China and Hong Kong Professor Paul Phillips p.a.phillips@kent.ac.uk 20 March 2012

1. China and Hong Kong Professor Paul Phillips p.a.phillips@kent.ac.uk 20 March 2012

2. Agenda • Background • Why is international partnering important (external & internal perspectives)? • University structures for Internationalisation strategies • Education reforms in China and Hong Kong • Some personal internationalisation experiences of China and Hong Kong • Implications for the future

3. Some Business School Facts and Figures • According to AACSB 12,600 institutions offer business degrees • More than 1,700 Business Schools in India producing 120,000 MBA graduates in 2010 • 236 Institutions offer MBA programmes in China in 2011, with more than 70,000 applications • Internationalisation for most Business Schools is a strategy involving accreditations by AACSB, EFMD and AMBA

4. Some of the things VCs want from business schools Include: • Brand and prestige • Income from premium products with high margins • Links with businesses and international collaboration • Preparing graduates for management and leadership positions in a low carbon/resource constraint world

5. Impact of declining international numbers • Negative messages • Negative effect on foreign exchange • Loss of power within University • Loss of student/staff diversity in business schools • Decrease revenue in resource allocation models • Less attractive for global employers

6. International Office and the Business School • What are the best organisational structures? • What is the funding model? Does it provide incentives? • How do we make this relationship work? • What happens if we get it wrong?

7. Education reforms in China and Hong Kong • China’s education reforms 2010 to 2020 seeks to create the foundation for a learning system and learning society by modernising the current educational model at all levels. Lifelong learning is viewed as the engine of economic growth and restructuring to cope with the knowledge based economy. • Hong Kong seeks to implement an initiative “3+3+4” to reform the undergraduate curriculum by introducing a new academic structure with 3 year junior secondary, 3 year senior secondary and 4 year undergraduate academic system for the implementation of a flexible, coherent, and diversified new senior secondary and higher education curriculum.

8. My internationalisation aims • Select partners with: a strong reputation in their markets; high quality academic programmes and faculty; strong industry relationships and high quality students. • Select compatible partners with: similar visions and missions, complementary curriculum and delivery methods, flexibility of term dates for exchanges. • Deliver attractive student propositions that will provide locations that are attractive, safe and career opportunities. • Enhance understanding of the culture of each partner institution country, and use this to deliver a better value proposition for all stakeholders.

9. Internationalisation impact - metrics • Students: Economic and social benefit, educating and preparing students to play an influential role in international environments • Financial: Increase revenue – programmes, research, executive education • Marketing: Enhanced visibility and brand awareness, enhanced profile in terms of benchmarking against peer business schools and key national and global rankings • Operations: Enhanced flexibility to be proactive to develop and implement new initiatives • Human resources: International profile of students, staff, internal and external stakeholders and institutional partners

10. Source: AACSB

11. China and Hong Kong Activities • Undergraduate 1+3 programmes • Undergraduate 2+2 programmes • Graduate 1+1 programmes • Joint MSc programmes • Joint PhD programme • Faculty exchange • Research activities • Hong Kong and China Portal • Visiting Professorships

12. Asian Challenges • Improving the number of high quality students • Practitioner focus on postgraduate education • Growth of internal supply of business schools • Focus on employability in degree programmes • Changing education philosophy (Hong Kong whole body/China learning society) • Lack of integrated management practices in large organisations • Growing attention on professional qualifications • Asset bubble?

13. Apart from the income why do we do it? • Market base competition at UG level make it imperative to be seen as a well connected school with global partners • Increase number and quality overseas students at UG level • Increase number and quality overseas students at PG level • Provide chance for business school UG and PG students to gain experience of the Chinese economy • Provide business school academic staff the opportunity for collaboration and to test big ideas

14. Need to get basics right • The Chinese focus on getting  the basics right. For example, they employ specialists (with commercial knowledge)  at the school level to help with their internationalisation agenda, and they ensure that they have the appropriate space/facilities for all students.  

15. Financial impact of globalisation on business school strategies Remember: • To ask yourself what do you mean by globalisation? In terms of: Outcomes; Processes the School engages; Places the School inhabits • There are new generation of Business School models and students • Increasing pressure for funding gaps to be filled through philanthropy – Harvard endowment is approx $28bn, Cambridge University aim for $1bn by 2012. Growing presence of Asia and emerging economies!

16. Thank youp.a.phillips@kent.ac.uk