Watch the plenary from Day 2: Innovation districts: city panacea or urban myth?
Day 2, 23rd May 2017
View videos, podcasts, powerpoint slides and more from each session via the session pages.
Why not look through photographs from the conference via our Going Global Flickr page.
- A report on the findings of research commissioned by the British Council and the German Academic Exchange Service (DAAD) warned of “terminology chaos” in transnational education and proposed a common TNE Classification framework plus data collection guidelines.
- Unique research by the British Council was released looking at how young Syrian refugees in Jordan, Turkey and Lebanon feel about the educational opportunities open to them.
- Higher education leaders spoke of harrowing experiences arising out of the increasing use of social media by students to mobilise campaigns leading to tensions and even violence.
- The challenges faced by higher education and internationalisation in a “post-truth” age were explored.
- Speakers and delegates debated the position and role of universities in the development of sustainable and smart cities.
- The University of Birmingham UK announced it will open a campus in Dubai, becoming the first global top 100 and Russell Group university to establish a campus in this rapidly developing international hub.
Key points arising from sessions:
Key points from research launched/debated today:
NEW TNE CLASSIFICATION FRAMEWORK PROPOSED TO END “CHAOS AND CONFUSION”
- The huge expansion of transnational education (TNE) has created many fresh opportunities but has brought with it a “terminology chaos” that is creating “mass confusion and misunderstanding”, research commissioned by the British Council and the German Academic Exchange Service (DAAD) has concluded (from Transnational Education: A classification framework and data collection guidelines for international programme and provider mobility, launched and debated in the session TNE: A classification framework and data guidelines).
- A report on the findings proposes a common TNE Classification framework plus data collection guidelines that were drawn up with DAAD and with input from nearly 100 senior policy makers, institutions and organisations from 30 countries.
- The framework introduces a new term – international programme and provider mobility (IPPM) – to better describe the provision of educational programmes between countries as opposed to the more traditional movement of individual “international” students.
- Lack of clarity about the terminology used makes it hard to classify the different forms that IPPM can take and is hampering the collection of reliable data by which to judge the scale, quality and impact of the different forms it can take, the report says. Over 40 different terms are being used to describe international programme and provider mobility.
- Despite the importance of TNE for large sending countries such as the UK and Australia, there tends to be far fewer national policies for TNE that there are for international student mobility. A review of 26 countries found 89 per cent had strong policies of student mobility but only 66 per cent of the same countries had strong TNE international programme and provider mobility.
- There is a significant lack of reliable information regarding the nature and extent of TNE provision in terms of enrolments and the characteristics of IPPM modes. Comparisons of TNE provision, data, policies and research within and across countries are challenging and often inconclusive because of this inconsistent use of terms.
- When gathering data from institutions care must be taken to balance the amount and complexity of the data requested with the capacity and ability of the institutions to provide it. The report proposes “core” data questions: TNE programme title, field of education, level of programme, country and institution awarding the qualification, and total number of students enrolled in the programmes.
- A key principle of the guidelines is that data collection agencies in each country will decide what data to collect and how to customise it for local context.
RESEARCH FINDINGS WILL HELP INFORM OPPORTUNITIES FOR REFUGEES
- Unique research by the British Council into how young Syrian refugees in Jordan, Turkey and Lebanon feel about the educational opportunities open to them will help inform scholarship and other programmes designed to help them, the conference was told in the session Syrian HE experiences in Jordan, Lebanon and Turkey
- The research was carried out for the British Council and the United Nations High Commission for Refugees (UNHCR) by Dr Kathleen Fincham, a senior lecturer at St Mary’s University, Twickenham, who carried out in depth interviews with 178 young people of a mean age of 22. Almost all the Syrian youth felt that the higher education programmes open to them in the three countries were adequate, but that they had difficulty accessing them without financial support. Even if they secured a scholarship it was sometimes only for a year or a few semesters, they said.
- The refugees felt that the scholarships that were available to them were too limited in terms of subjects and not available for high-demand disciplines. They could only be used at certain universities which meant long commuting distances, exposing them sometimes to security risks. They felt they were not given adequate guidance in terms of what scholarships were available or sufficient instruction on how to apply, especially in their own language, said Dr Fincham.
- Dr Carsten Walbiner, programme director of HOPES, the German Academic Exchange Service (DAAD) Germany said that past research into refugees had talked to the providers of education. “Having a study concentrating exclusively on the students is very, very helpful and very, very rare because it helps us to adjust our activities - and the study confirms a lot of our experience, but it is based on a scholarly approach which is what we need in negotiations with donars,” he said.
Key quotes from Day 2 sessions:
“We need to make sure in a post-truth world that universities are seen as part of the solution rather than part of the problem.” - Professor Janet Beer, Vice-Chancellor University of Liverpool, UK. (Is internationalisation dead in a “post-truth” age?)
“I do not like the term “post truth” as if it is true. We just have a more conflicted environment for thinking about what is truth today.” - Professor John Hudzik, Michigan State University, USA. (Is internationalisation dead in a “post-truth” age?)
“We as educators living in our bubble need to understand that perhaps the bubble is creating more inequality which is driving the differences that we are experiencing.” - Dr Nico Jooste, Senior Director of International Education, Nelson Mandela Metropolitan University, South Africa. (Is internationalisation dead in a “post-truth” age?)
“We need to link global to local in such a way that the benefits go both ways”. - Dr Nico Jooste, Senior Director of International Education, Nelson Mandela Metropolitan University, South Africa. (Is internationalisation dead in a “post-truth” age?)
“I do not think universities are prepared to put enough money into internationalisation. They see it as generating funds rather than spending funds.” - Nico Jooste, Senior Director of International Education, Nelson Mandela Metropolitan University, South Africa. (Is internationalisation dead in a “post-truth” age?)
“To be a successful creative hub you need to have a focus and you need to have an integrity about that focus … sometimes you need to exclude people and prioritise.” - Professor Andy Pratt, Professor of Cultural Economy, Director of the Centre for Culture and the Creative Industries, City University of London (Creative hubs: igniting innovation in cities)
“Creative hubs … are places where people can do things together that can be a small step towards overcoming fragmentation.” - Walter Zampieri, Head of Unit – Culture and Creativity at the European Commission (Creative hubs: igniting innovation in cities)
“I do think universities have a big role to play in developing creative hubs, because students now do need ways of getting experience and building that knowledge base. Maybe hubs are one of the places that can help our students and also help our academics to connect to communities.” - Professor Rachel Cooper OBE, Professor, Lancaster University, UK (Creative hubs: igniting innovation in cities)
“You have got to build up teams to do things … My advice is got out and find people better than yourself.” - Professor Richard B. Davies, Vice-Chancellor, Swansea University, UK (Future Scoping for HE leadership)
“You have to have a dream – we sometimes call it strategy. I always say the dream is for the weekend: delivering starts on Monday.” - Professor Richard B. Davies, Vice-Chancellor, Swansea University, UK (Future Scoping for HE leadership)
“We really are looking at mass confusion on the terms to describe academic mobility. They are used interchangeably throughout policy, programme, and literature. And often with very flexible interpretations.” Professor Jane Knight, Adjunct Professor, University of Toronto, Canada (TNE: A Classification Framework and Data Guidelines)
“These Sustainable Development Goals cannot be delivered without businesses. They’re not owned by governments. They’re driven by businesses. And universities are crucial” - Professor Philip Dearden, Head of Centre for International Development and Training (CIDT), University of Wolverhampton, UK (Sustainable Cities: The Development Challenge)
“A colleague of mine used to say that Higher Education reform was like moving a graveyard. It’s a dirty and messy job and those beneath you will not help you at all” - Professor Tade Akin Aina, Executive Director, Partnership for African Social and Governance Research (PASGR), Kenya (Sustainable Cities: The Development Challenge)
“We need to scale up the connections of African universities if we are to ensure that no one is left behind” - Professor Tade Akin Aina, Executive Director, Partnership for African Social and Governance Research (PASGR), Kenya (Sustainable Cities: The Development Challenge)
“For those like myself and my panellists who do support the idea of smart cities, what we find in cities around the world are new kinds of formations between unis, local governments and innovators which allow innovation to grow and be nurtured.” - Professor Jagan Shah, Director, National Institute of Urban Affairs, India (Smart Cities: Engaging Creativity and Youth)
“The reality is the solution is not tech-driven. It’s tech-enabled, to provide dignity and a sustainable and healthy living environment for its citizens.” - Sharon Bamford, Vice-President, Sannam S4, UK (Smart Cities: Engaging Creativity and Youth)
““There’s something very futuristic about the expression megacities but the phenomenon is already with us.” Professor Nigel Carrington, Vice Chancellor of the University of the Arts London (Megacities: education in 21st century urbanism)
“We cause problems for universities in other cities. In terms of our balanced national development we need to be so careful in our megacities to try to join up what we do with our colleagues in the rest of the country.” - Professor Nigel Carrington, Vice Chancellor of the University of the Arts London (Megacities: education in 21st century urbanism)
“We live in different realities – an online one and a physical or offline one. We speak different languages, there are different codes involved and it can be disorientating. The trolls will be watching you and are always ready to pounce, and have no willingness to hear the other side. There is very little open discussion in the Socratic sense of the word, with participants searching for answers with a middle ground.” - Wim de Villiers, Vice-Chancellor, Stellenbosch University, South Africa (Safe spaces: the university culture wars)
“I agree that there should be freedom of speech, but how much and who are we giving it to, and are they showing respect for each other? It is a dangerous situation for the administrators of universities. I am not against social media but how do I protect myself?”. - Professor Saiful Islam, vice-chancellor of the Bangladesh University of Engineering and Technology (Safe spaces: the university culture wars)
“We can develop some mechanism to control the social media but at this point I think it is not possible. The only thing we can do is provide direction on the use of the social media and to train our faculty to be sensitised about the use of social media so they can educate our students about it and help to bring about more tolerance. And we can use social media ourselves to have a counter narrative to these people who are trying to exploit religious extremism on social media. “ - Dr Muhammad Ali, vice-chancellor, Government College University Faisalabad, Pakistan. (Safe spaces: the university culture wars)
“Students choose universities for a host of different reasons and it’s a question of segmentation, getting the right message in front of the right groups of students. Some students will be purely driven by academics or ranking or by employability or by accommodation or location or the amenities. Of course, it is not any single one of these factors but it is important to get the lead message out.” - Aaron Porter, Director of Insights, Hotcourses, UK. (Student choices: the city factor)