2 results
1 - Why is the United Kingdom Important to Sciences Po?
- from Part I: Teaching and Training Partnerships
-
- By Francis Vérillaud, Vice-President and Director of International Affairs and Exchanges at Sciences Po, has been the principal architect of Sciences Po's internationalisation strategy., Agueda Perez Muñoz, graduate of Oxford University and Sciences Po, where she gained respectively a BA in Philosophy, Politics and Economics and a master's degree in International Affairs.
- Edited by Philippe Lane, Maurice Fraser
-
- Book:
- Franco-British Academic Partnerships
- Published by:
- Liverpool University Press
- Published online:
- 22 July 2017
- Print publication:
- 08 July 2011, pp 3-13
-
- Chapter
- Export citation
-
Summary
Introduction
If one were to describe the main trends of the last decade in higher education across the world, ‘internationalisation’ would most likely be one the first words to come to mind. Over the last 10 years universities have devoted significant human and financial resources to the ‘globalisation’ of their institutions. As a result, one would be hard pressed to find a major university today that has not set out an international strategy for itself, though the content, breadth and implementation of these strategies vary widely from one institution to another, as do the resources that are invested in them. However varied the implementation of strategy, though, the rationale for internationalisation is similar for all institutions.
The first incentive is that of attracting the best students and the best staff worldwide. With students increasingly seeking to study in a country other than their own, universities are in fierce competition for the best of them. According to the Organisation for Economic Co-operation and Development (OECD), in 2000 there were 1.6 million students in OECD countries who were not studying in their country of origin. In 2007 that number had risen to 2.5 million, an increase of 56 per cent in only seven years. Similarly, though no equally reliable statistics are available, the academic job market is increasingly international and top-ranking universities all boast a multinational research community.
Another motivation is to train globally literate citizens who will be highly sought after for employment. Both the public and private sectors have a high demand for graduates who are able to understand the interaction between local, national and international developments and who can operate in multicultural environments. By adapting their curricula to these needs and by providing an ‘international experience’ for their students, universities increase the employability of their graduates. They also ensure that their curricula are easily approachable and understandable by potential applicants and other institutions of higher education, thus giving them an advantage in international competition.
A third incentive, which is rarely explicitly mentioned but is nonetheless central to the drive for internationalisation, is an economic one. For those countries that attract large numbers of foreign students, education is becoming a significant export. The Higher Education Policy Institute (HEPI) estimates that, in the United Kingdom, the total net injection into the economy by international students in 2004–05 was around £3.74 billion.
1 - Why is the United Kingdom Important to Sciences Po?
- from Part I - Teaching and Training Partnerships
-
- By Francis Vérillaud, Columbia University, Agueda Perez Muñoz, Oxford University
- Edited by Philippe Lane, Attaché for Higher Education at the French Embassy in the UK and Visiting Fellow Corpus Christi College, Cambridge, Maurice Fraser, London School of Economics
-
- Book:
- Franco-British Academic Partnerships
- Published by:
- Liverpool University Press
- Published online:
- 26 October 2011
- Print publication:
- 30 June 2011, pp 3-13
-
- Chapter
- Export citation
-
Summary
Introduction
If one were to describe the main trends of the last decade in higher education across the world, ‘internationalisation’ would most likely be one the first words to come to mind. Over the last 10 years universities have devoted significant human and financial resources to the ‘globalisation’ of their institutions. As a result, one would be hard pressed to find a major university today that has not set out an international strategy for itself, though the content, breadth and implementation of these strategies vary widely from one institution to another, as do the resources that are invested in them. However varied the implementation of strategy, though, the rationale for internationalisation is similar for all institutions.
The first incentive is that of attracting the best students and the best staff worldwide. With students increasingly seeking to study in a country other than their own, universities are in fierce competition for the best of them. According to the Organisation for Economic Co-operation and Development (OECD), in 2000 there were 1.6 million students in OECD countries who were not studying in their country of origin. In 2007 that number had risen to 2.5 million, an increase of 56 per cent in only seven years. Similarly, though no equally reliable statistics are available, the academic job market is increasingly international and top-ranking universities all boast a multinational research community.