Program Product Quality Marketing Operation Technology Implementation Organization Development Collaboration Finance Platform Support Human Resource Management Training and knowledge Sharing Academic Knowledge Support Rewards and Motivation From: UMAP Strategic Plan 2006-2010 submitted to UMAP International Secretariat by research study team Sripatum University

30. UMAP Strategy: Collaboration • Objective: To increase networking and mobility • Implementation Guidelines: • Recruit more members from eligible countries/territories in Asia and the Pacific, focusing on China, India … • Encourage member countries/territories to establish connection with their governments in the work of UMAP. • Emphasize UMAP participation in APEC. • Collaborate with concerned organizations in higher education such as Associations of Universities, ACE, AUN, UNESCO, EU … From: UMAP Strategic Plan 2006-2010 submitted to UMAP International Secretariat by research study team Sripatum University

31. Association of Pacific Rim Universities (APRU) • Created in 1997 16 countries 37 universities • APRU serves as an association of the chief executive officers (CEOs) of a small number of the Pacific Rim’s premier universities, in order to help these institutions become more effective contributors to an increasingly integrated Pacific Rim community. • This concept is analogous to, and supportive of, the efforts of the Asia Pacific Economic Cooperation’s (APEC) leaders to stimulate the creation of a community of Pacific Rim nations • Modeled form the highly successful Association of American Universities (AAU) • cooperate in teaching and research on issues of major importance to the Pacific Rim community, e.g., economic development, urbanization, technology transfer, pollution, resource depletion, etc. • Facilitate bilateral and multilateral teaching and research activities among these universities as well as cooperation in teaching via distance learning and the Internet, covering both bilateral and multilateral activities among universities.

32. The Association of Southeast Asian Institutions of Higher Learning (ASAIHL) Founded in 1956 To assist member institutions to strengthen themselves through mutual cooperation in order to achieve international distinction in teaching, research and public service. Provide regular opportunities for the discussion on academic development and university development in general Assist member institutions in the recruitment of faculty Promotes the exchange of professors and students Informs member institutions about new academic developments and recognizes and acknowledges distinctive achievements among Southeast Asian institutions of higher education.

33. The Academic Consortium 21 (AC21) • Established 2002 • Comprised of educational, research and industrial organizations throughout the world. The Consortium has been established to encourage the further advancement of global cooperation to the benefit of higher education and to contribute to world and regional society. From: http://www.ac21.org

34. Fundamental Activities of AC21 Active exchange of students, faculty members and administrative staff Shared access to information on research interests and academic activities As appropriate, development of cooperative educational programs Support of international exchange of culture between local communities Holding regularly AC21 International Forums

35. As the first institution of higher learning in Thailand, Chulalongkorn University (C.U.) was founded 90 years ago. Chulalongkorn University • Given its strong role and commitment in nurturing world-class talents, Chulalongkorn University is actively engaged in partnership in cross-border at the regional and international levels.

36. While making commitment to the international standards of academic activities, the integration of research and instruction is emphasized to meet the changing demands and needs of Thai society, and the global environment Chulalongkorn University

37. Chulalongkorn University • At Chulalongkorn University (CU), we have developed from an R&D stage to reach the status of specialized incubator at the moment. • We have envisioned towards an innovation center and university research park, respectively, in years to come. * Based on Assoc. Prof. Wisanu Subsompon, DG, Chulalongkorn University Intellectual Property Institute

38. CU Technology Transfer: Past, Present, Future* CUBI CUIPI CU 2008 2002 1995 2005 University Research Park Research & Development IP Protection IP Commercialization Innovation Center Mixed use Incubator Specialized Incubator • Clustering • Networking • Virtual Incubator • Mentoring • Technology • Licensing • Matchmaking • Shared facility • & Administration • service • Business & Legal • advice • PR • Access to VC • IP search • Patent • Filing • 18 Faculties • 8 Research Institutes • 3 Colleges • 17 CEs • 92RUs * Based on Assoc. Prof. Wisanu Subsompon, DG, Chulalongkorn University Intellectual Property Institute

39. Challenges • Against the backdrop of the globalization and the challenge of the knowledge-based economies, strategic alliances to upgrade HE quality are to be further strengthened and expanded. • Not only Modes 2 and 4, but also Modes 1 and 3. • Yet, challenges remain. • Many countries have established accreditation and quality assurance mechanisms to oversee the quality of the national education system. • There are countries that do not yet have accreditation systems for their domestic provision or are just in the process of starting one.

40. Challenges • In either case, institutions of higher learning are faced with the question of whether • To apply the same accreditation and quality assurance system to both domestic and foreign provision or • To develop different approaches and systems. • Some have set up a largely separate system and set of regulations to handle cross-border education. • Questions of fairness where there are differences in criteria, procedures or costs

41. Key Problems with Quality(Source: UNESCO-APQN, 2006)

42. The Way Forward • Commitment by all higher education institutions/ providers, no matter where or how it is delivered • The quality as well as the social, cultural and linguistic relevance of education • The standards of qualifications • The active and constructive contributions of academic staff • Promotion of partnerships in • Quality assurance and recognition • Role of information: Transparency & Accessibility

43. Chulalongkorn University Thank you