BRACING FOR BREXIT 01

Discussing international education

BRACING FOR BREXIT 09 Torn between our best friends 24 In conversation with Sir Anton Muscatelli 30 Putting Europe on the map in India 33 Brussels’ Brexit blues

SUMMER 2019 BRACING FOR 02 BREXIT

CONTENTS

04 EDITORIAL

05 CONTRIBUTORS

06 SYSTEM OUT OF ORDER (APOLOGIES FOR THE INCONVENIENCE) A look at the malfunctioning political system that brought us Brexit

09 TORN BETWEEN OUR BEST FRIENDS Published by Caught between the UK and the EU, Ireland faces a hard choice European Association for International Education PO Box 11189, 1001 GD Amsterdam, the Netherlands 12 REDISCOVERING OUR SUPERPOWERS tel +31-20-344 51 00 e-mail [email protected], www.eaie.org Universities must overcome outrage to lead the fight against Brexit

Editor Douglas Proctor 15 CHARTING THE FLOW OF BREXIT Publications Committee Douglas Proctor (Chair), ‘Brexit flowchart guy’ Jon Worth guides us through the twists and turns Irina Ferencz, Jos Beelen, Han Aarts, Lucia Brajkovic, Jacob Gibbons 18 BRIDGING THE ANGLO-GERMAN DIVIDE Deputy Executive Director, Strategic Engagement Partnerships may prove key to softening the blow of Brexit Elise Kuurstra Associate Director, Knowledge Development and Research

Laura E. Rumbley 21 PARTNERSHIPS IN PERIL Editorial Coordinator Jacob Gibbons Uncertainty reigns for UK students and staff in Spain and vice versa Graphic Designer Nhu Nguyen 24 IN CONVERSATION WITH SIR ANTON MUSCATELLI e-mail [email protected] Glasgow University Principal Anton Muscatelli on what’s at stake Advertising Contact [email protected] for more information. 28 THE BREXIT BACKDROP: WHAT DOES THE DATA TELL US? The EAIE welcomes requests for advertising space from Facts and figures on UK higher education and its place in the world companies and organisations whose aims and values are compatible with those of the Association and its members.

Acceptance of advertising does not imply endorsement by 30 PUTTING EUROPE ON THE MAP IN INDIA the EAIE. Turning Brexit into a branding exercise for EU universities

Printed by Drukkerij Raddraaier, Amsterdam 33 BRUSSELS’ BREXIT BLUES Will we miss our British colleagues? Well, yes and no Copyright © 2019 by the EAIE All rights reserved. Extracts from Forum may be repro- duced with permission of the EAIE. Unless stated otherwise, 36 FINNISH UNIVERSITIES: INTERNATIONALISATION ON THE AGENDA opinions expressed by contributors do not necessarily The evolving international outlook of Finnish higher education reflect the position of the EAIE. 41 EAIE BLOG SPOT ISSN 1389-0808

Illustration: Miglė Nevieraitė 43 EVENTS CALENDAR BRACING FOR BREXIT 03 09 “A soft Brexit is preferable, but only in the way a hurricane storm surge is preferable to a tsunami”

TORN BETWEEN OUR BEST FRIENDS

24 “I am personally against Brexit; that’s as an economist first, but also as somebody who feels strongly about what universities should be about”

IN CONVERSATION WITH SIR ANTON MUSCATELLI

30 “After the announcement of Brexit, many more people in India now see the EU as a separate entity that may be worth exploring”

PUTTING EUROPE ON THE MAP IN INDIA

33 “Only severe oppression justifies leaving a union. If not, the losses by far outweigh the gains”

BRUSSELS’ BREXIT BLUES BRACING FOR 04 BREXIT

EDITORIAL

In this issue of Forum magazine, we have continuation of EU funding to support sought to collate a range of different mobility to and from, and research with, perspectives on Brexit, from the United the UK. Kingdom and further afield, from individ- For me, Brexit continues to be enor- uals and from associations, from experts mously challenging both personally and and from practitioners. We are delighted professionally. Born in Britain, but now that Professor Sir Anton Muscatelli, living in Ireland after spending nearly 20 Principal of the University of Glasgow, years in Australia, I very much consider agreed to be interviewed for this issue. In myself to be a global citizen. I hold an un- addition to his role at the University of dergraduate degree in French from a UK Glasgow, Professor Muscatelli is Chair university and subsequently took Masters of the UK’s Russell Group of universities qualifications in French institutions. I now and a member of the Scottish Govern- work in a globally-focused, outward-look- ment’s Standing Council on Europe. His ing role in international education, where interview therefore provides a fascinating national boundaries have little meaning insight into the evolving political situation and national identity is not a unitary within the UK and the responses which construct. From my conversations with have been formulated. other EAIE members, I know that many ince UK voters voted ‘yes’ to Other UK authors (including Vivi- others share my concerns. We worry that leaving the European Union on enne Stern, Director of Universities UK Brexit represents a certain failure of the 23 June 2016, initial disbelief International) look to the future relation- internationalisation of higher education in withinS many institutions of higher learn- ship between UK institutions and their the UK, and wonder whether this might ing has given way to a weary acceptance European partners, with reflections on eventually happen in other countries too. of a set of new political norms in society. new opportunities for partnerships in With this issue of Forum, our inten- We appear to have entered a new world research. Beyond the UK, contributions tion has been to provide new and practical in which once ‘great’ countries are now from Ireland, Spain, the Netherlands and insights on working in European interna- floundering, and where universities, India all seek to shed light on different tional higher education in a post-Brexit home to countless ‘experts’, are increas- aspects of Brexit and its likely effect on context. Perhaps we will also provide some ingly seen as being part of the problem, higher education. reassurance to those who are directly af- rather than a key element of the solution. Although the final shape and form fected by Brexit (in terms of residency and Brexit therefore poses a fairly existen- of Brexit are not yet fixed, and the ‘soap work rights). Although it has now been tial threat to universities in the UK itself, opera’ of British politics continues, most nearly three years since the original Brexit but what does it mean for universities in international education practitioners in vote in the UK, there is evidently still a other countries in Europe and beyond? Europe have now mapped out a range long way to go before the true ramifica- What lies ahead for the collaborative of scenarios for their work against both tions of Brexit are clear. As such, while initiatives which international educa- a ‘hard’ (otherwise known as ‘no-deal’) we wait for Brexit to run its full course, tors in Europe hold dear, from student Brexit and a ‘soft’ Brexit negotiated in we trust that this issue will provide some mobility and curriculum alignment to tandem with the European Union. In solace along the way. research collaboration and the mobility of particular, guidance has been issued and — DOUGLAS PROCTOR, EDITOR academic staff? re-issued to staff and students on the likely [email protected] BRACING FOR BREXIT 05

CONTRIBUTORS

Vivienne Stern Rachel Seeling Director, Universities UK International, UK Head of Profile Partnerships/Deputy Director of Vivienne is responsible for positioning UK universi- International Affairs, Berlin University Hospital, ties around the world and enabling them to flourish Germany internationally. She also has a strong track record Rachel manages strategic international partner- of making animal-shaped pancakes. ships fostering international medical research col- laboration at Berlin University Hospital. She’s also a devoted Tottenham Hotspur FC supporter. Deirdre Lillis Head of Computer Science, Technological University Dublin, Ireland Dorothy Kelly Deirdre has studied in Ireland and the UK, and now Vice Rector for Internationalization, University of works towards producing global graduates for Granada, Spain the Dublin ICT sector. She spends her weekends Ever since participating in exchanges in Switzer- cycling through the Irish landscape. land and Spain, Dorothy has been very aware of the educational and transformative power of an international experience. She has also been a Tom Collins member of the Spanish Bologna Experts Group. Senior Lecturer, University of Stirling, UK Tom ended up working in education by accident rather than by design, but he has no regrets. In Laura Howard addition to being a lecturer and award-winning Vice Dean for Internationalisation, Faculty of Edu- journalist, he’s also a virtuoso on the gramophone. cational Sciences, University of Cadiz, Spain Laura is currently dedicating a lot of time to Inter- nationalisation at Home in all its facets. She is also Jon Worth one of the few people who actually enjoys time Independent political communications consultant, spent in airports and on long-haul flights. Germany Jon is a Berlin-based blogger and consultant writing primarily on German and EU affairs. He has one of the Sanjeev Roy longest-running blogs about EU politics, and is best Independent international education consultant, known for his Brexit flowcharts. ROY Consulting, India Sanjeev found his way into international education when working for the British Council. He has stud- Alasdair MacDonald ied in the UK, India, Denmark, Spain and Germany. Oxford Coordinator for the Oxford-Berlin Research Partnership, University of Oxford, UK Alasdair has worked as Head of the Vice-Chancel- Peter van der Hijden lor’s Office at the University of Oxford and as -Ox Independent advisor on higher education policies ford’s representative to the Senior Officer Network and strategies, Belgium of the League of European Research Universities. Peter believes in international education as a test-bed for education innovation locally, and has worked at Maastricht University and the European Anna Verena Cramme Commission. He spends his Saturdays reading Project Manager of the Oxford-Berlin Research eight newspapers in five different languages. Partnership, Berlin University Alliance, Germany Ever since her own experiences abroad in the USA and Spain, Anna has been convinced of the diplomatic powers of knowledge and international exchange. In her free time, she loves watching and practicing modern dance. BRACING FOR 24 BREXIT

IN CONVERSATION WITH Sir Anton Muscatelli LAURA E. RUMBLEY EAIE

Professor Sir Anton In the hope that a very forthright question here at the start is not inappropriate: Are you personally for or against Brexit, Muscatelli wears many and why? hats in the ongoing Brexit am: I’m very happy to answer that question. I am personally debate. As Principal against Brexit, and I’ve been very vocal against it. I’m doing that in a personal capacity, because clearly, as a university, the Univer- of the University of sity of Glasgow cannot take political positions. But I am allowed Glasgow and one of the to take a personal position, and that’s as an economist first and foremost, but also as somebody who feels strongly about what UK’s top economists, universities should be about. Professor Muscatelli offers As an economist, there’s no doubt that Brexit will have a mas- a nuanced look at the sive negative economic impact on the UK – that’s been quantified and agreed upon by the vast majority of economists. It’s going to freedom of movement have a serious impact on our economy relative to where we would in Europe and what’s have been had we decided to stay in the EU – anywhere from 5 to 10 percent of GDP by 2030, depending on the type of Brexit. And ultimately at stake – for that’s a serious fact. education and for the As an educator, I also feel very strongly that what the EU has wider European society. given us over the last decades has been increasingly a very open and mobile model in which there is increasingly freedom of movement BRACING FOR BREXIT 25

Photo courtesy of University of Glasgow

and for talent to move across Europe, colleagues at the University of Glasgow (the next research framework in Europe and that benefits not only the UK but the are from other EU countries. That is talent post-2021), and we also want to be a part whole of Europe. we don’t want to lose. of Erasmus+ going forward. Whether we Then of course there is a funding stay in the EU or not, we want to remain What is the most significant challenge dimension. I think the UK being part of associated with these programmes. for university leadership in relation to the European research area through Ho- From the Scottish perspective, the Brexit and the UK’s future relationship rizon 2020 and student mobility through only difference between Scotland and with the EU? Does the answer to this question vary from a ‘UK perspective’ versus a ‘Scottish perspective’? I am personally against Brexit; that’s as an am: In terms of the biggest impact Brexit economist first, but also as somebody who feels will have on the sector, there’s no doubt that will be on the people dimension of strongly about what universities should be about what we do. In Glasgow we have between 2500–3000 EU students who are wonder- fully talented, and they come here to study Erasmus+ has been a huge advantage to the rest of the UK is that EU students partly because of the freedom of move- us as a country, but also I think it’s been currently study for free in Scotland. ment, and partly because we’re able to treat beneficial to the EU. And what I would They’re treated like home students, and them like home students here in Scotland. like to see, whatever shape Brexit takes, that’s been hugely beneficial to the talent Furthermore, about 21% of my academic is for us to participate in Horizon Europe we’ve been able to bring in. Scotland is BRACING FOR 26 BREXIT

experiencing demographic decline, and for the future of Scotland’s universi- am: I think I would disagree that Brexit therefore freedom of movement in the EU ties? Do you have any indications of represents a failure of the internationali- has been beneficial to us as a country. And how students may be considering the sation of higher education. I think there that is another reason why Scotland has a effects of Brexit on their future – are many causes behind the Brexit vote, particular need for freedom of movement careers and otherwise? but I don’t think higher education was a – economically, culturally and education- am: For students from the EU who are major issue. I think that those who voted ally going forward. already here, I think they have to consider for Brexit tended to be those who felt left what Brexit means. The students who have behind by what had happened to the UK In addition to your role as Principal of already arrived before Brexit of course economy, certainly since the great financial the University of Glasgow, you wear have been able to apply for pre-settled crisis in 2007–2008, and arguably some of a number of other hats – including status; their time here does count towards the cuts in public spending since 2008 also Chair of the Russell Group and Chair of gaining settled status in the UK, so they had an impact. People had concerns about the Scottish First Minister's Standing perhaps see it differently from those who the level of public services. And in those Council on Europe. How has scenario might come in the future. situations it’s very easy to blame EU mi- planning around Brexit differed or If I have to generalise, there’s been gration as having affected that, but there’s converged between these roles? quite a lot of concern from my colleagues absolutely no evidence whatsoever that EU am: As Chair of the Russell Group, I’m effectively chair of a trade association, and as such we obviously have focused very The only benefit I can see, to be honest, comes much on the things that matter to higher from the fact that it’s exposed some of these education – student funding, student mobility, freedom of movement and the debates around freedom of movement future immigration regime. These are the things that matter. As such we have been particularly lobbying the UK government for the EU citizens among our staff. immigration generally had an impact on around these matters. We’ve needed to support them for applica- UK living standards. As Chair of the First Minister’s tions for settled status. Some have wanted So I would say that I don’t think it Standing Council on Europe, our role is to apply for British citizenship. And we’ve represents a failure of internationalisa- purely advisory. We don’t make policy; had to make sure that we can support tion. If anything, I think it represents a we advise British government on policy. them through that. But I think generally failure of society to explain the bene- We’re a non-political, independent group, there’s been quite a feeling of concern fits of free movement of talent. As an and therefore it’s a wider role in the sense after the referendum vote in 2016 about economist, I know that when you are that we’re not just concerned with higher what this means for the UK’s relationship able to guarantee free movement of talent education but with all aspects of how with Europe. – whether it’s within or indeed beyond our relationship with the EU impacts on Europe – that is beneficial to the host Scotland and its economy and society. In One view of Brexit is that it represents economy as well as to the economy that that role I’m acting more as an economist a failure of the internationalisation perhaps experiences emigration as well, and the advice we’re giving is then taken of higher education in the UK. Does because ultimately there are economic by government and formulated into policy. Brexit highlight a need to rethink linkages which come from those move- what internationalisation is and how ments of people. So frankly, I think it What do students and staff at the it should be acted upon – not only in perhaps represents a failure of us who University of Glasgow make of Brexit the UK but also in the wider context of favour a liberal and open world economy developments and their implications the EU? to explain the benefits of that. BRACING FOR BREXIT 27

Although Brexit has been described in international higher education circles as a highly negative development – in both philosophical and practical terms – is there potential for any positive outcomes over the short or long term? am: I don’t think there is a direct benefit. The only benefit I can see, to be honest, comes from the fact that it’s exposed some of these debates around freedom of movement, around the benefits that come from attracting talent from around the world. For instance, in the UK we’ve recently seen some opinion polls which show that, after a number of years where immigration was viewed as a negative, all of a sudden we think that people view it as a positive. So it could be that the debate itself post-referendum has allowed us to Photo: Shutterstock finally come to grips with some implicit assumptions about the costs and benefits of immigration. movement within Europe for staff and cohesive society. I think we are creating I actually think that’s very positive students at your institution? real European citizens, people who feel for the UK – all the causes of Brexit am: I did move around when I was a child that they don’t just belong to one of the had nothing to do with that and I think and I grew up in different countries. Dur- 28 member countries, but they genuinely the fact that we’ve been able to have an ing those times there wasn’t any freedom have a European identity as well. But open debate may actually be the prelude of movement; it was much more restrict- more generally, even beyond Europe, towards hopefully a more liberal and open ed. I have seen the shift toward more open what it’s creating is a much more inter- society. I’m an optimist. and freer movement for our students, who nationally-oriented student body, one that genuinely is multicultural and which embraces global values. I think we are creating real European citizens, I think I certainly have been influ- people who feel that they don’t just belong to one enced by my own experience growing of the 28 member countries, but they genuinely up in different countries where you have a different perspective, and I think all have a European identity as well students are now getting that perspective, and they’re using this to their advantage. And we mustn’t lose that. You were born in Italy and lived in the now have the advantage of being able to Netherlands before coming to Scot- study and work in different places. land. How does your personal story There are two dimensions to this: influence your thinking about the reali- first, in the European dimension, it has ty of removing automatic freedom of really helped to create a much more CAMPUS

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