Hamad bin Khalifa University Student Center - model for the GCC

A recent Arab News article singled out the Hamad bin Khalifa University's Student Center as an example of what is needed in the region to enhance students' experience.  It's great to see that the idea is perhaps catching on; our hope at Qatar Foundation is that this is one more way we've made a difference for Qatar and the region.

Spread of branch campuses

It's interesting to see where branch campuses are being established, especially when you look at the donor and recipient dynamics of Western institutions to Eastern locations reflected in this map.  Another interesting comparison is the types of institutions that are serving as donors.  Looking at this list, it would be fascinating to analyze the motivations behind each relationship.

I attended the recent WISE conference in Doha, with over 1,000 educators and policy makers present from around the world.  Much of the conversation was focused on how to make sure that all children have access to education.  There are a reported 61,000,000 children who don't even have access to a basic primary education due to poverty, conflict, or neglect.  Two of the primary issues touted as having the potential to invite more young people into education were technology and experience-based learning.  These two are the potential great levelers of educational opportunity.

It will be interesting to see how branch campuses open opportunity for tertiary education across borders.  Will student affairs be part of the conversation?

South Korea's expansion of U.S. higher education

Inside Higher Education carried an interesting piece on South Korea's expansion of higher education by hosting U.S.A. branches - particularly George Mason University whose branch in the United Arab Emirates recently failed.  The question is how these campuses will reflect student affairs practices and if the South Korean government has any idea that students affairs is an important part of the U.S. higher education model.

The George Mason University faculty vote supported trying it again in South Korean on the conditions that 1) the academic offerings be comparable to those in Virginia and 2) that the branch campus be self-support from a finance perspective.  These two conditions reflect an interesting naivete about what branch campuses can be.  First of all, it is naive to think that the home campus will not have to invest at least time and effort in support of the South Korean campus; it would be inappropriate for there not to be ongoing talent investment in the branch.  Second, the financial question reflects a lack of awareness that branch campuses can bring great value to U.S.A. universities other than just cash flow.  All the U.S. universities with international branch campuses are bursting on the global stage as leaders and innovators and they are serving a critical diplomatic role for their institutions and the U.S.A.  To look at international higher education as only a commodity to balance cheapens what U.S.A. institutions have to offer and to gain.

Yale in Singapore runs into snag

The issue of adopting/adapting North American educational practices in other cultural contexts is beautifully demonstrated in the piece on Yale University's Singapore campus.  As a compromise to the government, a speaker's corner was created where students could express dissent, rather than allowing protests of the sort that sometimes occur at Yale in the U.S.A. and many other campuses.  The question becomes, in order for a North American campus to establish a branch, should it come in exactly the form of the original or should/could it be modified in the local context?  If modified, is there some fundamental aspect of the institution that is then compromised?

Support to International Student Affairs Educators by the American College Personnel Association

If you have not already seen the Globalization statement issued by the American College Personnel Association, it is worth a browse.  In addition, a blog is now available that solicits input from those working in international student affairs settings.  The first prompt on the blog requests input on the following:

-How would you describe your country’s higher education system to someone who is unfamiliar?
-What do you believe makes your education system unique?
-What are some similarities to other systems from what you have observed?
-How is student affairs/services structured in your country and on your campus?
-What are some of your campus concerns/issues currently?

Unfortunately, in order to respond to these questions, you must be an ACPA member.  If you are not an ACPA member, I would be happy to post comments on your behalf.  Reply to this blog post or send me an e-mail at my QF address and I will post it for you.

Resources to explore Global higher education

I've recently picked up a couple of new resources that could be helpful to those interested in global student affairs. One is the FACEBOOK group for IASAS. There are also two articles that might be worth browsing; they are in separate issues of the University World News - "Internationalization and inclusion - Principles in conflict?" and "The Changing role of leadership in international education." While brief, these articles provide perspectives worth considering.

International Association of Universities issues values statement

The International Association of Universities has issued a statement on the drivers, impact, and concerns about emerging higher education around the globe. One of the most powerful points in my estimation is the following quote - #13 of the document:

The prevailing context for higher education internationalization described in this document requires all institutions to revisit and affirm internationalization’s underlying values, principles and goals, including but not limited to: intercultural learning; inter-institutional cooperation; mutual benefit; solidarity; mutual respect; and fair partnership. Internationalization also requires an active, concerted effort to ensure that institutional practices and programs successfully balance academic, financial, prestige and other goals. It requires institutions everywhere to act as responsible global citizens, committed to help shape a global system of higher education that values academic integrity, quality, equitable access, and reciprocity.

The international higher education movement has great potential. But this potential will go unfulfilled if host countries and exporting universities in these partnerships are not careful in sharpening and explicitly espousing their purpose. After the purpose is clearly clarified, then the challenge becomes attracting the kind of faculty and staff, both local and expatriate, who are dedicated to internationalization that is respectful and focused on building independent capacity.