INTERNATIONAL SYMPOSIUM ON HIGHER EDUCATIONJANUARY 17, 2008

Professor Kazuo KURODA – Waseda Universityw

HAT ARE REGIONAL INTEGRATION STUDIESThe study of ‘de facto’ integration in • I.e. Economic orsociological study ofregional higher educationtransnational education

Search for a conceptual framework • I.e. Historical & Policy
for the regional integration of higher
analyseseducation
An analysis of existing frameworks
for regional integration of highereducation• I.e. Political analysis

Analysis of the actors involved in the • I.e. Government policies
regional integration of higher& University strategies
education

2

Comparison with the extent ofintegration in other regions• I.e. EU/EC

Formation of a Regional Integration Theory

Integration
Theory34Section1

B

ackground Policy Discussion on:
East Asia Community

Growing relative presence ofEast Asia in the world economy
Increasing economic interdependence within the region
Formulating a self-sustaining
economic structure, nondependent on the West

5

“East Asianization of East Asia”
is witnessed in the economies ofthe region

Necessity forinstitution-building
through regional
integration

Is the “East Asianizationof East Asia” true intransnationaleducation?

Transnational Education:
International Market Changes
GATS – 4 Modes of Service Delivery• The provision of aservice while neither thesupplier nor the consumermoves
Mode•I.e. Distance Education
Cross-border Supply

Commercial Presence•Supplierestablishes aphysical presence inconsumer’s country.
•I.e. Satellite campus
6• Provision of service
while consumers travel tosupplier country•I.e Study abroad
Mode12

Mode3

Mode4

Consumption Abroad
Presence of a Natural Person• The suppliertemporarily moves
the consumer to supplythe service.
•I.e. Professors abroad

1987

2002

2002/1987

US343870

586316

1.705

France133848

221567

1.655

UK

45416

255233

5.619

Total

5231341063116

2.032

International Student Mobility in Major Host
Countries in the West

7

Table

1

1987

2002

2002/1987

China

3250

85829

26.408

Korea

900

4956

5.506

Japan

10697

86505

8.086

Total

14847

17729011.941

International Student Mobility in Major Host
Countries in East Asia

8Table

2

1987

2002

2002/1987

19,70740,7502.067

France 12,500

53,152

4.252

UK

14,51330,201

2.081

Total

46,720124,103

2.656

USInternational Student Mobility – Students sent
abroad from Western origin countries

9Table

3

1987

2002

2002/1987

China

42,491

274,144

6.459

Korea

22,46883,242

3.705

Japan
Total

15,33580,29462,938420,324

4.104
5.235

International Student Mobility – Students sent
abroad from Asian origin countries

10Table4

Asian Students in China
Figure 1

11Year

99
20
01

97

95

93

91

89

87

40000
35000
30000
25000
20000
15000
10000
50000

Japan
North Korea
South Korea
Hong Kong
Indonesia
Malyasia
Thailand
Phillipenes
MyanmarSingapore
Laos
Brunei
Cambodia
VietnamAsian Students in Korea
Figure 2

12Year20052003

2001

99

97

95

9391

88

4500
4000
3500
3000
2500
2000
1500
1000
500
0

China
Japan
Hong Kong
Indonesia
Malaysia
Singapore
Thailand
Phillipines
Vietnam
Canbodia
Laos
Brunei
MynmarAsian Students in Japan
Figure 3
70000
60000
50000
40000
30000
20000
10000
092

1393

94

95

96

97
Year

98

99 2000 2001 2002

China
Korea
Taiwan
Malaysia
ThailandIndonesia
USHong Kong
VietnamBangladesh
Phillipines
OthersAsian Students in the Philippines
Figure 4
1400
1200
1000
800
600
400
200

14Year

2000
2001
2002

9798
9994
95
9691
9293

8889900ChinaJapanSouth Korea
North Korea
Indonesia
Thailand
MalaysiaSingapore
Vietnam
Brunei
BhutanMyanmar
Laos
Canbodia

Asian Students in Malaysia
Figure 512000
ChinaJapan
Hong Kong
Korea
Indonesia
Phillipines
Singapore
Thailand
Vietnam

10000
8000
6000
4000
2000
098

1599

2000

2001

2002

2003

Inter-University Agreements
Figure 616

Student exchange based onJapanese inter-university agreements
Figure 717

Professorial exchange based onJapanese inter-university agreements
Figure 818

Current Trends in Student Mobility inEast Asia
Growing presence of East Asian countries as hosts ofinternational students.
 Growing presence of East Asian countries as origin countriesof international students.
 Growing number of students move from East Asia to EastAsia
 Possible growing number of inter-university linkages within
East Asia“East Asianization of East Asia” is true ininternational student mobility
Necessity to discuss “East Asia Community” from theperspective of international student mobility
1920Section

2

Changing University Models
Historical Perspectives

1

Cosmopolitan University Model University should be “universe.” – University as anintellectual community.
 Based on history of very “international” higher educationin traditional European universities with Latin languages
the single language of instruction.

21

It is natural for universities toaccept international students.

Changing University Models
Historical Perspectives

2

Nation-state University Model Universities for national integration and serving nationalpolicy targets.
 University of Berlin, Tokyo Imperial University
 Most modern universities in Asia, Africa and Latin
America were also tasked with contributing to nationally
set targets of development and modernization.
This model is positive to send students abroad and invite
foreign professors, but small consideration is given to hosting
22 foreign students

Changing University Models
Historical Perspectives

3

Cosmopolitan Nation-stateUniversity Model Nation-sate universities steadily realized theimportance of international relations as modern nations
became stable.
 Internationalization of universities is recognized as aneffective strategy to promote research. It Equallycontributes to exercising influence over foreign nations.
23

Most relevant university model
currently in practice in East Asia

Changing University Models
Historical Perspectives

4

Regional Integration UniversityModel Higher education for regional integration
 Regional cooperation among universities
 Universities established by regional cooperation –College of Europe EC/EU ERASMUS Programme

24

Model for higher education inEast Asia

Policy objectives fortransnational education

1

International Peace & Understanding Based on the spirit of the UNESCO Constitution:“That since wars begin in the minds of men, it is in the minds ofmen that the defences of peace must be constructed”

 The ethos of the Fulbright Program International education principles appear in manynational education policies throughout the world

25

This approach should be given due consideration
when thinking about the creation of an East Asian
community based on peace and stability

Policy objectives fortransnational education

2

Nurturing Global and RegionalIdentities

Higher education as an international commodity in aglobalizing world.
 Creation of a „People‟s Europe‟ and promotion of„European‟ identity have been recognized as main
objectives of international student mobility within
Europe in the process of European integration.

26

This approach is also very meaningful to the „East
Asia Community‟ context

Policy objectives fortransnational education

3

Economic Development &Cooperation

 Based on Human Capital Theory/Modernization Theory
 Sending students abroad for development and modernization
 Policy pursued in Meiji Japan and many other developing countries.
 Inviting and hosting students from developing countries as a form ofdevelopment cooperation.
 Provision of scholarships to students from developing countries by
ODA and private foundations
 Increased recognition of the positive effect of not only sending students
abroad but also hosting foreign students as a means to accrue earnings.
 International student mobility has been recognized as a human resource
development strategy for enhancing regional economic competitiveness in
European integration.

27 This approach is also very meaningful to the „East Asia Community‟ context

Policy objectives fortransnational education

4

Healthy International Education
Market Corporatization and privatization of national universities. A growing numberof private universities. Increasing self-cost recovery of educational costs.
 Rapid increase of privately financed international students.
 Formulation of an international education market → Foreign students
as „customers‟ → Education for foreign students as „export industry‟(UK, Australia)
 Debates on educational services trade continues in the WTO/FTA Explosive higher education demand in China
 Increasing international university linkages in Asia
 Formulation of Asian regional education market
 Necessity to build sound regional system to ensure quality of higher
education and an efficient credit transfer system.
28

Cosmopolitan University Model
Nation-state University Model
Cosmopolitan Nation-State University Model

Regional Integration University Model

International
Peace &Understanding

29

Nurturing
Global andRegional
Identities

Economic
Development&Cooperation

Healthy
International
Education
Market30

Section3

Higher Education Networks andRegional Cooperation in Asia Since the formulation of an East Asian Community is alreadybeing discussed in the ASEAN forum, regional integration ofhigher education should be discussed in similar forums andwithin existing frameworks for cooperation in higher education.
 ASEAN University NetworkSoutheast Asian Ministers of Education Organization(SEAMEO) UNESCO Asia-Pacific Bureau for Education
 Southeast Asian Institution of Higher Learning (ASAIHL) University Mobility in Asia and Pacific (UMAP)
 Proposals of “ASEAN University”
The higher education component of FTAs within Asia
31

32

Section4

Actors for Regional Integration inHigher Education
 Analysis of international education policies,

international strategies, international education
programs, curriculum, research collaborations,student exchange, inter-university agreements andcooperation and faculty exchange of respective
countries/universities from the perspective of Asian
cooperation and integration.

33

China, South Korea, Australia, Thailand, Malaysia,
Vietnam
Peking University, Seoul National University,
Chulalongkorn University, Malaysia Science University,
University of Sydney, Waseda University

34

Section5Comparison with Regional Integration
Trends in Europe
By analyzing the developments in regional
integration in Europe, and the role of higher
education in this integration, we seek to draw
some implications for the integration of East
Asian higher education systems.
(1) Historical analysis of the EU Socrates and ERASMUS
programmes, as well as the Bologna Process(2) Case studies of European countries and Europeanuniversities for regional integration(3) Comparative regional analysis: EU - ASIA35

Europe – ERASMUS ProgrammeStarted in 1987:(a) To enhance European economic competitiveness(b) To promote mutual understanding and mutual trust
within Europe(c) To build a „People‟s‟ or „Citizen‟s‟ Europe36

ACTIVITIES Promoting inter-university linkages in Europe
Promoting international mobility of students and faculty
members within Europe Collaborative curriculum development with „EuropeanDimension‟ Promotion of minority European langue educationEffects and Problems of ERASMUS
Programme Rapid increase of international student mobility ofstudents, faculties and university linkages within Europe Vitalization of European higher education
 Standardization of European higher education
 Strengthened institutional capacity of universities forinternationalization

37

CHALLENGES
 How to balance student flow in different countries
 How to chose a language of instruction → English
dominance criticized How to efficiently transfer credits → ECTS

38Section

6

Transnational Education:
Creating an East Asian Community
POLITICAL APPROACHES(1) Building Mutual Understanding and Mutual Trust in East Asia
 Important to build an “infrastructure” for mutual understanding, such aspromoting Asian language education or creating various channels toexchange different views. Emotional “friendship approach” may not beeffective.
(2) Promoting ‘People’s Asia’ Concept
 Should promote identity as “East Asian” NOT denying sound nationalism.
Important to promote “Asian Dimension” in education. Must nurture “EastAsian Leaders” collaboratively by East Asian universities.

ECONOMIC APPROACHES(3) Strengthening East Asian Economic Competitiveness through Collaborative
Human Resource Development in East Asia
 Workable and realistic policy target for educational cooperation in East Asia.
Need to ensure quality of education by collective efforts of East Asian
nations in growing international education market.
(4) Promoting a Healthy Regional Cross-border Higher Education Market,Assuring Quality in Education.
39

First East Asian Summit
The Kuala Lumpur Declaration
Article 6 – We will enhance people-to-people exchange aimed atdeveloping a "we" feeling.
Article 7 – We will encourage the sharing of ideas through greaterinteraction between students, academicians, researchers, artists,
media, and youths among countries in East Asia.
Article 8 – We will conduct regular exchange of intellectuals, members of
think tanks, religious personalities and scholars, which will benefit
East Asia and the world through deeper knowledge andunderstanding so as to fight intolerance and improveunderstanding among cultures and civilizations.

 All articles emphasized the role of integration in higher education asserving the purposes of international peace and understanding.
 Policies for the integration of higher education should strike a balance
between various ideals surrounding the transnational delivery of education.

40THANK YOU FOR YOURATTENTION

Waseda University Mascot inCommemoration of 125 Years

Kazuo KURODA – Waseda University