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Serving Students from Around the World

Explore sustainability strategies to promote global education. Learn about case studies and a student-centered approach for better student service worldwide.

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Serving Students from Around the World

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  1. Serving Studentsfrom Around the World • To succeed a contemporary global educator needs to use the best technology, to have empathy and a great deal of inspiration! Presentation at a CDL faculty meeting, ESC SUNY, Saratoga Springs, February 2006 Val Chukhlomin, Ph.D. Director, Russian-American University Consortium, former Founding Dean and Vice-Rector, School of International Business at Omsk State University, Russia (Val.Chukhlomin@yahoo.com).

  2. Contents • How to better serve students worldwide? (3-5) • Case study 1: New York Institute of Business in Russia Program (6-12) • Case study 2: Russia-Australia Program (13-15) • Case study 3: American degree in Australia (16) • Conclusion: teaching farther! (17) • References (18-19).

  3. How to better serve students worldwide?Looking for sustainable strategies to promote IDL Three major forces: Education • Information Technology Access - HOW • Globalization Demand - WHAT • Commercialization Choice – WHY ESC Global Education Market: • Fee income estimated at 30 billion USD, growth rate 7% (The Economist, February 24, 2005) • Global competition and saturation • International marketing approach.

  4. International Marketing of Education • Service industries: patterns • Consumer behavior: mindset and values • Major drivers • Employability and global competences • Global recognition of qualifications • Strategy: a client-oriented approach • A student-centered approach to succeed!

  5. How to develop and maintain a student-centered philosophy in a global setting? • Questions: • What is a student-centered philosophy of global education? • Can the ESC model be seen as a good example? • What are the lessons when it is implemented in an international setting? • Possible methodologies: • Case studies • Action research • Possible outcomes: • Recommendations • Emerging theory (if any).

  6. Case Study 1: New York Institute of Business in Russia Program (since 1998) • Objective: to provide Russian students with: • Global competences • Global recognition • Emerging market, information technology • Strong interest in American business degrees • Problem of choice: perceived risks, high costs, lack of information, suspicion, etc. • Well-developed local educational system • A local institution’s initiative.

  7. Working with ESC Individualized degrees Degree planning in Russia RPL “3+1” IDL Short residency programs International network Local studies in English A brand name degree Local faculty development Openness to cooperation Not necessarily No campus (but NP, UNYP, NYC) A student-centered philosophy empowered by technology, people and processes With a “traditional” college Standardized degrees Degree planning in the U.S. RPL “2+2” Not necessarily Not necessarily Not necessarily Not necessarily Not necessarily Not necessarily Not necessarily Cooperation depends on grants Campus A college-centered philosophy Why ESC? Answer: philosophy matters!

  8. Local institution as a regional center • Interested in: • a brand name degree program • acquisition of educational technology • networking (“family”) • Capable to: • attract students (“local hubs”) • better prepare them (ESL, Business English, GED) • Local faculty: • tutors to support IDL • mentors, degree planning • Additional resources (faculty, grants, other programs) • Communications with parents and other groups.

  9. A New York degree in Siberia • Visiting 20 top U.S. business schools in 1997 • Thomas Rocco in Omsk (1998) • A Governor’s Decree (1998) • School of International Business at OmSU established (1998, 500 full time students in 2005) • Russian-American Department (RAD) • First ESC SUNY graduates (2004)

  10. With ESC Curriculum ESC degree planning IDL courses and local tutors SRP and Prague Coordination visits Consortium In addition English (TOEFL) GED courses, CLEP American faculty Learning materials Research methods Web-resources IDL with BCC SUNY Major developments, RAD

  11. A pyramid of involvement, SIB OmSU ESC, UNYP and BCC full program students, 5 % Plus ESC and BCC IDL courses participants, 10% Plus GED courses participants, 30% Plus Business English, research methods and TOEFL participants, 60 % Plus ESL and potentially interested, 80% All students, 100%

  12. Lessons and suggestions • Hidden demand uncovered (“student-centered”) • Local institution as a regional center (“partner-centred”) • A broader picture for American institutions: • Not just IDL from New York, it’s a package • Local tutors and mentors can be seen as an additional resource • Pools of potential students can be created (sustainability) • Duplication • Strategy: from hunter-gathering to harvesting crops • A new role for American institutions: headquarters • Educational technology development and transfer, quality assurance • International network development • Standardized packages(International Finance, etc) • Local centers’ support.

  13. Case Study 2: Russia-Australia Program (1999-2004) • Objective: to provide Russian students with international business related practical skills • Australia as a study destination • ESL and Australian vocational training component while studying in a Russian degree program • A student-centered approach: • Individual degree planning, including studies in Australia • International distance learning from Russia • Faculty visits and summer residencies in Sydney • Processes of recognition of prior learning • International network of institutions.

  14. Implementation: a similar approach in a different setting • Pool of students: Siberia, Kazakhstan (50) • SIB OmSU • Enrollment, individual degree planning, mentors, RPL • 1-2 and 3-4 years full time • Program office (study abroad) • Faculty study trips to Australia and local faculty (in Australia) • CDL OmSU, CDL Tomsk University • International Distance Learning from Russia • Australian vocational colleges • ESL, vocational training 1-2 years, visa support, accommodation • Russian learning center in Sydney (computer access, library, examinations).

  15. Lessons • Uncovered demand: students with initially low level of English, not likely to participate in other programs • Crucial role of individual degree planning, mentors, procedures to transfer credits, faculty advising • International curriculum development • Learning centre abroad to support international distance learning • “Study in Australia” as a brand demystified • A very complex international project could work if student-centered and locally supported.

  16. Case Study 3: American Degree in Australia (under investigation) • Objective 1: to fulfill unsatisfied demand for American business education in the Asia-Pacific Region • Objective 2: to utilize educational resources available in Australia • A three level international network of institutions, with local “hubs” (China, Vietnam, Thailand, the Philippines, etc.) • The second level of the network in Australia (ESL, vocational education, higher education) • The third level in the U.S. (a combination of IDL, residency programs, cross-registration, standardized examinations, RPL) • A student-centered approach, with individual degree programs and flexible pathways, education consultants, etc.

  17. Conclusion: Teaching Farther! • In a saturated global economy a student-centered “non-traditional” educational philosophy is a highly valuable asset • To better serve international students it could be opportune to be continuously seeking for local partner institutions as possible regional centers • Regional centers can be seen as “hubs” that attract local students and channel them into the international network • Local faculty members can be engaged in mentoring, degree planning, tutoring. They need to be supported! • To succeed a contemporary global educator needs to use the best technology, to have empathy and a great deal of inspiration!

  18. References • Gray, B., Fam, K., Llanes, V. (2003). Branding universities in Asian markets. Journal of Product and Brand Management, 12(2), 108-120. • Hser, M.P. (2005). Campus internationalization: A study of American universities’ internationalization efforts. International education, 35(1), 35-50. • Margolis, M. (1997). Brave new universities.Firtsmonday,5(3), 1-7. • Mazzarol, T., Soutar, G. & Sim, M. (2003). The Third Wave: future trends in international education. The International Journal of Educational Management, 17 (3), 90-99. • Sheppard, K. (2004). Global citizenship: the human face of international education. International education, 34 (1), 34-41. • Welch, A. (2002). Going global? Internationalizing Australian universities in a time of global crisis. Comparative Education Review, 46(4), 433-471.

  19. References (continued) • Chukhlomin, V. (2003). International trade in services. In V. Chukhlomin, Y. Dous & I. Yudina, International Economic Relations in the Globalization Era (pp. 106-160), Nauka Publishers, Omsk. (Russian). • Chukhlomin, V. (2003). On contemporary problems of international services marketing. Marketing, 5 (72), 49-55. (Russian). • Chukhlomin, V. (2004). Essentials of services marketing in the virtual environment. Marketing and Marketing Research, 5 (47), 18-26. (Russian). • Chukhlomin, V. (2004). On international marketing of services. Marketing, 3 (76), 66-71. (Russian). • Chukhlomin, V. (2004). How to prepare a world-class specialist?Economy and Industrial Organization, 4 (358), 159-177. (Russian). • Chukhlomin, V. (2004). Export strategies for Russian institutions of higher learning. Marketing in Russia and Abroad, 6 (38), 107-112. (Russian).

  20. Contact Information • Val.Chukhlomin@yahoo.com • School of International Business, Omsk State University (Russian): www.fmb.ru • www.fmb.ru/eng (English) • New York Program: nyib.ru • Australia Program: rusuniver.australia.ru

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