Book contents
- Frontmatter
- Contents
- Notes on Contributors
- Foreword by His Excellency
- Foreword
- Preface
- Part I: Teaching and Training Partnerships
- 1 Why is the United Kingdom Important to Sciences Po?
- 2 Franco-Welsh Academic Partnerships: A Case Study Involving Transnational and Cross-sector Mobility
- 3 Double Diplomas: A Franco-British Training Route of Excellence for Teachers of French Worldwide?
- 4 The Entente Cordiale: A Grande École Engineering School Perspective
- 5 Links Between British Universities and French Instituts Universitaires de Technologie: New Forms of Collaboration
- 6 One Model: The Franco-German University
- 7 Raising Students’ International Profile: How Do Universities Address This Issue in Europe?
- 8 Franco-British Academic Partnerships at the University of Provence
- 9 University College London and France: Teaching and Research Collaborations
- 10 Université Paris 1 Panthéon-Sorbonne: An Overview of More Than 30 Years of Franco-British Partnerships
- 11 Towards a Vision for a Networked European Business School
- Part II: Research Partnerships
- Part III: Broader Perspectives
- Appendices: Addresses and Speeches at the Franco-British Academic Partnerships Seminar, French Institute, London, 5 February 2010
1 - Why is the United Kingdom Important to Sciences Po?
from Part I: Teaching and Training Partnerships
- Frontmatter
- Contents
- Notes on Contributors
- Foreword by His Excellency
- Foreword
- Preface
- Part I: Teaching and Training Partnerships
- 1 Why is the United Kingdom Important to Sciences Po?
- 2 Franco-Welsh Academic Partnerships: A Case Study Involving Transnational and Cross-sector Mobility
- 3 Double Diplomas: A Franco-British Training Route of Excellence for Teachers of French Worldwide?
- 4 The Entente Cordiale: A Grande École Engineering School Perspective
- 5 Links Between British Universities and French Instituts Universitaires de Technologie: New Forms of Collaboration
- 6 One Model: The Franco-German University
- 7 Raising Students’ International Profile: How Do Universities Address This Issue in Europe?
- 8 Franco-British Academic Partnerships at the University of Provence
- 9 University College London and France: Teaching and Research Collaborations
- 10 Université Paris 1 Panthéon-Sorbonne: An Overview of More Than 30 Years of Franco-British Partnerships
- 11 Towards a Vision for a Networked European Business School
- Part II: Research Partnerships
- Part III: Broader Perspectives
- Appendices: Addresses and Speeches at the Franco-British Academic Partnerships Seminar, French Institute, London, 5 February 2010
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.
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- Franco-British Academic PartnershipsThe Next Chapter, pp. 3 - 13Publisher: Liverpool University PressPrint publication year: 2011