Coordination Régionale PACA

Coordination Régionale PACA http://blog.univ-provence.fr/blog/coordination-rgionale-paca petit texte ici Coordination Régionale PACA pcassuto 2013-06-20T11:37:41Z Création d'un INSA au Maroc http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2013/06/14/cr-ation-d-un-insa-au-maroc <a href="http://www.e-orientations.com/" target="_blank"><img src="http://www.e-orientations.com/imgs/orientation-etudes-metier-emploi.gif" alt="http://www.e-orientations.com/imgs/orientation-etudes-metier-emploi.gif" width="108" height="31" align="left" /></a>Didier Marquis (INSA): "Nous songeons à la création d'un INSA au Maroc" Didier Marquis, président du Groupe INSA, détaille le projet de création d'un sixième Institut National des Sciences Appliquées, baptisé "Centre Val de Loire", et dévoile les premiers éléments d'un INSA au Maroc. Une concertation vient de se tenir pour évaluer la création d'un 6e INSA, baptisé "INSA Centre Val de Loire". Où en est ce projet? "Ce projet est bien avancé. Nous devrions voir la publication du décret avant la fin juin. Les prochaines étapes sont la mise en place du conseil d'administration, puis la détermination du budget 2014, pour que ce <a href="http://www.e-orientations.com/actualites/coulisse-le-groupe-insa-projette-de-s-implanter-au-maroc-13079">6e INSA</a> soit en état de marche dès 2014." <a href="http://www.e-orientations.com/actualites/didier-marquis-insa-nous-songeons-a-la-creation-d-un-insa-au-maroc-13112" target="_blank">Read more...</a> <div> <a href="http://translate.googleusercontent.com/translate_c?depth=1&hl=en&rurl=translate.google.com&sl=fr&tl=ga&u=http://www.e-orientations.com/&usg=ALkJrhge6NLCrLC_luKtz48YK_RFm2oW0w" target="_blank"><img src="http://www.e-orientations.com/imgs/orientation-etudes-metier-emploi.gif" alt="http://www.e-orientations.com/imgs/orientation-etudes-metier-emploi.gif" width="108" height="31" align="left" /></a> Didier Marquis (NHI): "Táimid ag smaoineamh ar a chruthú NHI i Maracó". <a href="http://translate.google.com/translate?hl=en&sl=fr&tl=ga&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fexportation%2F2013%2F06%2F14%2Fcr-ation-d-un-insa-au-maroc" target="_blank">Níos mó</a>... </div> Exportation 2013-06-14T21:36:48Z pcassuto Vanuatu va enfin disposer d’une licence dispensée en français http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2013/05/28/vanuatu-va-enfin-disposer-d-une-licence-dispens-e-en-fran-ais <a href="http://www.e-orientations.com/" target="_blank"><img src="http://www.e-orientations.com/imgs/orientation-etudes-metier-emploi.gif" alt="http://www.e-orientations.com/imgs/orientation-etudes-metier-emploi.gif" width="104" height="30" align="left" /></a>L'archipel du Pacifique va enfin disposer d'une formation en français, pour ses habitants francophones. Un manque qui s'était fait cruellement ressentir jusqu'à présent… Partenariat avec l'Université de Toulouse 1 Capitole Pour arriver à ce résultat, le ministère de l’Education du Vanuatu a demandé, en 2011, à l’Ambassade de France et à l’AUF, de mener une enquête sur la possibilité d'ouvrir une filière universitaire francophone à Port-Vila, la capitale. L'enquête s'est montrée favorable à la création d'une licence généraliste en administration économique, qui vient d'être lancée. Ce diplôme sera une formation délocalisée de l’Université de Toulouse 1 Capitole. L’université toulousaine assurera notamment la partie pédagogique et la remise du diplôme, tandis que c'est le ministère de l'Education du Vanuatu qui financera la formation. <a href="http://www.e-orientations.com/actualites/vanuatu-va-enfin-disposer-d-une-licence-dispensee-en-francais-13031" target="_blank">Voir l'article entier... </a> <div> <a href="http://translate.googleusercontent.com/translate_c?depth=1&hl=en&rurl=translate.google.com&sl=fr&tl=ga&u=http://www.e-orientations.com/&usg=ALkJrhge6NLCrLC_luKtz48YK_RFm2oW0w" target="_blank"><img src="http://www.e-orientations.com/imgs/orientation-etudes-metier-emploi.gif" alt="http://www.e-orientations.com/imgs/orientation-etudes-metier-emploi.gif" width="104" height="30" align="left" /></a> Beidh an oileánra Ciúin mbeadh deireadh le oideachas i bhFraincis dá chónaitheoirí Fraince ina labhraítear. Tá easpa a measadh sorely go dtí seo. Gcomhpháirtíocht le hOllscoil na Toulouse 1 Capitole. <a href="http://translate.google.com/translate?hl=en&sl=fr&tl=ga&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fexportation%2F2013%2F05%2F28%2Fvanuatu-va-enfin-disposer-d-une-licence-dispens-e-en-fran-ais" target="_blank">Níos mó</a>... </div> Exportation 2013-05-28T22:10:44Z pcassuto Partenariat avec l’Université des Mascareignes à Maurice: L’Université de Limoges exporte son savoir-faire http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2013/02/24/partenariat-avec-l-universit-des-mascareignes-maurice-l-universit-de-limoges-exporte-son-savoir-faire <a href="http://www.unilim.fr/" target="_blank"><img src="http://www.unilim.fr/squelettes/images/logo-ul.png" alt="Logo Universite de Limoges" width="148" height="45" align="left" /></a>Hélène Pauliat, Présidente de l’Université de Limoges et le Dr Rajesh Jeetah, Ministre de l’Enseignement Supérieur, de la Recherche, de la Science et de la Technologie de la République de Maurice, ont signé un accord de partenariat le 12 février à Limoges concernant la création d’une université francophone « l’Université des Mascareignes » (UdM) sur l’île Maurice. Cet accord est une reconnaissance du savoir-faire de l’Université de Limoges puisque celle-ci a été choisie pour aider l’université mauricienne à mettre en place sa gouvernance, sa pédagogie et sa recherche suivant le système européen LMD (Licence Master Doctorat). Des relations historiques unissent depuis longtemps l’Université de Limoges et deux établissements d’enseignement mauriciens. Pour l’Université de Limoges, c’est un exemple très représentatif de la politique de partage et d’essaimage de ses diplômes, qui contribue à l’augmentation de son rayonnement et de son attractivité. La république de Maurice compte déjà 3 universités anglophones et souhaite offrir aux étudiants mauriciens et plus largement de l’Océan Indien et du continent africain, la possibilité de suivre des études universitaires en français. L’Université des Mascareignes sera la première université francophone internationale sur ce territoire. Elle ouvrira à la rentrée 2013 avec trois facultés: - Faculté d’Ingénierie et de Développement Durable (IDD) - Faculté de Technologie de l’Information et de la Communication (TIC) - Faculté d’Economie et Gestion (EG) A son démarrage, l’université mauricienne délivrera 26 diplômes de niveau licence. Les étudiants qui passeront leurs examens avec succès auront un double diplôme délivré à la fois par l’Université des Mascareignes et l’Université de Limoges. L’université accueillera 900 étudiants en 2013, l’objectif étant d’atteindre rapidement les 2000 étudiants et d’ouvrir de nouvelles facultés en lettres, droit, etc, afin de constituer une université pluridisciplinaire comme celle de Limoges. L’Université de Limoges apportera donc un appui institutionnel à l’Université des Mascareignes: - en formant à la gouvernance les futures instances dirigeantes de l’UdM (chefs de département, doyens de faculté, staff de l’université créé par le bill ou le board), - en formant l’ensemble des acteurs (enseignants, administratifs, techniciens) pour le volet pédagogique - en formant à la recherche les enseignants en poste et des jeunes chercheurs des universités mauriciennes anglophones. Par ailleurs, pendant 5 ans, le Directeur Général de l’UdM (équivalent du président d’université) sera une personnalité issue de l’Université de Limoges. Le premier directeur sera Pierre Guillon, professeur de l’Université de Limoges, fondateur de l’institut XLIM, directeur scientifique à la Direction Générale de l’Armement, directeur scientifique du département ST2I du CNRS puis directeur par intérim de l’institut des sciences de l’ingénierie et des systèmes du CNRS. Enfin, le Président de l’Université de Limoges ou son représentant, siégera au Board (équivalent du Conseil d’Administration) de l’UdM. <a class="spip_in" href="http://www.unilim.fr/IMG/pdf/partenariatMaurice13.pdf" target="_blank">Consulter le dossier de presse</a>. <div> <a href="http://translate.googleusercontent.com/translate_c?depth=1&hl=en&rurl=translate.google.com&sl=fr&tl=ga&u=http://www.unilim.fr/&usg=ALkJrhjyU9ltw6PGs6WTKjYQ4jsnmggJXw" target="_blank"><img src="http://www.unilim.fr/squelettes/images/logo-ul.png" alt="Ollscoil Lógó Limoges" width="148" height="45" align="left" /></a> Helen Pauliat, Uachtarán Ollscoil Limoges agus an Dr Rajesh Jeetah, an tAire Ard-Oideachas, Taighde ar Eolaíocht, Teicneolaíocht agus Phoblacht na Oileán Mhuirís, tá síníodh comhaontú comhpháirtíochta ar 12 Feabhra Limoges ar a chruthú francophone ollscoil "Ollscoil Mascarene" (UOM) i Oileán Mhuirís. <a href="http://translate.google.com/translate?hl=en&sl=fr&tl=ga&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fexportation%2F2013%2F02%2F24%2Fpartenariat-avec-l-universit-des-mascareignes-maurice-l-universit-de-limoges-exporte-son-savoir-faire" target="_blank">Níos mó</a>... </div> Exportation 2013-02-24T09:32:39Z pcassuto Island to open first French language university http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2013/02/24/island-to-open-first-french-language-university <div> <div> <div> <div> <div> <div> <div> <div> <a href="http://www.universityworldnews.com/article.php?story=20130221140607876" target="_blank"><img src="http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpg" alt="http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpg" width="96" height="75" align="left" /></a>By Guillaume Gouges. The Mauritian government has announced the opening this year of the Indian Ocean island’s first French language university, to be called Université des Mascareignes, with the help of France’s <a href="http://www.unilim.fr/" target="_blank">University of Limoges</a>. The French university's President Hélène Pauliat met Mauritian Minister of Tertiary Education Rajesh Jeetah earlier this month to sign a memorandum of understanding on the project. Mauritius has positioned itself in recent years to be a regional knowledge hub. Higher education reforms are under way, new universities and campuses are being built and the government is working to attract 100,000 international students by 2020. Université des Mascareignes will join a long list of private foreign tertiary institutions opening branches in Mauritius. Some 66 overseas institutions and examination bodies are now operating locally, 36 of them from the UK, eight from France-Réunion, eight from India, five from Australia, four from South Africa, two each from Malaysia and the United States, and one from Sudan. The management of the <a href="http://www.unilim.fr/" target="_blank">University of Limoges</a>, said the ministry, will assist local authorities in setting up a French-based teaching and good governance system for the new institution. <a href="http://www.universityworldnews.com/article.php?story=20130221140607876" target="_blank">Read more...</a> </div> </div> </div> </div> </div> </div> </div> </div> Exportation 2013-02-24T08:52:29Z pcassuto BMWs, Beer, and Education: Why Germany Makes University Know-How a Key Export http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2013/02/09/bmws-beer-and-education-why-germany-makes-university-know-how-a-key-export <a href="http://chronicle.com/blogs/worldwise/bmws-beer-and-education-why-germany-makes-university-know-how-a-key-export/31539" target="_blank"><img class="decoded" src="http://chronicle.com/img/photos/biz/icons/worldwise-nameplate.gif" alt="http://chronicle.com/img/photos/biz/icons/worldwise-nameplate.gif" width="177" height="33" align="left" /></a>By <a class="url fn n" href="http://chronicle.com/blogs/worldwise/author/jlane" target="_blank" title="View all posts by Jason Lane and Kevin Kinser">Jason Lane and Kevin Kinser</a>. Governments have long used higher education as a means for building relationships with foreign nations. The U.S. Agency for International Development and the Fulbright program have promoted American higher education abroad. Under the Colombo Plan of the 1950s, Australia started supporting academic exchanges and higher-education development across Asia. The British Council was developed in part as a means for facilitating cooperation among British institutions and foreign countries. And the German Academic Exchange Service, commonly known as DAAD, its initials in German, was founded after World War I to help the nation re-establish and build its foreign relations. <a href="http://chronicle.com/blogs/worldwise/bmws-beer-and-education-why-germany-makes-university-know-how-a-key-export/31539" target="_blank">Read more...</a> Exportation 2013-02-09T15:33:41Z pcassuto New unit aims to boost education exports http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2013/01/23/new-unit-aims-to-boost-education-exports <a href="http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=422441&c=1" target="_blank"><img src="http://www.timeshighereducation.co.uk/magazine/graphics/mastheads/mast_blank.gif" alt="Click here for THE homepage" width="153" height="131" align="left" /></a>By <a href="http://www.timeshighereducation.co.uk/biography.asp?contact=112" target="_blank">David Matthews</a>. A new government unit will help universities expand abroad in an attempt to boost export earnings from the sector. Education UK has been launched by the Department for Business, Innovation and Skills and UK Trade & Investment, the government-run agency that aims to help British interests abroad. It will specifically target markets in India and the Middle East. Matthew Hancock, the skills minister, said that despite the UK's excellent reputation for education, the sector could make a bigger contribution to economic growth. "It is essential that we realise the potential of the largely untapped resource that is our education exports. There is a fast-growing demand for high-quality education, and we are lucky to have a dynamic and entrepreneurial sector that is well placed to contribute," he said. "We are in a global race and other countries are presenting attractive and coordinated offers, so Education UK is a vital step in bringing together the UK sector to drive its international engagement, particularly on high-value opportunities," Mr Hancock argued. According to BIS, education exports are currently worth £14 billion to the UK, but this could rise to £21.5 billion by 2020. <a href="http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=422441&c=1" target="_blank">Read more...</a> Exportation 2013-01-23T21:12:17Z pcassuto Higher education becomes Australia’s biggest service export http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/11/28/higher-education-becomes-australia-s-biggest-service-export <a href="http://www.australiaforum.com/information/education/higher-education-becomes-australias-biggest-service-export.html" target="_blank"><img class="decoded" src="http://img.australiaforum.com/nav/images/new_logo.png" alt="http://img.australiaforum.com/nav/images/new_logo.png" width="228" height="22" align="left" /></a>By Ray Clancy. Australia’s bid to attract more students from overseas is succeeding with a new report showing that higher Education is contributing significantly to the country’s economic prosperity. It is the country’s largest service export and plays a leading role in the economies of Australia’s most populous states of Victoria and New South Wales. Education is Victoria’s largest export and it is the second biggest in New South Wales, a report by consultant Alan Olsen shows. Universities Australia’s chief executive Belinda Robinson said the report highlights the contribution of international education to Australia’s economic prosperity as it finds education exports have doubled in value every five years from 1990 to 2010, overtaking tourism as the top service export in 2007/2008. <a href="http://www.australiaforum.com/information/education/higher-education-becomes-australias-biggest-service-export.html" target="_blank">More...</a> Exportation 2012-11-28T22:23:36Z pcassuto US student imports and exports hit record levels http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/11/24/us-student-imports-and-exports-hit-record-levels <div> <a href="http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=421880&c=1" target="_blank"><img src="http://www.timeshighereducation.co.uk/magazine/graphics/mastheads/mast_blank.gif" alt="Click here for THE homepage" width="153" height="131" align="left" /></a>By <a href="http://www.timeshighereducation.co.uk/biography.asp?contact=185" target="_blank">Chris Parr</a>.The number of overseas students attending university in the US reached a record 764,495 during the 2011-12 academic year, according to figures from the Institute of International Education. The data, published annually in partnership with the US Department of State's Bureau of Educational and Cultural Affairs, show a 6 per cent increase on the previous year and reveal that foreign students contributed $22.7 billion (£14.3 billon) to the US economy during 2011-12. The number of international students in US higher education has risen for six consecutive years, and there are now 31 per cent more of them studying at US colleges and universities than a decade ago. According to the data, the number of Chinese enrolments was up 23 per cent in total, 31 per cent among undergraduates alone - the largest increase at that level. There was also a 50 per cent rise in student numbers from Saudi Arabia, explained by the greater availability of Saudi government scholarships. <a href="http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=421880&c=1" target="_blank">Read more...</a> </div> Exportation 2012-11-24T00:25:17Z pcassuto Education is a great British export industry http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/11/17/education-is-a-great-british-export-industry <a href="http://www.telegraph.co.uk/education/universityeducation/9675113/Education-is-a-great-British-export-industry.html" target="_blank" title="The Telegraph co.uk"><img src="http://bathknightblog.com/wp-content/uploads/2011/07/telegraph-logo.jpg" alt="http://bathknightblog.com/wp-content/uploads/2011/07/telegraph-logo.jpg" width="167" height="29" align="left" /></a>By David Willetts. Britain's universities are world class and the launch of the new Council for the Defence of British Universities will help them remain so, says David Willetts. Our universities are world-class. Four UK universities are in the global top six. And it is not just our old, established institutions. Of the world’s top 100 universities under 50 years old, 20 are British institutions – more than any other country. We have much to celebrate. Despite this record, I welcome the launch of the new <a href="http://www.telegraph.co.uk/education/universityeducation/9675360/Our-universities-have-become-factories.html" target="_blank">Council for the Defence of British Universities</a>. The group, assembled by Sir Keith Thomas, encompasses different political views, different institutional affiliations and different academic disciplines. Already it has drawn attention to the importance of academic autonomy and reminded us that universities are about more than economics. The simple act of bringing together so many luminaries emphasises the wonderful breadth and depth of our world-leading research community. The new group will challenge the Coalition’s policies and I am sure we will have some robust debates. But to see the new Council as simply an attack on the government of the day misses the point. After all, the group includes people with a diverse range of views, from those who believe universities should be independent of government to those who believe they should be more reliant on the state. Moreover, the group is speaking eternal truths on issues like academic freedom and learning for its own sake that are as relevant to today as they were under the previous government and will be under future governments. I still remember the excitement of reading Hume and Kant for the first time as a student, as well as Hayek and Friedman. Future generations need those opportunities too. That’s why we’re maintaining the balance between funding for curiosity-driven research and research tackling particular challenges. <a href="http://www.telegraph.co.uk/education/universityeducation/9675113/Education-is-a-great-British-export-industry.html" target="_blank">More...</a> <div class="secondPar"> </div> <div class="thirdPar"> </div> <div class="fourthPar"> </div> Exportation 2012-11-17T18:19:25Z pcassuto Exporting education - Canada has barely tapped world demand for higher learning http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/11/07/exporting-education-canada-has-barely-tapped-world-demand-for-higher-learning <a href="http://opinion.financialpost.com/2012/11/06/exporting-education/" target="_blank"><img src="http://www.gravatar.com/avatar/72846deff27920a214ddd712ba18c9dd?s=60&d=mm" align="left" /></a>By <a href="http://opinion.financialpost.com/author/specialfp/" target="_blank">Dezsö J. Horváth, Special to Financial Post</a>. As global trade has increased, Canada’s share of exports and foreign direct investment has been slowly but steadily declining. Our country’s competitiveness in the global arena also continues to fall — we now rank 14th in the world, down from ninth in 2009, according to the World Economic Forum. But Canada has a golden opportunity to make up lost ground by capitalizing on one area where we have the potential to be an economic powerhouse: higher education. The fact is, education is a knowledge-intensive export. It also happens to be a service we’re very good at providing: The best Canadian colleges and universities deliver education programs at a level that few other countries can match, available in both official languages. A number of our universities consistently rank among the best globally, as do a number of Canadian business schools and specialized programs in disciplines and fields ranging from aquaculture to computer animation. <a href="http://opinion.financialpost.com/2012/11/06/exporting-education/" target="_blank">More...</a> Exportation 2012-11-07T21:47:24Z pcassuto Hefce: let’s keep a closer eye on overseas collaborations http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/05/09/hefce-let-s-keep-a-closer-eye-on-overseas-collaborations <a href="http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=419863&c=1" target="_blank"><img src="http://www.timeshighereducation.co.uk/magazine/graphics/mastheads/mast_blank.gif" alt="http://www.timeshighereducation.co.uk/magazine/graphics/mastheads/mast_blank.gif" align="left" /></a>By <a href="http://www.timeshighereducation.co.uk/biography.asp?contact=65" target="_blank">John Morgan</a>. Universities’ overseas activities should come under closer scrutiny in the new risk-based quality assurance regime, England’s funding council has proposed. Joint degrees and <a id="_GPLITA_2" href="http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=419863&c=1#" target="_blank" title="Powered by Text-Enhance">validation</a> agreements with overseas partners have become a huge growth area for British universities in recent years. But the Higher Education Funding Council for England signalled in its consultation on the risk-based quality assurance regime, published yesterday, that it wants closer monitoring of standards in collaborative provision with partners at home and abroad. The proposals “respond to concerns that varying forms of collaborative provision may place academic quality and standards at greater risk”, Hefce says in the consultation document. The move follows the scandal over the University of Wales’ lucrative validation agreements with partners in the UK and around the world. Hefce proposes that additional modules could be added to the institutional reviews undertaken by the Quality Assurance Agency – every six years at present – in order to <a id="_GPLITA_4" href="http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=419863&c=1#" target="_blank" title="Powered by Text-Enhance">look</a> closely at collaborative provision. “Examples of such modules would be where degree-awarding institutions validate programmes of study leading to their awards in partner organisations in the UK and internationally,” Hefce says, adding: “Other modules might focus on distance learning programmes, branch campuses or joint ventures.” Hefce says that depending on the outcome of the consultation, these modules could replace the QAA’s collaborative provision audit. The document continues: “Collaborative provision, by virtue of its more complex nature…can present more challenges to the <a id="_GPLITA_0" href="http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=419863&c=1#" target="_blank" title="Powered by Text-Enhance">maintenance</a> of academic standards and quality than other forms of higher education provision.” The modules would take place at the same time as institutional reviews. But Hefce adds that “where there is a significant change, such as growth, in a provider’s collaborative provision, but no formal review is due for a number of years, one or more collaborative provision modules might be regarded as a trigger by the external panel for an out-of-cycle QAA engagement”. Exportation 2012-05-09T23:10:18Z pcassuto Le Cnam dans le monde http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/04/30/le-cnam-dans-le-monde <a href="http://international.cnam.fr/" target="_blank"><img src="http://international.cnam.fr/medias/photo/international_1299667641122.jpg" alt="http://international.cnam.fr/medias/photo/international_1299667641122.jpg" width="337" height="52" align="left" /></a>Le Cnam a signé 140 accords de coopération, en formation et en recherche, et ceci dans une cinquantaine de pays. Ses partenaires sont des universités, des organismes de formation, publics ou privés, des entreprises. Mais son action de service public dépasse largement le cadre des relations bilatérales d’établissement à établissement. <a href="http://international.cnam.fr/le-cnam-dans-le-monde/" target="_blank">Planisphère des partenariats du Cnam</a> Cliquez sur <a href="http://international.cnam.fr/le-cnam-dans-le-monde/" target="_blank">un symbole pour obtenir plus d'information</a> sur un partenariat. Vous pouvez aussi:     * rechercher un <a href="http://international.cnam.fr/le-cnam-dans-le-monde/" target="_blank">lieu à partir du formulaire</a>,     * zoomer à <a href="http://international.cnam.fr/le-cnam-dans-le-monde/" target="_blank">l'aide du curseur</a>,     * déplacer la carte à l'aide de la souris.<a href="http://international.cnam.fr/le-cnam-dans-le-monde/" target="_blank"> Inscriptions 2010/2011</a>     * Moyen Orient: 3800     * Maghreb: 800     * Europe: 600     * Pacifique/Caraïbes: 600     * Reste de l'Afrique: 150     * Asie: 150     * Océan indien: 100     * Amériques: 100     * L'<a href="http://international.cnam.fr/jsp/saisie/liste_fichiergw.jsp?OBJET=DOCUMENT&CODE=1326467459911&LANGUE=0" target="_blank">Intec dans le monde</a>: 3000. 9 300 élèves inscrits dans le réseau Cnam à l'étranger. Nos centres associés     * <a href="http://international.cnam.fr/le-cnam-dans-le-monde/institut-superieur-des-sciences-appliquees-et-economiques-issae-cnam-liban-472536.kjsp?RH=int_cnam" target="_blank">Liban</a>.     * <a href="http://international.cnam.fr/le-cnam-dans-le-monde/centre-cnam-maroc-245927.kjsp?RH=int_cnam" target="_blank">Maroc</a>. Nos partenariats internationaux     * Algérie: <a href="http://international.cnam.fr/jsp/saisie/liste_fichiergw.jsp?OBJET=DOCUMENT&CODE=1326378609170&LANGUE=0" target="_blank">Actions et projets de coopération</a>.     * Allemagne: <a href="http://international.cnam.fr/le-cnam-dans-le-monde/allemagne-hochschule-darmstadt-245920.kjsp?RH=int_cnam" target="_blank">Hochschule Darmstadt</a>.     * Bénin: <a href="http://international.cnam.fr/le-cnam-dans-le-monde/centre-d-enseignement-du-cnam-au-b-nin-centre-de-formation-professionnelle-continue-cfpc-cotonou-245925.kjsp?RH=int_cnam" target="_blank">Centre de formation professionnelle continue</a>.     * Brésil: <a href="http://international.cnam.fr/le-cnam-dans-le-monde/accords-de-coop-ration-et-ann-e-de-la-france-au-br-sil-472551.kjsp?RH=int_cnam" target="_blank">Accords de coopération et année de la France</a>.     * Chine: <a href="http://international.cnam.fr/jsp/saisie/liste_fichiergw.jsp?OBJET=DOCUMENT&CODE=1326378470136&LANGUE=0">Actions de recherches et de formations</a>.     * Espagne: <a href="http://international.cnam.fr/le-cnam-dans-le-monde/centre-d-enseignement-du-cnam-en-espagne-472523.kjsp?RH=int_cnam">Centre d'enseignement</a>.     * Grèce: <a href="http://international.cnam.fr/le-cnam-dans-le-monde/coop-ration-avec-l-ath-nienne-de-formation-en-gr-ce-4999.kjsp?RH=int_cnam">Coopération avec l'Athénienne de formation</a>.     * Haïti: <a href="http://international.cnam.fr/le-cnam-dans-le-monde/convention-de-partenariat-avec-ha-ti-103311.kjsp?RH=int_cnam">Convention de partenriat</a>.     * Hongrie: <a href="http://international.cnam.fr/le-cnam-dans-le-monde/le-r-seau-des-formations-cnam-en-hongrie-245933.kjsp?RH=int_cnam">Le réseau  Cnam</a>.     * Maroc: <a href="http://international.cnam.fr/le-cnam-dans-le-monde/centre-cnam-maroc-245927.kjsp?RH=int_cnam">Centre du Cnam</a>.     * Océan indien: <a href="http://international.cnam.fr/le-cnam-dans-le-monde/oc-an-indien-472504.kjsp?RH=int_cnam">Madagascar, Mayotte, Maurice, La Réunion</a>.     * Tunisie: <a href="http://international.cnam.fr/jsp/saisie/liste_fichiergw.jsp?OBJET=DOCUMENT&CODE=1326378543916&LANGUE=0">Actions de coopération</a>.     * Vietnam: <a href="http://international.cnam.fr/le-cnam-dans-le-monde/coop-rations-du-cnam-au-vietnam-472465.kjsp?RH=int_cnam" target="_blank">Coopérations du Cnam</a>. <div> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&hl=en&langpair=fr%7Cda&rurl=translate.google.com&u=http://international.cnam.fr/&usg=ALkJrhgPAEv5TuS3SIfZFQJXzY1a5MrU-A" target="_blank"><img src="http://international.cnam.fr/medias/photo/international_1299667641122.jpg" alt="http://international.cnam.fr/medias/photo/international_1299667641122.jpg~~V" width="337" height="52" align="left" /></a>Den CNAM har indgået 140 samarbejdsaftaler, uddannelse og forskning, og det i halvtreds lande. Partners er universiteter, uddannelse organisationer, offentlige eller private virksomheder. Men hans handling offentlig tjeneste uden for rammerne af de bilaterale forbindelser i skolen etablering. <a href="http://translate.google.com/translate?client=tmpg&hl=en&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fexportation%2F2012%2F04%2F30%2Fle-cnam-dans-le-monde&langpair=fr|da" target="_blank">Mere</a>... </div> Exportation 2012-04-30T13:38:58Z pcassuto Exporting Education - why universities are expanding globally http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/04/07/exporting-education-why-universities-are-expanding-globally <a href="http://eye.columbiaspectator.com/?q=article/2012/04/05/exporting-education" target="_blank"><img src="http://eye.columbiaspectator.com/sites/default/themes/EyeSight/images/drop.png" alt="http://eye.columbiaspectator.com/sites/default/themes/EyeSight/images/drop.png" align="left" /></a>By Mark Hay. In mid-2006, the Emirate of Dubai broke ground on a new development located 12 miles outside of the city proper and cordoned off by a series of major roads. Dubai International Academic City, as developers dubbed the project, sought to establish a site in the emirate dedicated to the foundation and free operation of international university centers, branches, and satellites. Within less than six years, DIAC has grown from a few shovels in the ground to a massive complex of 27 universities, 26 of which are non-Emirati—six British, five American, and four Australian. In 2012, construction will cease at DIAC, already the center of study for 20,000 students from 137 nations (only a minority hail from Dubai). And by 2015, DIAC plans to accommodate 40,000 students while deepening and broadening its ties to international higher education. But DIAC is not the only international academic hub in Dubai. Three years prior to DIAC, the emirate built Knowledge Village, which quickly reached capacity and necessitated rapid expansion. Projects of equal or greater scale are simultaneously under way in nearby Abu Dhabi, Doha, and Qatar. Singapore and Hong Kong are also proving to be hotbeds of international educational expansion. Students at Columbia look to our Global Centers project and wonder at the enthusiasm with which we have erected seven centers—in Amman, Jordan; Beijing, China; Istanbul, Turkey; Mumbai, India; Nairobi, Kenya; Paris, France; and Santiago, Chile—from 2009 to the present day. (That’s not to mention a potential center in Rio de Janeiro, Brazil and a scuttled center once intended for Kazakhstan.) Compared to our peers’ growth, however, Columbia’s has been mild. New York University famously opened a large “portal campus” in Abu Dhabi in 2010,but also operates 12 other centers (in Accra, Ghana; Berlin, Germany; Buenos Aires, Argentina; Florence, Italy; London, England; Madrid, Spain; Paris, France; Prague, Czech Republic; Shanghai, China; Sydney, Australia; Tel Aviv, Israel; and Washington, D.C.), and further expansion is planned for the future. Columbia’s international expansion, and even the activities of host city Dubai, constitute just one placid chapter in a rapid churn of international higher education expansion by American, Australian, and British universities within the last 10 years. The expansion has been carried out suddenly and swiftly and has not yet been fully digested by academics, policy makers, or students. American universities explain the process through vague and mollifying rhetoric that relied on terms like “global citizenship” and images of utopian academic missions leading the charge toward a fully globalized, integrated world. While there’s a strong flavor of truth to the rhetoric, international educational expansion is hardly the product of a benevolent global mindset. Yet neither is it a clever form of neocolonialism. Universities pursue this course out of a keen sense of business acumen and awareness of a changing educational economic landscape. They pursue it hotly, with little knowledge of how to go about it, flitting through starts and failures, taking large and small gambles on various forms of international campuses. But it is not irrationality that drives this mad rush. It is the knowledge, held by both universities and their host countries, that international education must flourish by some means, or else both partners face a future with few certainties. And those that do exist are grim. A Brave Rhetoric for a Global Society Despite the concentrated and far-reaching push for global education, one cannot easily tease out a single sound bite or causal link that sums up the phenomenon. Part of that fact is the result of an urge for differentiation among universities, with each branding its expansion efforts in separate terms. Michigan State University speaks of its expansion in terms of international centers, while NYU aims to create a cohesive “global network university,” and many British universities speak of branch campuses, satellite campuses, or other related but slightly different projects. With each name comes a slightly different rhetoric, spreading across a wide spectrum. A reflection published at the end of 2010 by NYU President John Sexton best captures the rhetoric used to describe international educational expansion by American universities. The lengthy document mixes cultural critique, academic analysis, philosophical musing, and pragmatic reasoning into a colossal justification and explanation of NYU’s plans for rapid expansion. In his opening, Sexton harks back to the Greek academy with references to Herodotus and the Nile, fitting the modern global expansion into a natural impetus of scholars and mankind to expand to new worlds and unravel the mysteries of the earth. He interprets universities as long-standing and latent transnational institutions, apt at bridging the gaps between worlds, although currently trapped and at least partly defined by the cities and cultures in which they reside. For Sexton, it thus becomes not just enjoyable and possible but logically necessary for universities to slip loose of their local bounds and take up their position as truly international institutions in an age of increasing globalization. NYU Abu Dhabi spokesperson Josh Taylor echoes his president’s sentiments, claiming that “the architecture of the [Global] University incarnates in the free flow of its community, the free flow of ideas that has long characterized the academic disciplines and the advancement of thought.” Columbia’s Vice President for the Office of Global Centers Kenneth Prewitt, describing our university’s distinct system, distances himself from the architecture, scale, and realization of NYU’s program. However, he still voices the same rhetoric in more staid terms. In one view, the University’s Global Centers are the natural and logical deepening and broadening of age-old partnerships between international institutions into more solid and perpetual relationships, linking a mutual but sporadic flow of information into a permanent and transnational link. This talk of the natural academic pathway and impulse is firmly rooted in current realities. Alessia Lefebure, who teaches a class on Asian higher education policies and directs the Alliance Program, which links Columbia to top French universities, says universities recognize that training responsible citizens and leaders is part of their job. A big part of realizing that goal is the demand that students and academics engage with global issues and challenges. In increasing the size and mobility of the global elite and the chance that graduates will need global skill sets to engage in almost any college graduate occupations, globalization certainly directs the mission of the university. Lefebure notes, however, that international expansion is not necessarily the most logical way to meet the need for global academic engagement. Universities could train faculty differently, teach differently, or develop stronger relationships with native institutions of education. The focus on boots and bricks on the ground, on nameplates and foreign students receiving American degrees, does not arise as logically and naturally as Sexton might have one believe from the cognitive legacy of Herodotus. Universities choose global academic centers as a means of engaging with a new world and a new demand on higher education largely because they are a potentially smart and necessary business decision for universities operating in America, Australia, and Britain in the modern era. The Win-Win Scenario The age of global options and travel has measurably changed students in the Western world, according to Lefebure. Students want to travel and are increasingly choosing colleges based on their global reach. Not to mention the fact that nations in the Organization for Economic Cooperation and Development region are hemorrhaging domestic students, especially graduate students. According to Spencer Witte, an associate with Ishtirak, a Middle Eastern and African business consultancy with ties to Gulf State international education projects, Western nations see it as imperative to attract pools of talented students to their domestic universities, to snap up academic markets in nations with little tradition of local higher education, and to build a presence and identity as an international university. Philip Altbach, the director of Boston College’s Center for International Higher Education, simplifies the equation: Colleges choose to develop a physical presence abroad “to make money. That’s largely it.” American, Australian, and British universities want to make sure that their enrollment numbers stay high and that they can continue to bring in students and tuition fees to help them expand and remain competitive with other institutions. Part of that competitive edge now involves making sure that one’s university has established global outposts and has a strong brand name around the world, attracting students, prestige, patronage, and wads of cash into the coffers of their institutions in the long run. British universities embrace global expansion precisely for these reasons. According to Vanderbilt University Professor of International Education Policy Stephen Heyneman, local regulations and restrictions on tuition, enrollment, and other administrative matters within the nation’s borders drive British universities to take more risks and establish more aggressive presences in foreign nations to assure their continued economic viability, competitive brand, and top status by limited indicators. Select foreign nations gladly embrace the profit- and security-seeking universities based in Anglo countries. “For each country there is a different reason,” Lefebure says. But “encouraging branches or other forms of presence is part of larger policies, not disconnected from the whole economic development of a city, country, region.” Broadly speaking, cities like Singapore and those on the Chinese coast wish to move part of their economy to the knowledge sector by creating poles and cities that can become more attractive to economic investment. Attracting foreign universities allows for the development of local educated human capital, research and development, and attraction of families of high-skill individuals who will stay in and enrich the region. Foreign universities can develop faster and require less investment than the long process of developing local institutions and educational systems. Additionally, the matter of building a brand that businesses and students will trust is difficult, expensive, and time-consuming. It is better and easier for places like Dubai to draw in Anglo universities, which have the cachet of high international rankings, recognizable names, well-established educational models, and strong support networks for local centers and which use a generally accepted academic language—English—that allows Dubai and similar cities to attract students from expat, diaspora, international, and local populations. The centers ultimately provide students and funds to American universities and reap returns for the host in innovators who remain in the country, attractiveness to diversifying businesses, and strong connections to the resources of American universities. Thomas Trebat, executive director of the Institute of Latin American Studies at Columbia and a party involved in the development of our Rio de Janeiro center, claims this latter incentive is a large motivator for local actors supporting the center’s development. Lefebure stresses that global educational hubs are a point of converging interests in complex systems. If, for instance, Singapore wishes to become a global economic hub, it must also become a global educational hub. Like Hong Kong, Singapore has less interest in research and development and thus eschews importing all the bricks and mortar, but it still reaches out to Yale, among other prestigious universities, to draw upon its name, educational model, and partnership to create institutions carrying Yale’s DNA, periodically examined and approved by Yale. Singapore gains legitimacy, an attractive educational model, and a strong selling point for its city, while Yale gains a strong brand in Singapore. Yale builds relationships that pour immediate money into its coffers while guaranteeing a familiarity in Singapore with its name and model of education and thus encouraging graduates and later undergraduates to direct their energies and applications toward Yale as opposed to Harvard or MIT. And those students Singapore loses to graduate school and the diaspora, it replaces by attracting students from Southeast Asia at large into its academic system. Singapore and Yale realize that their interests converge, strike up a deal, and benefit mutually. This system carries risks and limitations. Take South Korea, which, Altbach and Lefebure note, has been trying to attract international educational expansion because of its economic benefit. However, many young Koreans go abroad for higher education, and they have developed a strong taste for “the real thing,” Altbach says. This creates less of a demand for a local equivalent of Yale or Columbia. Likewise, because American schools already have a strong tie to the academic market of Korea, the investment of time and money, even with sweet financial incentives from Seoul, does not make sense to American universities. Even in places such as India or Pakistan where the market of students seeking international education is larger, the corruption, fractiousness, or bureaucratic structure of local government makes it harder to accommodate international universities. In general, Heyneman says, it pays best when universities open small campuses that promote high specialization. Universities usually only step in when they see the possibility of high enrollment at low costs, with heavy subsidies from the local government. NYU received $50 million up front for its Abu Dhabi campus and turned down Dubai when it could not front the money, according to Witte. Still, Altbach and Heyneman stress that the uncertainty and governments’ conflicting interests in international campuses make failure a real possibility. Even small projects with low costs, if they fail, can stain the brand names of universities. Hence, Heyneman explains that universities with less recognized names are willing to take greater risks than previously well-established schools like Harvard, which is secure enough in the strength of its name to attract money. The international arena is littered with failed models that ought to give pause to universities with much to lose. Ben Wildavsky, a scholar of education policy at the Kauffman Foundation and author of The Great Brain Race: How Global Universities are Reshaping the World, stresses that no university has ever successfully globalized. There is no road map, and as such, there is no predictor for success, even when interests align and the arrangement promises economic success. But the needs of universities drive them to create dozens of models of international engagement. “We’re going to see lots of experimentation,” Wildavsky says. “We’re letting a thousand flowers bloom,” waiting to see which one will prove stable and profitable. Michigan State University and the Failure of Brick and Mortar In 2007, just after the birth of DIAC, officials from Dubai approached Michigan State University with an early offer for involvement. It seemed like a good idea: MSU has a strong tradition of international engagement but virtually no partnerships or research in the greater Middle East. But when the board of trustees signed off on the deal, they had little reason to suspect that MSU’s Dubai campus would turn out to be an utter disappointment, a financial drain, and, largely, an overall failure within three years. MSU Dubai was not the first international university facility to close down, nor the most devastating closure. The failure of George Mason University in the Persian Gulf and Johns Hopkins University in Singapore were more damaging to the brand names of their institutions and more financially dire failures. However, MSU Dubai’s failure drew attention mainly because the university had chosen to pursue an old-fashioned brick-and-mortar project in the Emirates. The failure of this archetypal form of international expansion played a major part in the disenchantment of the concept of a “satellite” campus. “Satellite campus” is a confusing term that does not accurately capture the early models of foreign engagement. This term often conjures the image of a carbon copy American university transplanted with full facilities and programs into a foreign nation. In truth, MSU’s model was not a mirror image of its American counterpart. Its administration consisted of one full time faculty member, its student body reached around 400, and it offered less than a tenth of the majors available at their East Lansing campus. This early model sought to copy as much of MSU as it could in a Dubai context. Many who study the phenomenon refer to such establishments as “brick and mortar” centers. “We made the decision that we were not going to devalue the quality of our brand by diluting academic expectations,” says Eric Freedman, Michigan State University’s associate dean of international studies and programs. They required applicants to fill out the same form as if they were applying to the East Lansing campus, meet the same academic requirements, and undergo the same modes of instruction. The campus hired few local instructors, favoring the option of periodically flying out MSU academics from America. The Dubai campus also set its price tag close to American tuition, which made it more expensive than other American education in the region, including schools with stronger brand names—MSU wound up with a student body less than one-fourth the size it expected and was funding majors no one was pursuing. These shortcomings, exacerbated by the financial collapse and the failure of private construction firms to provide promised infrastructure, led to the center’s closure in 2010. Freedman now admits that the MSU Dubai center in DIAC was not a sustainable or attractive model. But MSU did not totally pull out of Dubai. When Freedman’s office was given control of MSU’s operations, its masters programs still remained in the city. MSU dropped all pretenses of copying its academic standards and campus model in Dubai by 2011. It shifted from a brick-and-mortar structure to a network structure based in Knowledge Village with less infrastructure, allowing the fluid establishment of programs that proved they had local demand and could sustain themselves. These programs gained access to students while making sure not to encounter significant risk or feed financially off of the central university. Although these programs became narrower and the model less a carbon copy of MSU, the programs achieved success by working with the local dictates of Dubai and its students’ demands. The Success of Flexible, Situational Models While the story of MSU in Dubai may make the International Academic City seem like an inhospitable location to foster growth, in the hands of the right model it has proven to be an ideal hosting facility. In fact, the first facility to establish a presence at DIAC is Heriot-Watt University, a medium-sized Scottish institution based in Edinburgh. Its model has not only proved successful at DIAC, but has become one of the most successful examples of international expansion in the world. Heriot-Watt shared MSU’s background as a school with a strong international profile, although its initial reasons for entering Dubai were more pressing. The vice-principal of Heriot-Watt, Andrew Walker, says that because Britain places caps on tuition and growth in the United Kingdom, international expansion is the best way for them to grow overall. They already worked with approximately 50 learning partners—universities allowed to use the Heriot-Watt name and model and monitored for quality—incorporating some 10,000 students. Its facility, also at DIAC, cut down on costs and instruction barriers by employing its own academic staff and handling its own infrastructure while maintaining strong communication with the Edinburgh staff. While Heriot-Watt wanted to maintain its educational quality, it did adjust its admissions process, tuition, and educational model to fit Dubai. Heriot-Watt created a measured education targeted at a small group of local Emiratis, a larger community of expats, and large communities of foreign students from protectionist educational environments like India. The university attracted 2,700 students in total, effectively selling to other Muslims the ability to get a Western education that acknowledges and refers to Muslim traditions. This flexible, site-specific programming that focuses on the interests of students and host governments while maintaining a baseline of quality and continuity, allowed Heriot-Watt to develop a low-impact presence. Walker acknowledges that these regional accommodations mean that the global campuses are not totally academically free, but as an interconnected network, they retain their holistic academic integrity. Heriot-Watt’s model accomplishes all that international education seeks to accomplish in terms of expanding student pools and brand names while avoiding any harm or potential cost to the university. This type of limited-engagement, targeted, interconnected campus that stresses the ability to pursue research without imposing on or angering host nations has proven wildly successful for Heriot-Watt. Success in Dubai has led to nuanced emulations (and independent recreations) of this networked-centers model. NYU’s Abu Dhabi portal campus represents a similar goal of targeted and limited engagement. It is able to justify its $50 million in infrastructure costs because of its grant from the local government. It contributes positively to brand growth, student growth, depth of research, and interconnection with centers tailored to local consumers all over the world. Name-Plate Networks American universities, though, do not face the same pressures in most cases as Heriot-Watt. The desire for a competitive international presence and access to the research and academic talent pools still drive these universities, but the risks of even minimal physical campuses with degree-granting capabilities like the current MSU incarnation or Heriot-Watt can seem too high for players with comparatively less to gain and more to lose in terms of their brand’s value. The trend in America, Witte observes, is moving away from any remains of the brick-and-mortar model and toward low-risk, lower-impact, low-footprint centers, typified by Columbia’s Global Centers. “Columbia centers have no infrastructure other than a name,” Heyneman says, summarizing the Global Centers model succinctly. Although this is a bit of an overstatement, Columbia has indeed focused more on name building, research facilitation, and the creation of a network than on the building of physical structures that grant degrees. The Global Centers have grafted themselves onto pre-existing locations where Columbia research was already well established. Urban planning projects in Mumbai and the Reid Hall programs in Paris were both used as foundations for Global Centers. The university merely raised $250,000 to $1 million per center, usually from local donors (in Santiago, local businessmen paid for almost the entire center, while Queen Rania Al Abdullah of Jordan heavily funded the center in Amman), to pay for minimal office space and administration to help strengthen local projects. “Very little of what the centers will do could not have been done without them,” Prewitt admits, “but maybe without the value added of a place to land in every world region,” which does ease and facilitate research. Prewitt elaborates that Columbia’s idea is to establish a situation in which the university can strengthen its presence and that makes it easier to undertake research within different nations and in conjunction with foreign colleagues. This develops a network wherein limitations to the freedom of research in Amman will ideally lead to cooperation with Nairobi and Beijing to complete large-scale projects. Prewitt admits that the centers are a long way from that level of fluidity, but at the very least the centers allow Columbia to develop strong ties with local academic communities, giving access to education markets abroad. A willingness to cooperate with local restrictions, as well as a low-impact model, allows Columbia to be involved in countries with less money to offset establishment costs or with more protectionist or hesitant governments. Columbia is embracing the open nature of its Global Centers, letting them develop as they may. As President Lee Bollinger once said, “Part of my whole theory here is, ‘Do not plan this—do not overplan this.’” Columbia’s model represents the opposite impetus from MSU’s initial Dubai campus. Small and compact, appealing directly to brand growth and presence, the Global Centers can flourish almost anywhere. They are much less likely to be financially successful, but the damage if one fails and the risks tied to Columbia’s brand and position are much lower than even Heriot-Watt faces. It represents an increasingly favorable model for the economic concerns of big American universities. What Campuses May Come Everyone interviewed for this piece agrees that no one can know what the future holds for international educational expansion. Some believe we will know which models work best within five years, and others believe it will take 25. But, as Wildavsky stresses, the modern era is one of experimentation and risk taking. Universities will continue to develop new models of their own, differentiating themselves from their peers while reacting to the successes and failures they witness. Thus far, Witte believes, universities have learned a few basic lessons from pre-existing models: Almost every model now focuses on thoroughly vetting potential partners. Anglo universities check to see if the nations they choose have the funds to facilitate their model, the leeway and freedoms to establish the brand the university desires, and the ability to attract the student population universities need. Whether in the form of Heriot-Watt-style networks or Columbia’s minimalist centers, the trend favors tailored and small institutions. However, even this model remains uncertain. “I think this is a bit of a bubble,” Altbach says of the massive expansion of universities abroad. Someday that bubble may pop and destroy dozens of the hundreds of models acting and reacting abroad. Even then, if MSU’s failure is any indication, universities will simply rebound and reinvent their models. They have to, Witte says. Some just need to stay on top. For others, building a competitive brand and presence abroad is a matter of survival for the institution as a whole. Exportation 2012-04-07T21:38:49Z pcassuto Exporting Education why universities are expanding globally http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/04/06/exporting-education-why-universities-are-expanding-globally <a href="http://eye.columbiaspectator.com/?q=article/2012/04/05/exporting-education" target="_blank"><img src="http://eye.columbiaspectator.com/sites/default/themes/EyeSight/images/drop.png" alt="http://eye.columbiaspectator.com/sites/default/themes/EyeSight/images/drop.png" align="left" /></a>By Mark Hay. In mid-2006, the Emirate of Dubai broke ground on a new development located 12 miles outside of the city proper and cordoned off by a series of major roads. Dubai International Academic City, as developers dubbed the project, sought to establish a site in the emirate dedicated to the foundation and free operation of international university centers, branches, and satellites. Within less than six years, DIAC has grown from a few shovels in the ground to a massive complex of 27 universities, 26 of which are non-Emirati—six British, five American, and four Australian. In 2012, construction will cease at DIAC, already the center of study for 20,000 students from 137 nations (only a minority hail from Dubai). And by 2015, DIAC plans to accommodate 40,000 students while deepening and broadening its ties to international higher education. But DIAC is not the only international academic hub in Dubai. Three years prior to DIAC, the emirate built Knowledge Village, which quickly reached capacity and necessitated rapid expansion. Projects of equal or greater scale are simultaneously under way in nearby Abu Dhabi, Doha, and Qatar. Singapore and Hong Kong are also proving to be hotbeds of international educational expansion. Students at Columbia look to our Global Centers project and wonder at the enthusiasm with which we have erected seven centers—in Amman, Jordan; Beijing, China; Istanbul, Turkey; Mumbai, India; Nairobi, Kenya; Paris, France; and Santiago, Chile—from 2009 to the present day. (That’s not to mention a potential center in Rio de Janeiro, Brazil and a scuttled center once intended for Kazakhstan.) Compared to our peers’ growth, however, Columbia’s has been mild. New York University famously opened a large “portal campus” in Abu Dhabi in 2010,but also operates 12 other centers (in Accra, Ghana; Berlin, Germany; Buenos Aires, Argentina; Florence, Italy; London, England; Madrid, Spain; Paris, France; Prague, Czech Republic; Shanghai, China; Sydney, Australia; Tel Aviv, Israel; and Washington, D.C.), and further expansion is planned for the future. Columbia’s international expansion, and even the activities of host city Dubai, constitute just one placid chapter in a rapid churn of international higher education expansion by American, Australian, and British universities within the last 10 years. The expansion has been carried out suddenly and swiftly and has not yet been fully digested by academics, policy makers, or students. American universities explain the process through vague and mollifying rhetoric that relied on terms like “global citizenship” and images of utopian academic missions leading the charge toward a fully globalized, integrated world. While there’s a strong flavor of truth to the rhetoric, international educational expansion is hardly the product of a benevolent global mindset. Yet neither is it a clever form of neocolonialism. Universities pursue this course out of a keen sense of business acumen and awareness of a changing educational economic landscape. They pursue it hotly, with little knowledge of how to go about it, flitting through starts and failures, taking large and small gambles on various forms of international campuses. But it is not irrationality that drives this mad rush. It is the knowledge, held by both universities and their host countries, that international education must flourish by some means, or else both partners face a future with few certainties. And those that do exist are grim. A Brave Rhetoric for a Global Society Despite the concentrated and far-reaching push for global education, one cannot easily tease out a single sound bite or causal link that sums up the phenomenon. Part of that fact is the result of an urge for differentiation among universities, with each branding its expansion efforts in separate terms. Michigan State University speaks of its expansion in terms of international centers, while NYU aims to create a cohesive “global network university,” and many British universities speak of branch campuses, satellite campuses, or other related but slightly different projects. With each name comes a slightly different rhetoric, spreading across a wide spectrum. A reflection published at the end of 2010 by NYU President John Sexton best captures the rhetoric used to describe international educational expansion by American universities. The lengthy document mixes cultural critique, academic analysis, philosophical musing, and pragmatic reasoning into a colossal justification and explanation of NYU’s plans for rapid expansion. In his opening, Sexton harks back to the Greek academy with references to Herodotus and the Nile, fitting the modern global expansion into a natural impetus of scholars and mankind to expand to new worlds and unravel the mysteries of the earth. He interprets universities as long-standing and latent transnational institutions, apt at bridging the gaps between worlds, although currently trapped and at least partly defined by the cities and cultures in which they reside. For Sexton, it thus becomes not just enjoyable and possible but logically necessary for universities to slip loose of their local bounds and take up their position as truly international institutions in an age of increasing globalization. NYU Abu Dhabi spokesperson Josh Taylor echoes his president’s sentiments, claiming that “the architecture of the [Global] University incarnates in the free flow of its community, the free flow of ideas that has long characterized the academic disciplines and the advancement of thought.” Columbia’s Vice President for the Office of Global Centers Kenneth Prewitt, describing our university’s distinct system, distances himself from the architecture, scale, and realization of NYU’s program. However, he still voices the same rhetoric in more staid terms. In one view, the University’s Global Centers are the natural and logical deepening and broadening of age-old partnerships between international institutions into more solid and perpetual relationships, linking a mutual but sporadic flow of information into a permanent and transnational link. This talk of the natural academic pathway and impulse is firmly rooted in current realities. Alessia Lefebure, who teaches a class on Asian higher education policies and directs the Alliance Program, which links Columbia to top French universities, says universities recognize that training responsible citizens and leaders is part of their job. A big part of realizing that goal is the demand that students and academics engage with global issues and challenges. In increasing the size and mobility of the global elite and the chance that graduates will need global skill sets to engage in almost any college graduate occupations, globalization certainly directs the mission of the university. Lefebure notes, however, that international expansion is not necessarily the most logical way to meet the need for global academic engagement. Universities could train faculty differently, teach differently, or develop stronger relationships with native institutions of education. The focus on boots and bricks on the ground, on nameplates and foreign students receiving American degrees, does not arise as logically and naturally as Sexton might have one believe from the cognitive legacy of Herodotus. Universities choose global academic centers as a means of engaging with a new world and a new demand on higher education largely because they are a potentially smart and necessary business decision for universities operating in America, Australia, and Britain in the modern era. The Win-Win Scenario The age of global options and travel has measurably changed students in the Western world, according to Lefebure. Students want to travel and are increasingly choosing colleges based on their global reach. Not to mention the fact that nations in the Organization for Economic Cooperation and Development region are hemorrhaging domestic students, especially graduate students. According to Spencer Witte, an associate with Ishtirak, a Middle Eastern and African business consultancy with ties to Gulf State international education projects, Western nations see it as imperative to attract pools of talented students to their domestic universities, to snap up academic markets in nations with little tradition of local higher education, and to build a presence and identity as an international university. Philip Altbach, the director of Boston College’s Center for International Higher Education, simplifies the equation: Colleges choose to develop a physical presence abroad “to make money. That’s largely it.” American, Australian, and British universities want to make sure that their enrollment numbers stay high and that they can continue to bring in students and tuition fees to help them expand and remain competitive with other institutions. Part of that competitive edge now involves making sure that one’s university has established global outposts and has a strong brand name around the world, attracting students, prestige, patronage, and wads of cash into the coffers of their institutions in the long run. British universities embrace global expansion precisely for these reasons. According to Vanderbilt University Professor of International Education Policy Stephen Heyneman, local regulations and restrictions on tuition, enrollment, and other administrative matters within the nation’s borders drive British universities to take more risks and establish more aggressive presences in foreign nations to assure their continued economic viability, competitive brand, and top status by limited indicators. Select foreign nations gladly embrace the profit- and security-seeking universities based in Anglo countries. “For each country there is a different reason,” Lefebure says. But “encouraging branches or other forms of presence is part of larger policies, not disconnected from the whole economic development of a city, country, region.” Broadly speaking, cities like Singapore and those on the Chinese coast wish to move part of their economy to the knowledge sector by creating poles and cities that can become more attractive to economic investment. Attracting foreign universities allows for the development of local educated human capital, research and development, and attraction of families of high-skill individuals who will stay in and enrich the region. Foreign universities can develop faster and require less investment than the long process of developing local institutions and educational systems. Additionally, the matter of building a brand that businesses and students will trust is difficult, expensive, and time-consuming. It is better and easier for places like Dubai to draw in Anglo universities, which have the cachet of high international rankings, recognizable names, well-established educational models, and strong support networks for local centers and which use a generally accepted academic language—English—that allows Dubai and similar cities to attract students from expat, diaspora, international, and local populations. The centers ultimately provide students and funds to American universities and reap returns for the host in innovators who remain in the country, attractiveness to diversifying businesses, and strong connections to the resources of American universities. Thomas Trebat, executive director of the Institute of Latin American Studies at Columbia and a party involved in the development of our Rio de Janeiro center, claims this latter incentive is a large motivator for local actors supporting the center’s development. Lefebure stresses that global educational hubs are a point of converging interests in complex systems. If, for instance, Singapore wishes to become a global economic hub, it must also become a global educational hub. Like Hong Kong, Singapore has less interest in research and development and thus eschews importing all the bricks and mortar, but it still reaches out to Yale, among other prestigious universities, to draw upon its name, educational model, and partnership to create institutions carrying Yale’s DNA, periodically examined and approved by Yale. Singapore gains legitimacy, an attractive educational model, and a strong selling point for its city, while Yale gains a strong brand in Singapore. Yale builds relationships that pour immediate money into its coffers while guaranteeing a familiarity in Singapore with its name and model of education and thus encouraging graduates and later undergraduates to direct their energies and applications toward Yale as opposed to Harvard or MIT. And those students Singapore loses to graduate school and the diaspora, it replaces by attracting students from Southeast Asia at large into its academic system. Singapore and Yale realize that their interests converge, strike up a deal, and benefit mutually. This system carries risks and limitations. Take South Korea, which, Altbach and Lefebure note, has been trying to attract international educational expansion because of its economic benefit. However, many young Koreans go abroad for higher education, and they have developed a strong taste for “the real thing,” Altbach says. This creates less of a demand for a local equivalent of Yale or Columbia. Likewise, because American schools already have a strong tie to the academic market of Korea, the investment of time and money, even with sweet financial incentives from Seoul, does not make sense to American universities. Even in places such as India or Pakistan where the market of students seeking international education is larger, the corruption, fractiousness, or bureaucratic structure of local government makes it harder to accommodate international universities. In general, Heyneman says, it pays best when universities open small campuses that promote high specialization. Universities usually only step in when they see the possibility of high enrollment at low costs, with heavy subsidies from the local government. NYU received $50 million up front for its Abu Dhabi campus and turned down Dubai when it could not front the money, according to Witte. Still, Altbach and Heyneman stress that the uncertainty and governments’ conflicting interests in international campuses make failure a real possibility. Even small projects with low costs, if they fail, can stain the brand names of universities. Hence, Heyneman explains that universities with less recognized names are willing to take greater risks than previously well-established schools like Harvard, which is secure enough in the strength of its name to attract money. The international arena is littered with failed models that ought to give pause to universities with much to lose. Ben Wildavsky, a scholar of education policy at the Kauffman Foundation and author of The Great Brain Race: How Global Universities are Reshaping the World, stresses that no university has ever successfully globalized. There is no road map, and as such, there is no predictor for success, even when interests align and the arrangement promises economic success. But the needs of universities drive them to create dozens of models of international engagement. “We’re going to see lots of experimentation,” Wildavsky says. “We’re letting a thousand flowers bloom,” waiting to see which one will prove stable and profitable. Michigan State University and the Failure of Brick and Mortar In 2007, just after the birth of DIAC, officials from Dubai approached Michigan State University with an early offer for involvement. It seemed like a good idea: MSU has a strong tradition of international engagement but virtually no partnerships or research in the greater Middle East. But when the board of trustees signed off on the deal, they had little reason to suspect that MSU’s Dubai campus would turn out to be an utter disappointment, a financial drain, and, largely, an overall failure within three years. MSU Dubai was not the first international university facility to close down, nor the most devastating closure. The failure of George Mason University in the Persian Gulf and Johns Hopkins University in Singapore were more damaging to the brand names of their institutions and more financially dire failures. However, MSU Dubai’s failure drew attention mainly because the university had chosen to pursue an old-fashioned brick-and-mortar project in the Emirates. The failure of this archetypal form of international expansion played a major part in the disenchantment of the concept of a “satellite” campus. “Satellite campus” is a confusing term that does not accurately capture the early models of foreign engagement. This term often conjures the image of a carbon copy American university transplanted with full facilities and programs into a foreign nation. In truth, MSU’s model was not a mirror image of its American counterpart. Its administration consisted of one full time faculty member, its student body reached around 400, and it offered less than a tenth of the majors available at their East Lansing campus. This early model sought to copy as much of MSU as it could in a Dubai context. Many who study the phenomenon refer to such establishments as “brick and mortar” centers. “We made the decision that we were not going to devalue the quality of our brand by diluting academic expectations,” says Eric Freedman, Michigan State University’s associate dean of international studies and programs. They required applicants to fill out the same form as if they were applying to the East Lansing campus, meet the same academic requirements, and undergo the same modes of instruction. The campus hired few local instructors, favoring the option of periodically flying out MSU academics from America. The Dubai campus also set its price tag close to American tuition, which made it more expensive than other American education in the region, including schools with stronger brand names—MSU wound up with a student body less than one-fourth the size it expected and was funding majors no one was pursuing. These shortcomings, exacerbated by the financial collapse and the failure of private construction firms to provide promised infrastructure, led to the center’s closure in 2010. Freedman now admits that the MSU Dubai center in DIAC was not a sustainable or attractive model. But MSU did not totally pull out of Dubai. When Freedman’s office was given control of MSU’s operations, its masters programs still remained in the city. MSU dropped all pretenses of copying its academic standards and campus model in Dubai by 2011. It shifted from a brick-and-mortar structure to a network structure based in Knowledge Village with less infrastructure, allowing the fluid establishment of programs that proved they had local demand and could sustain themselves. These programs gained access to students while making sure not to encounter significant risk or feed financially off of the central university. Although these programs became narrower and the model less a carbon copy of MSU, the programs achieved success by working with the local dictates of Dubai and its students’ demands. The Success of Flexible, Situational Models While the story of MSU in Dubai may make the International Academic City seem like an inhospitable location to foster growth, in the hands of the right model it has proven to be an ideal hosting facility. In fact, the first facility to establish a presence at DIAC is Heriot-Watt University, a medium-sized Scottish institution based in Edinburgh. Its model has not only proved successful at DIAC, but has become one of the most successful examples of international expansion in the world. Heriot-Watt shared MSU’s background as a school with a strong international profile, although its initial reasons for entering Dubai were more pressing. The vice-principal of Heriot-Watt, Andrew Walker, says that because Britain places caps on tuition and growth in the United Kingdom, international expansion is the best way for them to grow overall. They already worked with approximately 50 learning partners—universities allowed to use the Heriot-Watt name and model and monitored for quality—incorporating some 10,000 students. Its facility, also at DIAC, cut down on costs and instruction barriers by employing its own academic staff and handling its own infrastructure while maintaining strong communication with the Edinburgh staff. While Heriot-Watt wanted to maintain its educational quality, it did adjust its admissions process, tuition, and educational model to fit Dubai. Heriot-Watt created a measured education targeted at a small group of local Emiratis, a larger community of expats, and large communities of foreign students from protectionist educational environments like India. The university attracted 2,700 students in total, effectively selling to other Muslims the ability to get a Western education that acknowledges and refers to Muslim traditions. This flexible, site-specific programming that focuses on the interests of students and host governments while maintaining a baseline of quality and continuity, allowed Heriot-Watt to develop a low-impact presence. Walker acknowledges that these regional accommodations mean that the global campuses are not totally academically free, but as an interconnected network, they retain their holistic academic integrity. Heriot-Watt’s model accomplishes all that international education seeks to accomplish in terms of expanding student pools and brand names while avoiding any harm or potential cost to the university. This type of limited-engagement, targeted, interconnected campus that stresses the ability to pursue research without imposing on or angering host nations has proven wildly successful for Heriot-Watt. Success in Dubai has led to nuanced emulations (and independent recreations) of this networked-centers model. NYU’s Abu Dhabi portal campus represents a similar goal of targeted and limited engagement. It is able to justify its $50 million in infrastructure costs because of its grant from the local government. It contributes positively to brand growth, student growth, depth of research, and interconnection with centers tailored to local consumers all over the world. Name-Plate Networks American universities, though, do not face the same pressures in most cases as Heriot-Watt. The desire for a competitive international presence and access to the research and academic talent pools still drive these universities, but the risks of even minimal physical campuses with degree-granting capabilities like the current MSU incarnation or Heriot-Watt can seem too high for players with comparatively less to gain and more to lose in terms of their brand’s value. The trend in America, Witte observes, is moving away from any remains of the brick-and-mortar model and toward low-risk, lower-impact, low-footprint centers, typified by Columbia’s Global Centers. “Columbia centers have no infrastructure other than a name,” Heyneman says, summarizing the Global Centers model succinctly. Although this is a bit of an overstatement, Columbia has indeed focused more on name building, research facilitation, and the creation of a network than on the building of physical structures that grant degrees. The Global Centers have grafted themselves onto pre-existing locations where Columbia research was already well established. Urban planning projects in Mumbai and the Reid Hall programs in Paris were both used as foundations for Global Centers. The university merely raised $250,000 to $1 million per center, usually from local donors (in Santiago, local businessmen paid for almost the entire center, while Queen Rania Al Abdullah of Jordan heavily funded the center in Amman), to pay for minimal office space and administration to help strengthen local projects. “Very little of what the centers will do could not have been done without them,” Prewitt admits, “but maybe without the value added of a place to land in every world region,” which does ease and facilitate research. Prewitt elaborates that Columbia’s idea is to establish a situation in which the university can strengthen its presence and that makes it easier to undertake research within different nations and in conjunction with foreign colleagues. This develops a network wherein limitations to the freedom of research in Amman will ideally lead to cooperation with Nairobi and Beijing to complete large-scale projects. Prewitt admits that the centers are a long way from that level of fluidity, but at the very least the centers allow Columbia to develop strong ties with local academic communities, giving access to education markets abroad. A willingness to cooperate with local restrictions, as well as a low-impact model, allows Columbia to be involved in countries with less money to offset establishment costs or with more protectionist or hesitant governments. Columbia is embracing the open nature of its Global Centers, letting them develop as they may. As President Lee Bollinger once said, “Part of my whole theory here is, ‘Do not plan this—do not overplan this.’ Columbia’s model represents the opposite impetus from MSU’s initial Dubai campus. Small and compact, appealing directly to brand growth and presence, the Global Centers can flourish almost anywhere. They are much less likely to be financially successful, but the damage if one fails and the risks tied to Columbia’s brand and position are much lower than even Heriot-Watt faces. It represents an increasingly favorable model for the economic concerns of big American universities. What Campuses May Come Everyone interviewed for this piece agrees that no one can know what the future holds for international educational expansion. Some believe we will know which models work best within five years, and others believe it will take 25. But, as Wildavsky stresses, the modern era is one of experimentation and risk taking. Universities will continue to develop new models of their own, differentiating themselves from their peers while reacting to the successes and failures they witness. Thus far, Witte believes, universities have learned a few basic lessons from pre-existing models: Almost every model now focuses on thoroughly vetting potential partners. Anglo universities check to see if the nations they choose have the funds to facilitate their model, the leeway and freedoms to establish the brand the university desires, and the ability to attract the student population universities need. Whether in the form of Heriot-Watt-style networks or Columbia’s minimalist centers, the trend favors tailored and small institutions. However, even this model remains uncertain. “I think this is a bit of a bubble,” Altbach says of the massive expansion of universities abroad. Someday that bubble may pop and destroy dozens of the hundreds of models acting and reacting abroad. Even then, if MSU’s failure is any indication, universities will simply rebound and reinvent their models. They have to, Witte says. Some just need to stay on top. For others, building a competitive brand and presence abroad is a matter of survival for the institution as a whole. Exportation 2012-04-06T00:40:15Z pcassuto Moskau baut Superuni mit Hilfe aus Berlin http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/03/05/moskau-baut-superuni-mit-hilfe-aus-berlin <a href="http://www.zeit.de/studium/2012-03/russland-superuni-skolkovo" target="_blank"><img src="http://www.epapercatalog.com/images/zeit-online-epaper.jpg" alt="http://www.epapercatalog.com/images/zeit-online-epaper.jpg" align="left" /></a>In Russland entsteht eine riesige Wissenschaftsstadt. Kooperationen mit der TU Berlin und den Wissenschaftsparks in Adlershof und Buch sind schon verabredet. Russland baut eine Superuni. In nur wenigen Jahren, bis 2015, soll gleichsam aus dem Nichts eine Wissenschaftsstadt vor den Toren Moskaus entstehen: <a href="http://www.sk.ru/en/" target="_blank">"Skolkovo"</a>. Zwischen 20.000 und 30.000 Menschen sollen hier arbeiten und leben, darunter Master-Studierende und Doktoranden. Der Staat will dafür jährlich 1,5 Milliarden US-Dollar ausgeben, in den kommenden drei Jahren zusätzlich fast zwei Milliarden Dollar für die Infrastruktur. Ein Schwimmbad gehört dazu, genau wie eine S-Bahn-Anbindung. Das erste Gebäude soll bereits in diesem Jahr stehen. Unternehmen aus der ganzen Welt werden mit Steueranreizen dazu bewegt, sich in Skolkovo anzusiedeln und aus Forschungsergebnissen Hightech-Produkte für den Weltmarkt zu entwickeln. Bereits 400 Firmen haben Kooperationsverträge unterschrieben, darunter <a href="http://www.zeit.de/schlagworte/organisationen/sap/index" target="_blank">SAP</a> und <a href="http://newsfeed.zeit.de/schlagworte/organisationen/siemens" target="_blank">Siemens</a>. Forscher sollen mit Gehältern gelockt werden, die mit denen an amerikanischen Spitzenunis mithalten. Skolkovo soll eine eigene Welt werden, eine Welt, in der die Gesetze der schwerfälligen russischen Wissenschaft und der russischen Bürokratie außer Kraft gesetzt sind. Skolkovo ist die Idee des noch amtierenden russischen Präsidenten <a href="http://www.zeit.de/schlagworte/personen/dimitrij-medwedjew/index" target="_blank">Dimitri Medwedew</a>, der selbst den Aufsichtsrat der "Skolkovo Foundation" leitet, über die die Mittel fließen. An der Modellstadt will Medwedew neue Wege in Wissenschaft und Wirtschaft erproben. Bald könnte es auch ein Skolkovo in Nowosibirsk oder Jekaterinburg geben: "Russlands Rohstoffe gehen irgendwann zur Neige. Die Regierung verfolgt mit Skolkovo ein strategisches Ziel", sagt Dieter Bimberg, Direktor des <a href="http://www.ifkp.tu-berlin.de/menue/zentrale_einrichtungen/zentrum_fuer_nanophotonik/" target="_blank">Zentrums für NanoPhotonik der TU Berlin</a> und Mitglied des "Scientific Advisory Councils" von Skolkovo. Revolution für die russische Wissenschaft? Wie ernst es den Russen damit ist, zeigt schon die hochrangige Besetzung des Councils. Die Vorsitzenden sind zwei Nobelpreisträger: <a href="http://www.zeit.de/online/2006/40/nobelpreis-chemie" target="_blank">Roger Kornberg</a>, Chemieprofessor in <a href="http://www.stanford.edu/" target="_blank">Stanford</a>, und der Physiker Zhores I. Alferov, jetzt Vizepräsident der <a href="http://www.ras.ru/" target="_blank">russischen Akademie der Wissenschaften</a>. Sie traten am vergangenen Freitag gemeinsam mit Bimberg an der TU vor die Presse: "Die Wissenschaftsstadt wird die Hochtechnologie und die Spitzenwissenschaft in Russland wiederauferstehen lassen", sagte Alferov. Russland müsse jetzt aufholen, was es in den vergangenen 25 Jahren verpasst hat. Kornberg sprach sogar von einer "Revolution" für die russische Wissenschaft. Auch der ehemalige Charité-Chef Detlev Ganten und Siegfried Dais von der Robert Bosch GmbH gehören dem Council an. In Berlin verabredeten die Vertreter Skolkovos Kooperationen mit der TU und den Wissenschaftsparks in <a href="http://www.adlershof.de/" target="_blank">Adlershof</a> und Buch. Konkrete gemeinsame Projekte würden derzeit erarbeitet, sagte TU-Präsident Jörg Steinbach. Die Russen sollen von dem <a href="http://www.entrepreneurship.tu-berlin.de/" target="_blank">TU-Zentrum für Entrepreneurship</a> profitieren. Dort weiß man, wie aus wissenschaftlichen Entdeckungen schnell Geschäfte werden: im Bereich der Energie, der Informationstechnologie, der Raumfahrt und der Biomedizin. Skolkovo soll zudem die friedliche Nutzung der Nukleartechnik stärken. Dabei will die TU aber nicht mitmachen. Als Präsident Medwedew im Jahr 2009 Russlands Bedarf nach einer großen Wissenschaftsstadt in einer Grundsatzrede formulierte, nannte er das kalifornische Silicon Valley als Beispiel, sprach aber auch von anderen ähnlichen Zentren der Wissenschaft. Die 35-köpfige Skolkovo-Delegation, die jetzt Berlin besuchte, – laut Bimberg die "Crème de la Crème" der russischen Wissenschaft – sieht nun anregende Vorbilder auch in den Wissenschaftsparks Adlershof und Buch. Die Russen sind keineswegs auf die USA fixiert, sagt Bimberg. Vermutlich sei Berlin schon deshalb das bessere Beispiel, weil der Staat hier in Wirtschaft und Spitzenforschung eine noch größere Rolle spiele. Bimberg selbst hat die Kooperation mit den Russen eingefädelt, er kooperiert wissenschaftlich seit fast 40 Jahren mit Russland, ist Mitglied der russischen Akademie der Wissenschaften. Hardy Schmitz vom Campus Adlershof sagte, unter den Forschern seines Wissenschaftsparks würden viele Russisch sprechen, was die Zusammenarbeit vereinfache: "Vielen ist es eine Herzensangelegenheit, die Verbindungen nach Russland zu stärken." Deutsche halten sich mit politischer Bewertung zurück Russland ist nicht das einzige Land, das massiv in die Wissenschaft investiert. China und die Emirate Arabiens stampfen Forschungsparks in ähnlichen Dimensionen aus dem Boden. Alexei Beltyukov, der Vizepräsident der Stiftung, sagte, er sei sich der weltweiten Konkurrenz durchaus bewusst. Für Moskau spreche nicht nur die hervorragende Ausstattung, die Wissenschaftlern geboten würde. Internationale Partner würden auch angelockt, weil sie über Skolkovo einen Zugang zum riesigen russischen Markt vor allem im Energiebereich bekämen. Was geschieht mit Medwedews Wissenschaftsstadt, wenn einmal eine andere Partei regieren sollte? "Wir sind nicht davon abhängig, wer Präsident wird", sagt Nobelpreisträger Alferov. Die deutsche Seite hält sich mit politischen Bewertungen zurück. Etwa bei der Frage, ob es in Russland ein anderes Verständnis von Wissenschaftsfreiheit geben könnte als hierzulande. Es stehe ihm nicht zu, andere Länder politisch zu belehren, sagt Dieter Bimberg. Er empfehle, nach dem Motto der deutschen Ostpolitik in den siebziger und achtziger Jahren zu handeln: "Wandel durch Annäherung". Exportation 2012-03-05T21:23:16Z pcassuto To Judge International Branch Campuses, We Need to Know Their Goals http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/03/02/to-judge-international-branch-campuses-we-need-to-know-their-goals <a href="http://chronicle.com/article/To-Judge-International-Branch/130952/" target="_blank"><img src="http://chronicle.com/img/subscribe_11_2011.jpg" alt="http://chronicle.com/img/subscribe_11_2011.jpg" align="left" /></a>By Richard J. Edelstein and John Aubrey Douglass. The international branch campus phenomenon is relatively new, generating much news coverage and capturing the interest of many university presidents. But what is a branch campus? What kind of impact does it have on the home university in terms of its core functions of teaching and learning, research, and service to the larger society and the world? Does it change the campus culture and operations back home? In the case of the United States, thus far, the majority of branch-campus initiatives are conceived of at prestigious private universities—although with a number of important exceptions. Why is that? Just as importantly, how do universities evaluate and decide on a physical presence in some distant global marketplace? Important questions. But the answers are elusive, hampered in part by the lack of research on the topic. Thus far, most studies, like that conducted by the Observatory on Borderless Higher Education, are largely scans of activity that lack a more in-depth look at how and why institutions reach for an international presence. We postulate, however, that there are some noticeable trends. - Almost all are small-scale, boutique experiments in a limited set of disciplines—more like outposts than a genuine university campus. They are often limited to one or two fields, often in professional areas with high student demand, like business, engineering, or information systems and computer science. Education City in Qatar, which is often cited in the press, graduated 243 students across all its institutions this past academic year. About 10 universities have branch campuses there. - Branch campuses appear to be only loosely connected to the home campus, with limited impact on the core functions of teaching, learning, scholarship, and scientific research. Because of their small scale, they involve a limited set of students and faculty members on the main campus. In most cases, branch-campus students do not come to the "mother" institution for a period of study and home-campus students do not matriculate at the branch campus. - Undergraduate programs entail greater risk and do not have much of a track record to judge potential success or failure. Liberal-arts or humanities and science curricula are usually undertaken by highly prestigious institutions, like Yale and University College London, or by lower-tier institutions with flexible admission standards, locally hired faculty members on limited contracts, and a clear objective to generate revenue. Some of the most noteworthy failures have been branch campuses that focused on undergraduate degrees, like the University of New South Wales in Singapore and Michigan State in Dubai. - The single most limiting factor for foreign campuses is the scarcity of regular faculty members willing to spend extended periods abroad. Career-advancement issues related to research and publication constrain the ability of junior faculty to go abroad, and considerations such as travel, housing, and family relocation make it costly to maintain a mobile faculty. Employment of adjunct or local faculty risks being seen as damaging to academic quality. - More often than not, the host country's government or local investors underwrite start-up costs, local infrastructure, and some operating costs. Not surprisingly, most branch campuses have emerged in regions and countries sufficiently wealthy to provide financial incentives that attract the interest of foreign universities. Middle Eastern and Asian nations are where most branch campuses are concentrated. Singapore, Malaysia, China, and South Korea are the most common sites in Asia. Dubai, Abu Dhabi, and Qatar have the majority of activity in the Middle East. - Most branch campuses are exclusively teaching units. The focus seems to be on replicating some curriculum and programs of the home campus and not on extending other functions like research, alumni relations, or curriculum development. This may be a function of the loose connections between the home campus and branch campus, or because the geographic locations of these efforts may not be near key centers of research and business. - It may be not only about the money, but there is some kind of correlation. The financial deals made between governments, private investors, and brand-name universities are rarely open to the public, but there are indicators that large sums are at play. Perhaps this is one reason that most of the branch campus action is being pursued by private universities in the United States that, unlike public universities, can keep their deals in a private black box. We rarely know what the financial models are, and there are real questions regarding sustainability along with the complexities of maintaining faculty interest at the home campus. Will these branch campuses increasingly morph into more independent institutions with their own faculty, their own peculiar governance and management systems? To be sure, there are stories of success. Georgia Tech University has maintained a campus in France since 1991 and has established facilities in Singapore and Ireland. Its degree programs at these sites abroad are in high-demand fields, such as engineering, logistics, and management of technology and have relatively small cohorts of students. Professors from the home campus provide most of the teaching, and the curriculum replicates what is taught in Atlanta. Research activity is a key element on these campuses. In France, the university has developed collaborative research with French universities and the National Center for Scientific Research. At the same time, the Massachusetts Institute of Technology has avoided the branch-campus model while still having significant activities in Singapore. MIT has pursued numerous research projects and partnerships with local institutions to help them create degree programs and even a new university, experimenting with new curricula and pedagogies that might be integrated into home campus programs in Cambridge. This suggests that some brand-name campuses might want to avoid the financial and other risks of the branch campus—at least until more is understood about the long-term benefits and costs. But our main conclusion is that branch campuses create much noise and attention, but actually may be on average costly appendages. Until branch campuses are linked to the core activities of the university, they are simply focused on exporting a narrow set of existing degree programs and projecting an image of global engagement for marketing purposes. Only when international programs and networks are integrated into the core functions of the home campus and part of the ethos or culture of faculty, students, alumni, and administrators will cross-border efforts represent a serious move in the direction of becoming a transnational or global university. We need case studies to look at how major universities come to a decision to open a branch campus or other major international collaborative projects, what their near- and long-term financial models are, how they influence the academic culture at home and abroad, what makes them sustainable, and ultimately what determines success or failure. Yet the deals keep coming. Richard J. Edelstein is a research associate at the University of California at Berkeley's Center for Studies in Higher Education. John Aubrey Douglass is a senior research fellow in public policy and higher education at the center. Exportation 2012-03-02T13:55:09Z pcassuto A Pékin, Centrale vend son modèle d'ingénieur à la française http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2012/02/02/a-p-kin-centrale-vend-son-mod-le-d-ing-nieur-la-fran-aise <a href="http://www.lemonde.fr/asie-pacifique/article/2012/02/01/a-pekin-centrale-vend-son-modele-d-ingenieur-a-la-francaise_1637315_3216.html" target="_blank"><img src="http://www.elbakin.net/plume/xmedia/tolkien/parutions/Le_Monde_logo.png" alt="http://www.elbakin.net/plume/xmedia/tolkien/parutions/Le_Monde_logo.png" width="306" height="68" align="left" /></a>Pékin, Benoït Floc'h, Envoyé spécial - Lionel, 26 ans, a reçu, le 7 janvier, son diplôme de l'Ecole centrale et s'apprête à débuter une carrière d'ingénieur dans l'aéronautique. Bref, un centralien comme un autre... A cela près que Lionel ne s'appelle pas Lionel et qu'il est différent de tous ceux qui, depuis 1829, ont suivi la prestigieuse formation d'ingénieurs. "Lionel" s'appelle en réalité Tiefeng Wu, et il fait partie des 75 premiers diplômés de l'Ecole centrale de Pékin (ECP). La Chine, intéressée par la formation d'ingénieurs "à la française", a invité le groupe des écoles Centrale (Lille, Lyon, Marseille, Nantes, Paris) à reproduire son cursus au sein de l'université Beihang de Pékin, avec le soutien dans un premier temps de professeurs français: une année d'apprentissage linguistique intensif, deux années de prépa et trois de formation d'ingénieur. Cerise sur le gâteau, les étudiants sont invités à choisir un prénom français... Lundi 7 janvier, la remise des diplômes - ayant la même valeur qu'en France - a donné lieu à une cérémonie officielle. La Chine y a mis du lustre, ouvrant le Palais du peuple, édifice monumental qui donne sur la place Tiananmen. Miao Wei, ministre chinois de l'industrie et des techniques de l'information, s'est félicité des "succès avérés et encourageants" de l'ECP, faisant notamment référence à l'insertion professionnelle prometteuse des premiers diplômés. Sept sur dix ont déjà trouvé un emploi. "Cette école jouera un rôle actif dans la réforme de notre système d'enseignement supérieur, a-t-il assuré. La Chine est entrée dans une ère d'innovation. Et nous voulons former les talents qui nous permettront de réaliser cette vision." Passer du statut d'"usine du monde" à celui de "puissance innovante", tel est l'enjeu. D'où l'attrait de la formation d'ingénieurs à la française, réputée pour être généraliste, ouverte sur l'international et les entreprises, et fondée sur l'initiative et le travail d'équipe. Le système éducatif chinois est beaucoup plus académique, basé sur la répétition et la toute-puissance paralysante du professeur. "Il existe une certaine difficulté à réfléchir, constate Marc Pauly, professeur de mathématiques au lycée parisien Louis-le-Grand, venu à Pékin pour enseigner au sein du cycle préparatoire de l'ECP. Quand les élèves sèchent, leur réaction typique est d'attendre que le professeur donne la solution. Or, pour faire des sciences sérieusement, il faut prendre des initiatives, tester et faire des erreurs, car c'est d'elles que l'on apprend. Eux ne veulent pas faire d'erreurs." "TRÈS CONFIANT" Le projet, initié par Centrale Lyon, est donc une occasion pour les Français de valoriser leur savoir-faire et de renforcer les liens économiques entre les deux pays. Mais ils ne sont pas les seuls. Anglo-Saxons et Allemands sont présents sur le même créneau. Au reste, confie Liu Jinghui, secrétaire générale du China Scholarship Council, qui délivre des bourses d'études aux Chinois, "l'objectif est de créer un système de formation d'ingénieurs à la chinoise". Les écoles Centrale savent que leur enracinement à Pékin n'est pas joué. Le programme doit assurer son avenir financier. La première étape a été achevée grâce à un investissement de 12 millions d'euros. Pour la suite, Hervé Biausser, directeur de Centrale Paris, se dit "très confiant". Début janvier, les Chinois ont décidé de prendre à leur charge le coût des professeurs de prépa, se réjouit-il. Et si certaines entreprises se sont retirées du projet, "il faut en trouver d'autres, répond Pierre Dreux, de Centrale Lyon. On se met au travail!" <div> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&hl=en&langpair=fr%7Cda&rurl=translate.google.com&u=http://www.lemonde.fr/asie-pacifique/article/2012/02/01/a-pekin-centrale-vend-son-modele-d-ingenieur-a-la-francaise_1637315_3216.html&usg=ALkJrhgaULStPWw5KBDWekJsuUggjqW-gg" target="_blank"><img src="http://www.elbakin.net/plume/xmedia/tolkien/parutions/Le_Monde_logo.png" alt="http://www.elbakin.net/plume/xmedia/tolkien/parutions/Le_Monde_logo.png" width="306" height="68" align="left" /></a> Beijing Benoit Floc'h, særlige udsending - Lionel, 26, modtog den 7. januar uddannet fra Central School og er ved at starte en karriere i Aerospace Engineering. Kort sagt, Centrale A som en anden ... Bortset fra, at det ikke hedder Lionel Lionel og er forskellig fra alle dem, som siden 1829, deltog i den prestigefyldte ingeniøruddannelser. <a href="http://translate.google.com/translate?client=tmpg&hl=en&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fexportation%2F2012%2F02%2F02%2Fa-p-kin-centrale-vend-son-mod-le-d-ing-nieur-la-fran-aise&langpair=fr|da" target="_blank">Mere</a>... </div> Exportation 2012-02-02T23:58:41Z pcassuto How the U.S. Can Stop Hindering Higher-Education Exports http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2011/05/29/how-the-u.s.-can-stop-hindering-higher-education-exports <a href="http://chronicle.com/article/How-the-US-Can-Stop/127587/" target="_blank"><img src="http://chronicle.com/img/chronicle_logo.gif" alt="http://chronicle.com/img/chronicle_logo.gif" width="320" height="45" align="left" /></a>By Mitch Leventhal. We need a national export council for higher education—and we need it now. Education is one of few export sectors where the United States remains the undisputed world leader. The United States is the recipient of about 20 percent of international students who cross national boundaries for education. Global demand for higher education has never been stronger, and it's still growing. The world's middle class has never been so wealthy, and the United States remains the first-choice study destination. Yet we face stiff competition, and our share of the market has been shrinking. Now is the time to leverage our colleges to become engines of export and national growth. In fact, not to do so amounts to squandering a great national treasure. When most people think of exports, they picture coal shipped from Newcastle. Delivery of instruction overseas is another form of export. When someone travels to the United States to study, an export also takes place because the money flows into the United States in exchange for the educational goods. President Obama's State of the Union statements regarding attracting and retaining global talent demonstrate that educational exports have caught the attention of the administration. Francisco Sánchez, under secretary for international trade at the Commerce Department, said in a recent Chronicle commentary that educational exports are "a part of a long-term strategy to set America on strong footing in emerging global markets." Yet despite our nation's historic advantage in higher education, we are not doing as well as one might think—in fact, Sánchez noted that over the past decade, America has suffered a nearly 30-percent decline in international-student market share. This sharp erosion in America's position is not the result of a decline in the quality of our educational product; rather, our competitors are far better organized to capitalize on this market opportunity. We are outpaced by Britain, Australia, New Zealand, Singapore, and China. The spotlight now is on the key issue that is hampering our success: the conspicuous absence of coordination among key U.S. agencies. Starkly put, our failure results from a dearth of coordination and coherence among the agencies, an absence of unified strategic vision regarding educational exports, and a lack of coordinated consultation with key education organizations, institutions, and the private sector. Some agencies, most notably the Department of State's Bureau of Educational and Cultural Affairs, which promotes American education through EducationUSA advising centers worldwide, have avoided any public discourse regarding our competitive erosion and how to reverse the trend. Through its absence, the bureau that considers itself to be our major exponent for global engagement in higher education—and which historically has done so much good work—has delayed efforts to develop a national higher-education export strategy. No wonder those higher-education leaders charged with internationalizing their institutions, raising tuition revenues, and revitalizing communities are frustrated. But the educational-affairs bureau is only part of the problem. Other government departments have incomplete pictures of the educational-export landscape, constrained as they are by their own particular missions and organizational insulation. For the good of our country, that must change. Many administrators charged by their institutions to raise exports will agree that the bureau and State Department leaders appear to have chosen not to engage in any multiparty discussions on this matter. Worse, as many people will attest, the bureau's policies discriminate against U.S. institutions that have engaged international-recruitment professionals abroad, as well as legitimate American companies whose business it is to assist in recruiting. In some cases, EducationUSA explicitly advises foreign students not to work with officially appointed in-country representatives of American institutions, effectively sabotaging efforts by those institutions. That seems wrong and misguided. Problems also exist at the Commerce Department, which, notably, is aggressively pushing to boost educational exports. For example, it makes no distinction between accredited and nonaccredited institutions—both of which can participate in the department's promotional fairs and events. That creates confusion in the market overseas and discourages many legitimate colleges and universities from participating in events where they might find themselves side by side with disreputable, fly-by-night enterprises. This past winter, the federal government raided Tri-Valley University, which the government called a "sham" college that admitted and collected tuition from foreign students but did not require them to attend class. Such diploma mills illustrate how unaccredited (or quasi-accredited) institutions can do substantial damage to the reputation of American higher education, harm vulnerable students, and negatively affect future exports. The very existence of Tri-Valley illustrates the Department of Homeland Security's inadequate vetting and monitoring of institutions that claim to be legitimate providers of education to international students. What many people in higher education know is that differentiating legitimate from illegitimate operators is not an onerous task. And what is further frustrating to many of us is that our own recruiting efforts are sometimes blocked at the visa window, while regulatory loopholes allow shady operators to flourish. But it is not clear whether the administration appreciates how this Balkanization of government is crippling our effort, or has considered a remedy. Since 2008, the American International Recruitment Council, an organization of U.S.-accredited postsecondary institutions and student-advising agencies, of which I am a founder, has established quality standards for international student recruitment. Member institutions believe that a robust global network of certified independent recruitment agencies, working in concert with the State Department's educational-affairs bureau, can extend the efficacy of the EducationUSA advising network and benefit both international students and American institutions. But the bureau's apparent lack of interest in and support for the collective effort by U.S. institutions to develop professional standards and ethical practices for the international-student-recruitment industry is both puzzling and frustrating. Our federal agencies have an important role to play, and they should all participate together. But different government departments have different agendas. Commerce has trade; State has diplomacy and consular affairs; Homeland Security has immigration; and Education has accreditation. Only a federally mandated national export council for higher education can force a discussion that transcends competing agendas, breaks down misconceptions, forges a coherent strategy, and builds the global bridges needed for growth and prosperity. Such a council should also include key higher-education associations and leaders from colleges and the private sector. In short, everyone must be at the table. If America wants to get this right, if America does not want to see its position continue to erode, if America wants to see exports grow with all of the consequent benefits to our economy and our own citizens, then all parties must be engaged in a common mission. Higher education should be the intellectual engine for American growth in the 21st century, and we can make it happen. If we do not, it is certain that we are doomed to continued competitive erosion and mediocrity. Given that the Obama administration is clearly signaling the need for an aggressive posture, isn't now the time? Exportation 2011-05-29T16:55:33Z pcassuto Le PRES Sorbonne Universités ouvre un campus à Singapour http://blog.univ-provence.fr/blog/coordination-rgionale-paca/pres/2011/05/04/le-pres-sorbonne-universit-s-ouvre-un-campus-singapour <a name="top" href="http://www.ecoles-entreprises.com/index.php" target="_blank" title="top"><img src="http://www.ecoles-entreprises.com/imgs/logo.gif" alt="ecoles-entreprises : formation professionnelle et partenariats écoles entreprises" align="left" /></a>Le PRES Sorbonne Universités va ouvrir une Ecole Internationale de Droit à Paris et Singapour dès septembre 2011. Créé en partenariat avec l’INSEAD, le projet est né dans le cadre des laboratoires d’excellence. Il proposera "une approche pluridisciplinaire des questions juridiques à l’aide d’instruments utilisés dans le domaine de la gestion, de la culture, de l’économie et de l’informatique" "L’Ecole Internationale de Droit des Affaires / International Business Law School s’intéressera aux enjeux les plus modernes du droit des affaires et du management", précise Louis Vogel, le président du PRES Sorbonne Universités. Le programme sera accessible en formation initiale et en formation continue d’excellence, sanctionnés par l’obtention d’un LL.M. in International Business Law. <div> <a name="top" href="http://translate.googleusercontent.com/translate_c?hl=en&langpair=fr%7Cen&u=http://www.ecoles-entreprises.com/index.php&rurl=translate.google.com&client=tmpg&usg=ALkJrhjQxGNCNoTwWIFL3h-RiQYSIkFxug" target="_blank"><img src="http://www.ecoles-entreprises.com/imgs/logo.gif" alt="Business School: vocational and business schools partnerships" align="left" /></a>PRES Sorbonne University will open an International School of Law in Paris and Singapore in September 2011. Created in partnership with INSEAD, the project was born in the laboratories of excellence. It will offer "a multidisciplinary approach to legal issues with instruments used in the field of management, culture, economics and computer science" "The International School of Business Law / International Business Law School will address the issues of most modern business law and management," says Louis Vogel, the president of the Sorbonne University PRES. The program will be available in initial training and continuing education of excellence, sanctioned by obtaining an LL.M. in International Business Law. </div>   Exportation PRES 2011-05-04T00:12:15Z pcassuto No Better Export: Higher Education http://blog.univ-provence.fr/blog/coordination-rgionale-paca/exportation/2011/04/08/no-better-export-higher-education <a href="http://chronicle.com/article/No-Better-Export-Higher/126989/" target="_blank"><img src="http://chronicle.com/img/chronicle_logo.gif" alt="http://chronicle.com/img/chronicle_logo.gif" width="328" height="46" align="left" /></a>By Francisco Sánchez, under secretary for international trade at the U.S. Commerce Department. In his State of the Union address, President Obama, who has emphasized the importance of higher education in our nation, said we must "out-innovate, out-educate, and out-build the rest of the world. ... That's how we'll win the future." From my perspective, a crucial element of winning the future is an increased focus on exports—and among our most valuable exports is education. This week I have been joined by recruiters from 56 colleges and universities across the country, from Columbia University to the University of Texas at San Antonio, for a weeklong education mission to Jakarta, Indonesia, and to Ho Chi Minh City and Hanoi, Vietnam. The purpose of the trip is to explore opportunities for student recruitment and partnerships with higher-education institutions in those two countries. In each city, we are meeting with students and their families, and the participating American colleges will promote their international-study programs in the United States. We have also organized networking sessions and education symposia to promote university-to-university partnerships, such as faculty exchanges, student exchanges, and research projects. Why do this? Why now? At the International Trade Administration, in the U.S. Commerce Department, my primary objective is to spur job creation and aid the nation's economic recovery by doubling U.S. exports within five years. You might not think of students as part of our export strategy, but, in fact, higher education ranks among the country's top 10 service exports, right between environmental services and safety and security. We are the largest destination for international students seeking higher education; tuition and living expenses paid by those students and their families brought nearly $20-billion to the U.S. economy during the 2009-10 academic year. According to the Institute of International Education, that dollar figure is expected to continue rising. More than 20,000 students from Indonesia and Vietnam are already enrolled in colleges and universities in the United States, and most of them pay full tuition. That opens opportunities for more American students to receive financial aid and scholarships. The purchasing power of international students who study in the United States remains strong after they graduate and return home. And as they become part of the growing middle class, regardless of where they live in the world, they will have a better understanding and appreciation of American products and services, and will be more likely to remain our customers. We are focusing on Jakarta, Ho Chi Minh City, and Hanoi for a number of reasons Expanding educational opportunities for students in emerging economies like Indonesia's and Vietnam's is critical to developing a middle class in those markets. The new middle-class consumers emerge with increased resources to participate in both local and global markets, including that of the United States. In Jakarta, education is the No. 1 priority of the U.S. Embassy, and doubling the number of Indonesian students in the United States by 2014 is one of its top goals. This mission will help meet that goal and ultimately benefit both our educational institutions and our economy. We used our domestic network to recruit colleges and universities that are interested in exploring international partnerships and working toward a global educational approach on their campuses. In Vietnam, with a population of 86 million, a steadily increasing per capita income, and the high value placed on education, there are significant opportunities for American providers of education services. Vietnam has more than 20,000 students studying abroad, paying about $200-million in tuition and fees every year. It ranks ninth among countries sending students to the United States. Expanding the educational opportunities for Indonesian and Vietnamese students will provide direct benefits to U.S. companies doing business with those critical markets in the future. Many of them seek out U.S.-educated distributors overseas because of their understanding of American culture, their English-language skills, and the resulting increased ease of doing business with them. This is a part of a long-term strategy to set America on strong footing in emerging global markets. However, international competition is fierce, and the United States has seen a 30-percent decrease of its market share in the past decade, reinforcing the importance of its efforts to maintain its position as the world's leading higher-education destination. Building ties with international students not only helps American students gain a greater level of international understanding—a vital skill for success in the 21st-century global economy—but also familiarizes future global leaders with the American people and U.S. society. As we look to "win the future," I see no more valuable export than that. Exportation 2011-04-08T21:11:25Z pcassuto