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8 septembre 2012

What do transnational education students really want?

http://www.universityworldnews.com/By Yojana Sharma. Students involved in transnational education – learning in a different country from where the degree-awarding institution is based – are less concerned about the awarding institution’s reputation and more about a flexible learning environment and a close fit in terms of subjects available for study.
The British Council’s Education Intelligence Unit’s just-released Portrait of a Transnational Education Student, based on more than 160,000 student responses from 2007 until September 2012, found that students intending to study for a transnational education (TNE) degree valued the practicality of combining study with employment above the reputation, brand or ranking of the awarding institution.
“This runs contrary to popular belief that the awarding institution’s rank and reputation are what primarily attract students. This isn’t to say that students do not care about brand; it is simply not the most important factor,” the report noted.
“Five years ago students were really interested in the reputation of the institution but not any more,” Zainab Malik, research manager for the British Council in Hong Kong, told University World News.
“This reflects a greater level of trust in the quality of TNE degrees."
The report noted: “In 2007, universities had to rely more strongly on their brand when entering markets, as TNE in many of its forms was not strictly regulated.
“While this is still true in 2012 in a number of markets, in the past five years there has been significant investment in, media attention around, and legislation developed for distance learning, legitimising TNE to the point that the actual awarding institution has become much less of a consideration,” the study said.
One in four considers TNE
The survey – which did not include students at international branch campuses but included overseas twinning programmes, online courses delivered transnationally, and dual or joint degrees – found that enthusiasm for TNE had increased across all regions since 2007.
One in four students was considering TNE in some form, whether wholly or partially administered in their home country.
Some of the countries with the highest interest in TNE degrees included Argentina, Brazil, Croatia, Hong Kong, Jamaica, Kenya, Malawi, Mozambique, Namibia, the Philippines, Russia and Zambia.
“We are finding that the TNE market is following the student recruitment market, moving further South [globally] and towards the East,” said Malik. “In particular in South East Asia and South Asia due to capacity issues, as well as because of government support, students are turning to TNE. But we see interest in all regions, including Africa.”
Students are interested in degrees that are recognised overseas – a major motivation was the desire to study overseas in future as well as experiencing different teaching methods and new ways of learning. This also meant that the awarding country – rather than the awarding institution itself – was more important in opting for a TNE course.
In 2007 postgraduate students also said the third most important reason for choosing a TNE degree was the reputation of the overseas degree and that the qualification should be “recognised by employers”.
In 2011 these have been completely replaced by other considerations: that it is cheaper than studying overseas, and that the subject that the student wanted was available.
The presence and availability of an overseas degree, even if offered at a lower cost, is not enough to attract students.
Niche subjects that fit in with career plans
TNE students, many of whom were employed at the same time, were particularly interested in niche subjects, those that they could not study in their own countries, and which fitted in closely with their career plans.
“A big part of why students chose TNE over a local institution is the course itself. They choose TNE [courses] not because they provide them with more options but because they fit in exactly with what they want to pursue,” Malik said.
According to the report: “Older students will have already decided upon a career trajectory and if this path includes specialising in areas that are not well represented locally, they will turn, anecdotally, to overseas degrees that may offer better quality, insight, and teaching in the subject.”
Subjects of greatest interest to postgraduate students include business. “Local students often assume that the international outlook inherent in global MBA programmes will not be found in local programmes, thus drawing them to TNE,” the report said.
Media studies and journalism were also popular at postgraduate level, possibly reflecting a lack of appropriate courses in home countries.
And TNE courses fill other gaps.
“I chose this because it was the only postgraduate programme in computer forensics available. If it hadn’t been available, I wouldn’t have done another degree,” said a masters student quoted in the report.
A BSc psychology student said: “There are no appropriate local programmes for psychology. They either take longer to complete or aren’t very good. So I chose an overseas degree.”
Flexibility was also important. For those pursuing a masters degree it is “an increasingly common perception that it is indulgent to take time away from work and family to dedicate solely to obtaining what is no longer an elite degree,” the study notes.
“In this light, the double cost of leaving a job and paying for a full-time, on-campus graduate experience may be seen as unwise; hence the increasing interest in TNE.”
While the outlook for expansion of TNE courses is good, the most important quality measure for students was the amount of face-to-face teaching, which many students deemed to be ‘irreplaceable’.
More than 90% of students interviewed indicated that the biggest area of improvement in TNE was the student experience.
15 août 2012

Transfrontalier - Portrait de jeune

http://direccte.gouv.fr/IMG/rubon27.png?1323861209Sacha Zimmermann a récemment été reçu au plus haut niveau des Chambres de commerce et d’industrie d’Allemagne, à Berlin, en présence du ministre de l’économie, pour recevoir sa distinction. Parmi les 300 000 apprentis d’Allemagne, et les 200 sélectionnés, c’est ce jeune, originaire de Wissembourg qui a été retenu, pour la plus grande satisfaction de Yaris Pürsün, Directeur de Mercedes à Wörth. Depuis 2000, Sacha Zimmermann travaille dans cette entreprise de Rhénanie Palatinat, dans laquelle il a enchaîné les nombreux programmes de formation disponibles. Il est aujourd’hui dans le département du service mécanique des poids lourds. L’entreprise Mercedes de Wörth est particulièrement investie dans les formations d’apprentissage et continues, avec pas moins de 14 formations en apprentissage ! Elle emploie 531 apprentis, s’affichant ainsi comme l’employeur d’apprentis le plus important de la région. Cette année, 138 d’entre eux ont obtenu leur diplôme et ont été embauchés.
http://direccte.gouv.fr/IMG/rubon27.png?1323861209Sacha Zimmerman Πρόσφατα περιήλθε στο υψηλότερο επίπεδο των Επιμελητηρίων Εμπορίου και Βιομηχανίας της Γερμανίας, στο Βερολίνο, στην οποία συμμετείχαν ο υπουργός Οικονομίας, για να λάβει το βραβείο του. Από τους 300.000 μαθητευόμενους στη Γερμανία, και το 200 επιλεγμένα, αυτό είναι ο νεαρός, από το Wissembourg που επιλέχθηκε προς ικανοποίηση των Pürsün Yaris, επικεφαλής της Mercedes στο Wörth. Περισσότερα...
15 août 2012

De la formation transfrontalière à l’emploi dans le Rhin Supérieur

http://direccte.gouv.fr/local/cache-vignettes/L200xH150/arton2260-d6681.jpgLa présidence française de la Conférence du Rhin Supérieur a choisi comme premier axe d’intervention prioritaire pour 2011 l’économie et la fluidification du marché du travail transfrontalier.
Concrètement, elle souhaite organiser la mise en œuvre de cette priorité autour de trois actions:
Le développement des stages et de l’apprentissage transfrontaliers
La réalisation d’une étude relative aux travailleurs frontaliers
L’identification et la diffusion des outils de connaissance du marché du travail transfrontalier.
Documents à télécharger :
Flyer Eurodistrict sur l’apprentissage transfrontalier.
Etat des lieux, projets, actions.
L’Apprentissage transfrontalier

Mon centre de formation en Alsace & mon entreprise en Allemagne... C’est possible !
Meine Berufsschule auf der deutschen Seite & mein Ausbildungsbetrieb in der Region Strasbourg... Das gibt‘s !
L’Eurodistrict Strasbourg-Ortenau vous offre la possibilité de réaliser une formation pratique en Allemagne tout en suivant une formation théorique dans un CFA alsacien. Grâce à cet apprentissage transfrontalier, vous pourrez pratiquer l’allemand quotidiennement et profiter de nouveaux horizons professionnels.
Der Eurodistrikt Strasbourg-Ortenau bietet die Möglichkeit, den praktischen Teil der Ausbildung im Elsass (Gebiet der Stadtgemeinschaft Strasbourg) und die Berufsschule auf der deutschen Seite zu durchlaufen. Dank dieser grenzüberschreitenden Ausbildung lernt man Sprache und Arbeitswelt des Nachbarn besser kennen und erweitert seinen beruflichen Horizont.

14 août 2012

Transnational education: A good-news story

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgByLynnel Hoare. The motivations behind the delivery of Australian transnational education have been interpreted as being everything from altruistic to neocolonial.
On the one hand, Australian universities are cast in the role of intellectual aid providers, delivering developing countries from the economic and social disadvantages resulting from a paucity of skilled human capital and supplementing overburdened higher education institutions that are currently at capacity. At the other extreme, delivery can resemble the dumping of uncontextualised material into foreign contexts with scant consideration for anything other than profit margins.
Whatever the espoused and the actual motivations for Australia’s delivery of transnational education (TNE) may be, it is common knowledge that sector growth has been rapid, is increasingly complex and continues apace.

27 mai 2012

Transnational Education and Student Mobility in Asia

http://www.iau-aiu.net/sites/all/files/hep-new_5.jpgThe latest edition of Higher Education Policy (HEP) is entitled Transnational Education and Student Mobility in Asia. For more information, abstracts and ordering, please visit the Journal’s homepage on Palgrave's website.
Editorial - Ka Ho Moka - College of Education, Zhejiang University, China and Faculty of Arts and Sciences, The Hong Kong Institute of Education
With the strong conviction to enhance their global competitiveness, governments across different parts of the world have tried various means to transform their higher education systems in order to strengthen national competitiveness at the international level. Some major strategies being adopted by governments from different parts of the globe are to (1) promote the rankings of their universities in the global university leagues; (2) promote internationalization in curriculum design and student learning; (3) enrich student learning through enhancement of student mobility; (4) engage in the quest for regional education hub status. In order to better position themselves in the global university leagues, Asian governments have made serious efforts to promote student mobility and internationalization in higher education (Portnoi et al., 2010; Mok and Yu, 2011; Welch, 2011). This special issue sets out, within the context of internationalization of higher education and the rise of education hubs in the region, to examine the issues related to transnational higher education (TNHE) and student mobility in East Asia.
It is generally perceived that TNHE has galvanized the development of higher education in terms of teaching. Among all Asian countries, China is one of the fasting growing places of TNHE, which has caught the interest of K.C. Ong and David Chan, who examine in their article the blossoming of TNHE programmes and foreign-local co-run schools in China. What are the drivers of such growth? As Ong and Chan argue, it is mainly linked to the socio-economic changes taking place in China. TNHE development in China began to accelerate in the 1990s, when it needed more human capital for a higher level of economic development. Other factors also include the rising educational demand by the young population, and the need for internationalizing the higher education sector. But as TNHE has continued to expand, the Chinese government has turned away from an originally ‘informal, incidental and rather laissez-faire’ approach to a regulatory one. The 21st century has witnessed a more robust development of TNHE in China, as it has increasingly integrated with the world economy, for example the admittance to the World Trade Organization, which attempts to open up a world market of educational services. Against this background, the varieties of TNHE programmes offered by different institutions across different regions are examined in the article to illustrate the prospects of TNHE in China. At the end of the article, the authors discuss the potential difficulties it is now facing, mostly the lagging behind of quality assurance mechanism amidst rapid expansion.
While many people like Ong and Chan are giving positive reactions to the rise of TNHE for its economic potential and the increased educational opportunities, Li-Chuan Chiang's article provides a critical reflection of TNHE in East Asia. In her article, Chiang raises some critical issues: the fact that TNHE has always prioritized teaching at the expense of research and community service, the other traditional missions of university; the low quality of TNHE programmes (in terms of medium of instruction, programme materials, teaching staff); and the over-commercialization of TNHE programmes, which are more vocationally oriented than academic in nature. Apart from these practical concerns, from a critical cultural perspective, Chiang is most worried about the intrusion of ‘western-dominated pedagogies and curriculum from abroad to home via importing TNHE’, which Chiang regards as ‘the Trojan Horse’.
Similarly, Aaron Koh also shares the same worry about the rise of TNHE in Asia, and he pays particular attention to the fact that outward-bound student mobility is harmful to human capital building of a state, as in his case study of Singapore. According to Koh, human capital is critical to a small city-state like Singapore, where natural resources are scarce and the manufacturing base is small. In the past few years, the Singaporean leaders and society have been increasingly aware of the potential harm of student outflow in the context of the rise of TNHE. Arguing that Singapore has been pursuing ‘tactical globalization’, in which the state adopts a pragmatic way to seize on the potential and opportunities offered by globalization but also to actively deal with negative consequences of globalization, for example brain drain, Koh examines the ‘tactics of intervention’ by the Singaporean government to retain and nurture local talent and attract foreign talent in the battle for human capital for economic growth. Such tactics include offering scholarships, changing immigration policies and maintaining ties with overseas Singaporeans.
In fact, in thinking about the broad picture of brain drain in Asia in recent years, the past understanding that TNHE would favour the West and undermine the East (student outflow always occurs from Asia to western developed countries, as students mostly aspire to study in those places and intended to stay there for work after graduation) has been rendered increasingly problematic in regard to rising horizontal mobility of students within the Asian region. As Sheng-Ju Chan argues in his article, the signs of change are linked to the shift in the global balance of power, when many Asian countries have increased competition for human capital (within and also beyond Asia) for advancing national competitiveness. These Asian countries have taken efforts both domestically and internationally. Domestically, they have restructured the higher education sectors to increase their attractiveness. Internationally, they have sought more presence in the international scene, for example, by bringing in more foreign resources, such as inviting leading foreign institutions to enter the local markets, and aligning themselves with international accreditation organizations and joining international institutional networks.
In delineating the development of TNHE from the perspectives of international change and institutional transformation as mentioned above, what is often missing in the discussion is the perspective of the students engaging in TNHE. In this regard, we have in this special issue collected two articles — Ka Ho Mok's case studies on Singapore and Malaysia, and Hao Jie and Anthony Welch's case on China. From the perspective of students’ learning experience, Ka Ho Mok's article discusses the characteristics of TNHE in Singapore and Malaysia, the two potential education hubs in Asia. Having conducted focus groups and interviews of students engaging in TNHE in Singapore and Malaysia, Mok finds overseas studying experience a major attraction for overseas students in the two countries. It is not only the overseas studying experience, but also overseas academic qualifications that drive students to engage in TNHE. That is why students are enthusiastic about twinning programmes (e.g., co-organized programmes by one local institution and by one foreign institution) because having the name of a foreign school printed on an academic certificate leads to better career prospects in their own countries. And as Mok discovers, students in Singapore are more satisfied with TNHE programmes than their counterparts in Malaysia, because Singapore has been more strategically and carefully selective in bringing in foreign partners than Malaysia.
In the case of China, Hao Jie and Anthony Welch also discover the same phenomenon that the overseas studying experience has long been regarded as a gold ticket to the employment market. The high-skilled returnees, who are called ‘Hai Gui’ (sea turtles), have always been highly sought by employers, because the overseas qualification they possess is a guarantee of one's quality, as China's higher education development had been halted for a long period of time before the 1980s. After graduation in foreign countries, the high-skilled returnees are motivated to come back to China by the expanding career opportunities concomitant to the rise of the Chinese economy, a sense of national identity, and also the desire to contribute to the country. However, in examining the job-seeking experiences of high-skilled returnees who have returned from Australia to China, Hao and Welch find that, as the higher education sector of China has been improving in recent years, their career paths are not as promising as before, as now they have to face competition from student graduates from top universities in the country. And, although they are Chinese natives, they have the added difficulty of having to reintegrate into a rapidly changing China after a period of time away from the country.
The collection of articles in this issue has provided comparative perspectives and international insights when analysing the growing trend of TNHE in Asia. The authors in this special issue have highlighted not only the growing popularity of student mobility, they have attempted to critically examine the socio-cultural implications for the rise of TNHE and student learning in Asia. Embracing internationalization among higher education systems in Asia has clearly suggested that Asian countries are very keen to become more international, but we must be sensitive about how the notion of ‘internationalization’ is understood. Internationalization should not be interpreted as an overemphasis of other cultures and languages, but as an under-valuation of the local and domestic traditions, values, cultures and languages. In the quest for internationalization, Asian universities should have engaged in serious efforts for the rediscovery of Asian scholarship, introducing the uniqueness of Asian values, traditions and cultures through international connectivity in terms of academic exchange and international research collaboration. For in doing so Asian universities would be able to contribute to a better understanding of internationalization by playing up the role of ‘Asianization’ in order to contribute to the international community dominated by the West.
Articles:
Transnational Higher Education and Challenges for University Governance in China
- Kok Chung Ong and David K.K. Chan
Higher education in China is currently undergoing a process of re-orientation. This paper focuses specifically on the development of transnational higher education (TNHE) in China over the last decade, as well as its implications for university governance. Major features of TNHE programmes in China will be explored, and a corresponding typology will be presented. We argue that in the face of the fast expanding activities of TNHE, the common irregularities in programme operation, and the less effective and efficient mechanism of quality assurance, may well be the major challenges for university governance in China. Structural reform in university governance is desirable, particularly in terms of empowering the non-public sector in Chinese higher education and of separating the role of the Party from academic administration.
Tactics of Interventions: Student Mobility and Human Capital Building in Singapore
- Aaron Koh
Hitherto, research on transnational higher education student mobility tended to narrowly present hard statistics on student mobility, analysing these in terms of ‘trends’ and the implication this has on policy and internationalizing strategies. What is missing from this ‘big picture’ is a close-up analysis of the micropolitics of student mobility in specific geographical contexts. Despite an expanding university sector in Singapore, there is a persistent trend of Singaporean students leaving the country for overseas study, posing a possible problem of brain drain. This paper presents a socio-politico analysis of student mobility and the attendant politics this has created for Singapore's human capital building. The Singapore case is instructive of how it manages its human capacity building vis-à-vis its outward-bound student mobility. Although there are ‘tactics of intervention’ in place, it remains to be seen how the Singaporean government tackles two national dilemmas that are related to the socio-politico consequences of student mobility.
Shifting Patterns of Student Mobility in Asia - Sheng-Ju Chan
Responding to the impacts of globalization and the knowledge economy, the increasing demand for higher education in East Asia is not only met by domestic higher education, but also by importing transnational higher education (TNHE). Importing TNHE becomes an export strategy to attract international students to contribute to capacity building for the importing countries. While trading on the strength of west-dominated TNHE in East Asia is well received, its underlying dilemmas are under-represented. The paper aims to offer an alternative analysis to identify possible hurtful aspects that might be treated as ‘the Trojan Horse’ hidden in the import–export model that might aggravate rather than minimize student mobility and brain drain and deepen rather than alleviate the influence of western culture on East Asian countries. Hence, the overwhelming discourse of capacity building in importing TNHE should be critically re-visited by paying attention to foreign providers’ motives, the nature and characteristics of TNHE programmes, and the reality of the partnership process and arrangement.
The Rise of Transnational Higher Education in Asia: Student Mobility and Studying Experiences in Singapore and Malaysia - Ka Ho Mok
During the past decade, Asia — traditionally one of the largest exporters of mobile students — has experienced major changes in student mobility within higher education. As the worldwide competition for international students has escalated, many Asian countries have adopted a wide range of mechanisms and strategies in facilitating student mobility. This paper argues that although most Asian nations face a problem of net outflow of students to Western countries, a trend of regionalization or horizontal mobility of students within the region is emerging. As the Asian countries mainly compete for the same pool of students in the region, the competition will intensify. Therefore, the role of leading universities in the West in helping to attract international students to Asia in the form of transnational higher education has become problematic. The growing competition for international students between domestic and foreign higher education institutions poses new governance challenges for host countries in Asia.
A Tale of Sea Turtles: Job-Seeking Experiences of Hai Gui (High-Skilled Returnees) in China
- Jie Hao and Anthony Welch
A key feature of contemporary globalization is the increasing mobility of high-skilled talent. While for many countries in the developing world the loss of such individuals represents a longstanding concern, countries such as China have now developed key policies to harness their overseas talent. The article examines the job-seeking experiences of a key group of high-skilled returnees, after taking advanced degrees in Australia, discussing the outcomes in terms of salaries and length of time to secure employment, as well as analysing their advantages and disadvantages relative to their domestic peers. On the basis of survey and interview data, the views of both returnees and employers are canvassed, as also issues of re-integration and Chinese networks and values.
Indian Higher Education: Envisioning the Future - Heather Eggins (book review).
26 avril 2012

L’université de la Grande Région a un an pour se réinventer

http://iffresblog.files.wordpress.com/2011/12/cropped-sydney_bridge1.jpgL’Université de la Grande Région (UGR) va devoir apprendre à voler de ses propres ailes: le subventionnement européen s’arrête en mai 2013.
Sur le papier, les choses paraissent limpides. « Depuis octobre 2008, le projet Université de la Grande Région – UniGR, cofinancé par l’Union Européenne, a développé un réseau réunissant plus de mille étudiants, doctorants, chercheurs et enseignants originaires de six universités en Allemagne, en France, en Belgique et du Grand-Duché de Luxembourg. Il vient d’être prolongé jusqu’en avril 2013, de manière à permettre la création d’un groupement universitaire pérenne. Mercredi 25 avril, les présidents et les recteurs de toutes les universités partenaires ainsi que les représentants politiques des régions concernées se réuniront sur le campus de l’Université de la Sarre. À cette occasion, ils feront le point sur les résultats obtenus jusqu’à présent et débattront des perspectives de leur coopération future.”
C’est justement sur la forme exacte que prendra cette « coopération future » que les choses sont encore loin d’être limpides. Car il sera forcément question de gros sous, mercredi à Sarrebruck: à l’arrêt du subventionnement européen, chacune des universités concernées va devoir trouver les moyens de poursuivre l’aventure… par ses propres moyens. Et ceux que les décideurs politiques voudront bien leur allouer. Or, ces moyens potentiels sont loin d’être identiques selon que l’on se trouve à Liège, Trêves ou Kaiserslautern. Et ce n’est sans doute pas un hasard si c’est du côté de Luxembourg que se recrutent aujourd’hui les plus ardents défenseurs de l’UGR: la (très) jeune université locale jouit, comparativement, d’un train de vie royal et mise, en outre, sur la multiculturalité et le plurilinguisme. A Sarrebruck aussi, on souhaite vivement voir l’aventure se poursuivre. L’UGR est un peu le bébé de l’université de Sarre: elle avait été à l’origine du projet en 2008, et en a été le moteur principal depuis. « Reste à savoir maintenant avec quelles ambitions, nos partenaires s’engageront au-delà de 2013 », murmure-t-on du côté de Sarrebruck. Avec un point d’interrogation supplémentaire en provenance de Lorraine.
La publication, en mai, du rapport réalisé par l’ Association des universités européennes (EUA), pourrait contribuer à motiver les indécis. C’est la première fois que l’EUA établit le bilan d’activités d’un groupement d’universités. Et comme les rapports de ses experts sont généralement assortis de recommandations, l’UGR devrait savoir de quoi son avenir sera fait. Ou pas.
http://iffresblog.files.wordpress.com/2011/12/cropped-sydney_bridge1.jpg~~V University of the storregionen (UGR) har til at lære at flyve på egen hånd: støtte til europæiske stop i maj 2013.
På papiret synes tingene klart.
"Siden oktober 2008 projetUniversité af storregionen - har UniGR, medfinansieret af Den Europæiske Union, udviklet et netværk af over tusind studerende, ph.d.-studerende, forskere og undervisere fra seks universiteter i Tyskland, Frankrig, Belgien og Storhertugdømmet Luxembourg. Mere...
20 novembre 2011

The future of transnational education

http://www.obhe.ac.uk/images/AustraliaBy Monique Skidmore, PVC International and Major Projects, University of Canberra, and Julian Longbottom, Director Marketing and International, University of Canberra. Are we witnessing the death throes of transnational education? At least within Australia, transnational education (TNE) has been a key aspect of the internationalisation strategies of tertiary institutions. Universities in other parts of the world have not all joined Australia in this activity. The Erasmus Programme has been an important tool for European internationalisation strategies whereas online provision has worked for private universities in the US and elsewhere. Online TNE delivery is a growing phenomenon by individual universities (Oxford Brookes) and consortia (Open Universities). Current market analysis leads us to believe that TNE programmes will continue to remain viable for the next decade or so, especially in China, India and rising developing countries such as Vietnam and Mexico. As other Third World nations develop large middle classes, and their governments seek to educate a growing affluent population, there will continue to be opportunities for niche TNE programmes to upskill the teaching staff of developing universities and to offer degrees and collaborative partnerships. Essentially, TNE is a model of educational delivery suited to a particular moment in a developing nation’s education system.
There are several models of TNE programmes. At its broadest definition, TNE is an education activity that crosses a national border. Initially fly-in-fly-out, face-to-face teaching for whole or ‘top up’ of diploma programmes to the bachelor degree level were the most common form of TNE. The early stages of TNE development are based upon relationships, often personal and idiosyncratic and sometimes unconnected to any strategic direction of either institution. In their useful transnationality index, Connelly, Garton and Olsen (Observatory, 2010) described a base position for TNE provision in which the creation of TNE programmes is largely opportunistic and may be lacking in integration with a university’s strategies, teaching and learning, quality and policy frameworks and may not be delivering comparable on and offshore academic and non-academic service provision, student experience, infrastructure, economic benefit and relevant staff professional development. These relationships often wither when staff members who initiated the relationship leave the institution or change roles, or when a new strategic direction is set for either institution.
Conversely, some TNE partnerships form the basis for eventual collaborative teaching and/or research partnerships, or pave the way for the establishment of offshore branch campuses. As markets mature, it would seem that – at least for governments of counties such as China and India – TNE is seen as adding less value than developing English language-only programmes or working with foreign universities to set up branch campuses under the host country’s legislation.
The development of the Australian international education market has included TNE relationships in a significant way (peaking in 2003 with 1569 programmes being delivered offshore). Being located in Asia, Australia had an early advantage (following the Columbo Plan in the 1950s) of aid programmes that developed into collaborative education activities between Australia and South East Asian institutions, especially in the 1980s. This operating knowledge of the South East Asian education market was later used to move into the burgeoning student markets of China and India as providers shifted from education as aid to education as trade. Progressive opening up of Asian and Middle Eastern nations allowed Australian institutions to compete with other significant and prestigious international education providers (such as the UK and US). Over time, some of this activity was replaced by the establishment of international branch campuses.
As information technology innovation and infrastructure continues to improve, computer-mediated provision of education (and blended learning) has increased and fully online courses are now routinely offered. Face-to-face programmes also spawned a franchise model where, for example, Murdoch University in 2011 franchised more than 20 new programmes to Kaplan in Singapore, and receives a royalty for the intellectual property of these programmes. This evolution underscores the ubiquity of learning content that can be sourced through the internet, where intellectual property is almost impossible to retain over any length of time. This increase in TNE enrolments for Australian offshore programmes pales alongside the growth in offshore student enrolments at international branch campuses.
Economic and policy changes have evolved in Australia and its international market alongside the evolution of TNE and, in part, have dictated its course. The model of education hubs by countries in Asia and the Middle East as well as their national five-year strategic plans attempted to meet as much as possible the internal demand for education have favoured the creation of branch and virtual campuses. The pull in the opposite direction now comes from consumer choice, brand reputation and student experience factors that we argue will increasingly influence student destination choice, type of award (and dual awards), the best international work experience programmes, and the ability for students to tailor their study experience to gain a unique set of skills and experiences.
Within Australia, international higher education grew largely through the international student visa regime that allowed international students who had worked in Australia for two years to apply for permanent residency. The resulting steady stream of international revenue throughout the past decade offset declines in government funding to public education institutions. The growth of international students ended abruptly in 2009 due to attacks on Indian students and subsequent government policy changes, leaving budget holes in many institutions. This was particularly acute in the Vocational Education and Training (VET) and English-language sectors. Further changes to visa regulations coupled with a high Australian dollar and ongoing global financial crisis concern in the US and UK has caused a more competitive international market to emerge. This has not stopped some Australian universities from seeking to recover and grow international student load by establishing new TNE programmes or new branch campuses overseas (for example, the University of Ballarat in India).
The inability for enormous education markets like China and India to provide a sufficient supply of education has meant that TNE, online provision of education and international mobility of students continue to grow. Additional elements of this international market are international branch campuses, the creation of regional education hubs such as in Singapore and consortia models of tertiary education provision, such as in Qatar. The conscious development of regional education hubs means that TNE models have further competition in markets where prestigious and highly ranked universities choose to establish a presence.
The future for most Australian universities (and most reputable universities worldwide) is as international universities. By this we mean that our universities will become part of a highly networked globalised education system. Brand positioning is currently and crudely dictated by rankings and in particular, research rankings. There is a powerful and predominant perception in the market that old western Ivy League (Russell Group/Group of 8) universities provide elite graduates who will become the top earners in their field. It is our contention that students increasingly want to graduate with international experience and that a global network of universities will appeal to a significant segment of the student population. NYU is one of the few universities to seek to provide this experience in-house with its own international studies centres and branch campuses. Its expansion will include Sydney. This is a bold and capital-intensive strategy, but we believe an excellent student experience can be achieved through tailored global programmes that draw upon the strengths of select partner institutions. This will require significant freeing up of course architecture and dual award rules within a complex foreign regulatory environment.
A significant challenge of the NYU multi-campus global university model is the difficulty in delivering on the brand promise of a consistently high-quality education and student experience driven by the home campus. In contrast, the multi-partner network model provides each student with a unique local experience which has the potential to create global citizens who have tailored their education experiences to their specific emerging professional and scholarly interests. This model of global students will allow our students to experience firsthand: through the network, or through virtual student learning collaborations, or through international work integrated learning and internships. Combined with blended and online learning formats, the future is an international student market concerned with the brand strength of their degree that has been earned through collaboration with high quality public or private local partners, in those parts of the world in which their discipline is most current or emerging. They will be prepared for a virtual working environment that is now commonplace among industry and the professions.
In conclusion, TNE is a form of educational delivery that commonly began as an aid programme to developing countries and created the experience and reputation of international universities, giving universities confidence to branch out. We predict that these settled forms of educational mobility will be redefined as students from developed and developing countries seek prestigious universities in countries such as China and India in which, for example, they will study medicine, engage in world-class research and become fluent global citizens. We predict that what began as a unidirectional model from the First to the Third World will become a linked, networked global experience involving multiple partners and awards. This international education and student mobility model will coexist (and increasingly become integrated with) online education content and single- and multi-branch campus experiences. TNE will be a part of the mix but largely confined to niche areas in developing education markets or as a form of entry-level institution-to-institution partnership.
15 octobre 2011

La grande région, mobilité en europe et formation continue

http://www.inffolor.org/portail/professionnel/sites/default/files/upload/image/documentation_pro/PDF_OF/visuel55.pngTémoin d’un passé mouvementé, la Grande Région est un espace de coopération exemplaire en Europe. Avec plus de 200000 frontaliers en 2010, elle enregistre la plus importante mobilité transfrontalière derrière la Suisse. Amorcée dans les années 1980, cette mobilité n’a cessé de s’amplifier jusqu’à aujourd’hui, même si la crise économique et financière de 2008 et 2009 a mis un frein au développement. Cette zone européenne réunit six composantes: la Sarre, la Rhénanie-Palatinat, le Luxembourg, la Lorraine ainsi que la Région wallonne et la Communauté germanophone de Belgique. Le partage d’une structure industrielle commune a constitué le point de départ de la coopération entre ces régions.
D’intenses flux migratoires en tous sens caractérisent cet espace, avec deux bassins d’emploi transfrontaliers importants, Luxembourg et Sarrebruck, et d’autres villes de taille plus modeste de part et d’autre de la frontière (Thionville, Longwy, Trèves, Arlon, Metz, Sarreguemines …). Le Luxembourg constitue depuis 30 ans le pôle d’attraction de la Grande Région. Près des trois quarts des frontaliers traversent la frontière chaque jour pour se rendre au Luxembourg, soit environ 149500 en 2010. La moitié d’entre eux est originaire de France (73900) et respectivement un quart environ vient de Belgique et d’Allemagne.
http://www.granderegion.net/pictures/layout/header/shared/logo.gifLa Grande Région est aujourd’hui le siège de nombreuses institutions et organes interrégionaux (notamment le Sommet de la Grande Région, la Commission Régionale, le Conseil Économique et Social, le Conseil Parlementaire Interrégional et le Conseil Syndical Interrégional, Conseil interrégional des Chambres de Métiers: www.artisanat-gr.eu). La contribution de l’initiative européenne Interreg a permis à la coopération transfrontalière de se développer et de s’intensifier depuis le début des années 1990. La Grande Région bénéficie ainsi d’un réseau de coopération dense et bien développé.
les frontaliers lorrains au luxembourg: un profil en mutation

La Lorraine reste la région qui envoie le plus de frontaliers dans la Grande Région avec un total de 94 664 frontaliers originaires pour la plupart de Moselle mais aussi de Meurthe-et-Moselle. S’ils étaient nombreux à se rendre en Sarre et en Rhénanie-Palatinat jusqu’à la fin des années 80, les Lorrains se sont tournés vers le Luxembourg au début des années 90, attirés par la perspective d’une meilleure rémunération et la quantité d’emplois disponibles. L’emploi frontalier lorrain en Sarre et au Luxembourg est traditionnellement de nature industrielle.
En Sarre, 44,9% des frontaliers originaires de France sont employés dans l’industrie manufacturière et 13,8% d'entre eux sont dans le secteur du commerce. Au Luxembourg, les frontaliers français sont actifs en majorité dans les services aux entreprises - qui recouvrent aussi l’emploi industriel - , le commerce, l’industrie manufacturière ainsi que dans les activités financières.
Le profil du frontalier lorrain s’est transformé peu à peu pendant la dernière décennie: moins présent dans le secteur de l’industrie et de la construction, il travaille davantage dans le tertiaire. Il occupe plus souvent une fonction d’employé, de cadre ou une profession intellectuelle supérieure. D’une manière générale, les frontaliers français au Luxembourg sont davantage diplômés que les actifs occupés en Lorraine.
Le statut du frontalier

Aux termes du droit communautaire, sont frontaliers tous les salariés et tous les travailleurs indépendants qui exercent leur profession dans un État membre, en habitant dans un autre État membre dans lequel ils retournent, sinon chaque jour, au moins une fois par semaine.
Cette définition s’applique en matière de protection sociale des travailleurs concernés (prestations sociales, assurance chômage, maladie-maternité, retraite). En matière fiscale, est considérée comme frontalière la personne salariée qui exerce son activité dans la zone frontalière d’un État membre et réside dans la zone frontalière d’un autre État membre où elle rentre en principe chaque jour. La notion de zone frontalière diffère toutefois selon les régions. Elle dépend des conventions fiscales signées entre les pays...
La formation continue dans la grande région

Dans la Grande Région, l’Allemagne, la France et le Luxembourg ont mis en place des dispositifs permettant de suivre une formation afin de s’adapter au marché du travail ou compléter son bagage initial. La formation se déroule en général dans le pays d’emploi. Mais dans certains cas, elle peut avoir lieu également à l’étranger.
Au Luxembourg

Différentes adresses sont à retenir. Afin de permettre à un salarié de bénéficier d’un Congé Individuel de Formation, d’un congé linguistique (apprentissage de la langue luxembourgeoise), ou encore d’une validation des acquis professionnels: portail luxembourgeois de la formation continue: www.lifelong-learning.lu, Ministère de l’Éducation Nationale et de la Formation Professionnelle www.men.public.lu, guichet administratif de l’État luxembourgeois www.guichet.public.lu.
En Sarre

Le congé de formation (Bildungsurlaub) permet au salarié de bénéficier de 6 jours par an pour la formation continue. Par ailleurs, la formation de promotion (Meisterbafög) permet d’accéder à des fonctions d’encadrement dans de nombreux domaines (artisanat, industrie, technique, commerce, santé…). Adresses utiles pour le Congé de formation en Sarre: Saarland Ministerium für Bildung, www.saarland.de, Liste d’organismes de formation: www.weiterbildungsdatenbank. Adresses utiles pour la formation de promotion en Sarre: Administration communale de Sarrebruck: Landeshauptstadt Saarbrücken, Tél. 0681/9050, Liste des organismes de formation en Sarre : www.BFWSaarland.de.
En Lorraine

Pour tenir compte des spécificités de son marché du travail, la Région Lorraine met en oeuvre des formations en langues et des formations transfrontalières afin d’encourager l’insertion professionnelle des Lorrains dans les pays de la Grande Région. Un exemple: la mise en place d’une formation transfrontalière de Techniciens en Transport et Logistique, en partenariat avec l’AFPA Lorraine et l’office wallon de la formation professionnelle et de l’emploi (FOREM), qui a permis depuis 2010 la formation de 28 demandeurs d’emploi belges et français à ce métier. Un partenariat entre les régions Lorraine et Wallonie a permis aussi la création, sur le Pôle européen de développement (PED) de Longwy, de la première école de la 2e chance transfrontalière qui accueille 22 jeunes français et belges. Adresse utile en Lorraine:  Portail d’information sur la formation et l’orientation tout au long de la vie, www.inffolor.org.
Un nouveau pôle de formation transfrontalier à Forbach

Le partenariat entre le Conservatoire national des arts et métiers (Cnam) et la Hochschule für Technik und Wirtschaft des Saarlandes (HTW), sous l’égide de la Communauté d’agglomération de Forbach Porte de France s’est traduit le 19 mai dernier par l’inauguration officielle d’un nouveau pôle de formation transfrontalier. Installé à Eurodev Center à Forbach, il propose une offre de formation notamment dédiée à l’économie de la santé et tournée vers l’approche franco-allemande.
Première réalisation concrète

La rentrée des premiers élèves du certificat franco-allemand «Management des institutions sanitaires et sociales et Grande Région» aura lieu dès janvier 2012.
Cette formation de haut niveau s’adresse:
- aux professionnels du secteur de la santé (médecins, pharmaciens, cadres et directeurs d’hôpitaux et de cliniques, juristes, ...),
- aux personnels des administrations, caisses d’assurances maladie, organismes d’assurance complémentaire, mutuelles, établissements de santé, entreprises publiques et privées du secteur de la santé…
L’offre de formation en matière d’économie de la santé va s’étoffer avec l’ouverture, également prévue tout début 2012, du Titre professionnel «Gestionnaire d’établissements médicaux et médico-sociaux». Contact: 03 87 88 01 10 | Joëlle BALTA.

Zeugen einer bewegten Vergangenheit ist die Großregion auf einer Fläche von beispielhaften Zusammenarbeit in Europa. Mit über 200.000 Grenze im Jahr 2010, sie die größte grenzüberschreitende Mobilität hinter der Schweiz aufgenommen. Begann in den 1980er Jahren hat diese Mobilität weiterhin bis heute wachsen, auch wenn die Wirtschafts-und Finanzkrise von 2008 und 2009 legte die Entwicklung bremsen. Die Europäische Region umfasst sechs Komponenten: dem Saarland, Rheinland-Pfalz, Luxemburg, Lothringen und der Wallonischen Region und der Deutschsprachigen Gemeinschaft Belgiens. Eine gemeinsame industrielle Struktur war der Ausgangspunkt für die Zusammenarbeit zwischen diesen Regionen. Mehr...

15 octobre 2011

La Validation des acquis et de l’expérience (VAE) fait ses preuves dans la coopération transfrontalière

http://www.univ-metz.fr/sites/www.univ-metz.fr/files/zen_logo.png« La VAE est un outil efficace qui permet aux lauréats non seulement de faire reconnaître leur acquis mais aussi de développer leur carrière professionnelle. » explique Daniel Neu, responsable reprise d’études et VAE au service commun de formation continue.
17 coordinateurs sécurité-santé du Luxembourg s’apprêtent ainsi à bénéficier de la VAE à l’université Paul Verlaine - Metz. Grâce à la VAE ces professionnels, souvent titulaires de diplômes d’ingénieurs,  peuvent prétendre au diplôme de Master de sciences pour l'ingénieur spécialité génie civil proposé par l'UFR Mathématique, informatique et mécanique. Ce titre universitaire leur est accessible en s’appuyant sur 10 à 15 ans de pratique professionnelle. Il leur permettra de poursuivre leur activité professionnelle dans le respect de la nouvelle réglementation luxembourgeoise.
Cet exemple unique de coopération transfrontalière conforte l’université Paul Verlaine - Metz dans sa participation à un projet européen « Formation Continue Universitaire de la Grande Région » (projet INTERREG 4a)qui regroupe des partenaires allemands, belges luxembourgeois et français. Un des objectifs de ce réseau est de travailler pour élargir la pratique de VAE dans les universités.
Le séminaire de sensibilisation à la VAE, prévu dans le cadre de ce projet, aura lieu le mardi 18 octobre à Metz dans les locaux du CESCOM. Cette initiative, prise dans le cadre du projet FCU est destinée aux responsables des universités, de l'enseignement et de la formation ainsi qu'aux représentants des entreprises et des travailleurs. Les organismes en charge de l'emploi et du conseil en VAE sont aussi directement concernés par cette journée. (Renseignements: sandrine.monguillon@nancy-universite.fr).
Formation Continue Universitaire de la Grande Région
Projet cofinancé par le Fonds européen de développement régional dans le cadre du programme INTERREG IVA Grande Région. L'Union européenne investit dans votre avenir.
L'université Paul Verlaine - Metz (UPV-M) favorise « la formation tout au long de la vie » en permettant à des salariés, demandeurs d'emploi et personnes désireuses de reprendre leurs études. Son Service commun de formation continue (SCFC) a pour vocation de coordonner et favoriser le développement de la formation continue, en lien avec l'ensemble des composantes de l'université.

http://www.inffolor.org/portail/professionnel/sites/default/files/upload/image/documentation_pro/PDF_OF/visuel55.pngLe métier de coordinateur sécurité-santé au Luxembourg a connu une évolution réglementaire qui impose à ces professionnels la possession de titres universitaires sur lesquels est mentionnée la spécialité «génie civil» pour leur permettre l'exercice du métier de coordinateur sécurité-santé.
Ces candidats ont entre 10 et 15 ans de pratique professionnelle dans le domaine de la sécurité-santé, expérience qui ne peut pas être reconnue faute de mention adhoc sur le diplôme, ce qui peut amener à une cessation d’activité.
L’université Paul Verlaine – Metz a été contactée par une association professionnelle de coordinateurs sécuritésanté pour examiner les possibilités de validation par VAE, procédure qui est inexistante au Luxembourg.
Un processus de VAE collective a été engagé. Il concerne, dans un premier temps, 17 coordinateurs sécurité-santé (français, belges, néerlandais) exerçant au Luxembourg et visant en majorité l'obtention du Master de sciences pour l'ingénieur spécialité génie civil proposé par l'UFR Mathématiques, Informatique et Mécanique (MIM).
Cet exemple unique de coopération transfrontalière intéressera notamment les acteurs de divers projets européens tournés vers le développement de ce type de coopération.
Contact: Université Paul Verlaine - Metz, Service Commun de Formation Continue, 03 87 54 70 20, Daniel NEU neu@univ-metz.fr.

http://www.univ-metz.fr/sites/www.univ-metz.fr/files/zen_logo.png "Die VAE ist ein mächtiges Werkzeug, dass die Empfänger nicht nur auf ihre Leistungen anzuerkennen, sondern auch auf ihre Karrieren entwickeln können." Neu, sagte Daniel, den Kopf nach hinten in die Schule und VAE in gemeinsamen Fortbildungen.
17 Koordinatoren Sicherheit-Gesundheit und Luxemburg sind im Begriff, aus der APL an der Universität Paul Verlaine profitieren - Metz.
Dank dieser professionellen VAE, oft Absolventen der Ingenieurwissenschaften, sind auf den Grad der Titel Master of Science Bauingenieurwesen Spezialität angeboten von der Fakultät für Mathematik, Informatik und Mechanik. Dieser Titel ist auf ihrer Hochschule auf der Grundlage von 10 bis 15 Jahre Berufspraxis. Es wird ihnen erlauben, ihre Arbeit in Übereinstimmung weiterhin mit den neuen Regelungen von Luxemburg.
Dieses einzigartige Beispiel für die grenzüberschreitende Zusammenarbeit stärkt die Universität Paul Verlaine - Metz in seiner Teilnahme an einem europäischen Projekt "Continuing Education der Universität der Großregion" (Projekt INTERREG 4a), die Partner aus Deutschland, Luxemburg und Belgien Französisch enthält.
Ein Ziel dieses Netzwerkes ist daran, die Praxis der VAE in Universitäten zu erweitern. Mehr...

14 septembre 2011

L'université métropolitaine transfrontalière est en marche

logo du PRESDe par leur public, de par leur essence même, les universités ne connaissent pas les frontières. C'est encore plus vrai, pour les universités et grandes écoles membres du PRES avec le lancement de "l'Université Métropolitaine", projet Interreg qui réunit le PRES Université Lille Nord de France, l'Université Catholique de Louvain à Courtrai (KULAK) et l'Université Catholique de Louvain à Mons (ex-FUCAM).

Ce lancement est intervenu au cours d'une conférence de presse qui se tenait au Palais des Beaux Arts de Lille, le lundi 12 septembre 2011. "La coopération transfrontalière était déjà une réalité... Mais elle était surtout le fait d'individus séparément. En institutionnalisant nos relations, nous sommes en train de donner une visibilité mondiale très forte à nos actions" a expliqué le président du PRES, Christian Sergheraert.
Cette conférence de presse s'est tenue en présence de Marie-Jeanne-Philippe, Recteur de l'Académie de Lille et Chancelier des Universités, Léo Peeters, Consul Général de Belgique, Jan Beirlant, Recteur de la KULAK, et Dominique Helbois, Vice-Recteur de l'Université Catholique de Mons.
Le projet de coopération s'appuie sur quelques objectifs principaux: favoriser et organiser les échanges d'étudiants ( à partir de la licence) et d'enseignants au sein des trois structures, avec la volonté de l'étendre à d'autres partenaires intéressés: par la création de cours en commun, de stages, de doubles diplômes. Il vise aussi à améliorer la connaissance du français et du néerlandais grâce aux initiatives transfrontalières proposées et à accroître la collaboration dans le domaine de la recherche entre les universités partenaires, les enseignants-chercheurs, par des activités d'échange et par l’organisation de rencontres transfrontalières.
Honours College

La création d'un "Honours College" va permettre aux étudiants des trois régions de suivre ensemble un programme de cours et de conférences de haut niveau, de séminaires approfondis qui seront dispensés à Lille à compter du premier semestre 2012. Très clairement, ce programme s'adresse aux meilleurs étudiants très motivés ( à partir de la 3e année d'études en licence , avec un suivi en master et doctorat). Il leur permettra d'acquérir une culture internationale, des compétences linguistiques supplémentaires et ntaturellement de se perfectionner dans un domaine. Ce programme sera sanctionné par 30 ECTS supplémentaires ( en sus des 180 ECTS de la licence).
Chaque année 30 à 40 étudiants répartis sur l'ensemble des établissements pourront y participer. Les étudiants auront la possibilité de ne pas s'inscrire à l'inégralité du Honours College mais seront tenus de suivre la totalité du module choisi (Academic Core sous forme de rédaction de mémoire ou d'article scientfique, module d'élargissement sur un thème spécifique, module d'approfondissement (cours de niveau master, stage avec projet de recherche...). Les programmes seront encadrés par des enseignants des trois établissements. Au-delà des chartes bilatérales déjà existantes, il s'agit aussi de mieux structurer la coopération au sein de l'Eurométropole (avec élargisssement à l'ensemble des partenaires).
Le Recteur d'Académie a noté qu'il s'inscrivait bien dans la logique de l'internationalisation voulue par l'Académie de Lille (avec notamment la création d'un véritable parcours internationale (école Sophie Germain, collège Carnot, Lycée international Montebello) destinée à favoriser le bilinguisme et qui pourra aisment se prolonger dans l'enseignement supérieur.
Ce programme, d'un coût de 800000 € est co-financé par le FEDER (50%), les trois structures universitaires, ainsi que par la Région Wallonne, la Province de Flandre Occidentale et le Ministère de l'enseignement flamand.
NEAR LogoZe względu na swój publicznych, ze swej natury, uniwersytety nie wiem granicami. Jest to szczególnie prawdziwe w odniesieniu do uniwersytetów i wyższych członków edukacji PRES z premierą "Metropolitan University", Interreg projekt, który łączy PRES Université Lille Nord de France, Katolickiego Uniwersytetu w Louvain w Kortrijk (Kułak) oraz Katolickiego Uniwersytetu w Louvain w Mons (dawniej FUCAM). Więcej...
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