Internationalising Higher Education

Human capital is at the centre of a nation's success. How to develop this critical resource effectively has become a major issue for governments and education institutions around the world. Developing countries in particular face significant challenges as they prepare their citizens to meet the everchanging demands of a knowledge-based global economy. Partnerships have been crucial to supporting this development. Success is not always an outcome, and it is vital to keep in sharp focus the motivations for developing such partnerships, as well as the benefits. This session explores different perspectives on partnerships, including the rationale for their development, challenges faced and successes achieved.
Developed-developing country
partnerships: time for a new paradigm
and a holistic approach, this discussion was led by Takoi Hamrita. On this table, Professor Hamrita calls for a move from partnerships that are based on compartmentalisation of resources, have a short-term and limited impact on both partners, and often do not succeed in creating sustainable development. The paradigm she offers consists of moving from a transaction-based approach to a strategic holistic approach, where partnerships are equal and where indigenous expertise and transformative new knowledge are created.
Exporting HE products or importing HE expertise - the case Alan P. France spoke on the following subject: Uzbekistan Fees from international students are estimated at billions of dollars. This has resulted in countries competing for student fees as well as ensuring the nation maintains or builds a capacity to participate in world science. One of the major issues 'student-exporting' countries often face is getting the graduates to come back and exploit their talent in their home country. The alternative strategy is to build indigenous capacity and capability
to deliver world-standard HE in-country. Alan will present the case for 'importing HE expertise', allowing a win-win situation for both
the exporting and importing nations.Mike Mannion commented on: Supporting health education
in developing countries. Professor Mannion will report on Glasgow Caledonian University's experiences in choosing projects in accordance with their 2015 vision - to extend their commitment to the common good, social justice and social enterprise to international contexts. The university has positioned itself to support the strategic advancement of health provision in developing countries through providing health education support in a variety of forms to government officials and practitioners. Over five years a number of common factors have emerged which strongly influence the shape and direction of the project.
Building sustainable partnerships in the competitive global
marketplace. Margaret Curran led this session. The overall aim of the Scottish Qualifications Authority is to manage the qualifications system
below degree level to allow students to fulfil their potential to participate in life in Scotland, and to share this expertise worldwide through
the work of their International Unit. SQA has four broad strands of international activity. In terms of two of these, consultancy and awarding activities, they are currently building on previous success in bidding for and managing international consultancy projects that support national education and training reform programmes in developing and transition countries. The discussion will focus on selected examples from projects undertaken in a range of countries.
The asymmetries of university
partnerships between Africa and the
developed world: our experience in
Botswana. John D. Holm &
Leapetswe Malete talked on this subject.If African universities are to enter the globalised world of higher education, it is going to be important for academics from developed countries to challenge assumptions and in time to replace them with a more realistic perspective. Nicole de Lalouvie`r acted as Facilitator for this session.