Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

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Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

INTERNATIONALIZATION OF HIGHER EDUCATION: OPPORTUNITIES AND CHALLENGES

By MTC Global ® A Global Think Tank in Higher Education

EDITORS

Prof. Bholanath Dutta President-MTC Global & Dr. Paramita Chaudhuri Principal, LVES, Bangalore

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

www.mtcglobal.org

BRIEF INTRODUCTION

MTC Global – a non-for-profit global think tank in higher education having presence in over 30+ countries, over 1000 B-Schools, 30,000 + members, 45 national chapters, 32 international chapters and connected with millions of people across the world through its different initiatives. A participant in United National Global Compact program, United Nations Academic Impact and ISO 9001: 2015 certified organization. Registered with NITI Aayog, Government of India. I welcome you to join MTC Global family.

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Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

CONTENT INTERNATIONALIZATION OF HIGHER EDUCATION: Opportunities and Challenges

Topic Author Page No The Importance Of Developing Gautam Rajkhowa 1-4 An International Strategy For Senior Lecturer and Programme Lead for MBA at Indian Higher Education Newman University, UK. Institutions

Study In India’-India As Dr. Indranil Bose 5-14 Destination For International Dean and Associate Professor Higher Education: A Critical University of Bolton, International academic centre, Ras Al Khaimah, UAE Overview & Dr. Jayanta Banerjee Associate Professor and Area Head-Marketing Institute of Management, Christ University, Bangalore, Karnataka, India

Understanding Communication Dr. Nalina Ganapathi 15-20 Barriers In The Academic International Labour Organisation, Geneva, Institutions: A Gateway To Switzerland Success

Student Cantered Strategies For Dr. Neeta Baporikar 21-35 Quality International Education Namibia University of Science and Technology, Namibia & University of Pune, India

Internationalisation Of Higher Manish Khare 36-55 Education: Underpinning MIT Academy of Engineering, Alandi (D), Pune Rationales And Organisational Structures

International Research And Dr. E. Bhaskaran 56-65 Publications In India Deputy Director of Industries and Commerce (EDP), Department of Industries and Commerce, Government of Tamil Nadu, Guindy, Chennai

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

How Does Internationalized Nagaraja G Chitradurga 66-77 University In India Look Like? Retd. Head Master, DMS, Regional Institute of Education

Dr. S. Sudha Associate Professor, VELS Institute of Science, Technology and Advanced Studies

Teaching Cross Cultural Dr. Padma S Rao 78-94 Communication In Globalised Visiting Professor for MBA Education

Flying Campus - Transnational Dr. Shakti Vel Rani 95-101 Teaching! Principal, Vyasa Arts and Science Women’s College, Subramaniapuram

Dr. Shakila M.K 102-109 Mentoring In Higher Education Director-MBA Guru Nanak College, Chennai

Transformation Of Higher Prof. Dr. Muhammad Mahboob Ali 110-114 Education From Ancient Period Dhaka School of Economics To Modern Education System In (Constituent Institution of the University of Dhaka) India

Why Internationalisation Of Kalyanlakshmi Chitta 115-137 Education?

A Swot Analysis On Dr. Saikumari. V 138-145 Internationalization Of Higher Professor & Head of the Department Education Department of Management Studies SRM Easwari Engineering College, Ramapuram, Chennai.

Ethical Issues In Dr. Sandeep Poddar 146-152 Internationalization Of Higher Assistant Professor-S.P.D.T. Lions Juhu college of Education Commerce

The Faculty And Student - Dr. Natika Poddar 153-158 Mobility Associate Professor-St. Francis Institute of Management and Research

International Curriculum Sneha Ravindra Kanade 159-163 Assistant Professor, Garden City University, Bangalore

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Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

MTC GLOBAL ® : EDUCATE, EMPOWER, ELEVATE Seva-yoga and Vasudevam Kutumbakam – An inspiring leadership case study

In the year 2009, MTC Global started its To connect the start-up ecosystem with the journey in a very humble way with one academia and create a strong-platform for man with a vision to bridge the gap synergistic efforts, MTC Global started between industry-academia and add values with ‘Global Entrepreneurs Grid (GED) to all the stake-holders of higher education and already made a strong impact. through multiple initiatives connecting Thousands of entrepreneurs, mentors, and faculty, student, corporate and foster coach and top executives are already part collaborations among universities in India of it. and abroad to excel in research, But, the journey has never been so simple. publication and teaching-learning process. There were tough challenges in terms of Registered as a non-for-profit organization finance to run the activities as MTC in the year 2011 to bridge the gap in Global is a non-for-profit start-up. It was education space and further galvanize the tough to create visibility and persuade the momentum. people about the vision of MTC Global. Today, it has over 30,000 members in 35 Many opposed the move and discouraged countries and representing hundreds of the momentum. But once one is clear institutions and companies spearheading about the purpose then no hurdles can stop top initiatives like MTC Centre of the drive. Passion, hard-work and clarity in Excellence- Conexión, Certified purpose are the key to success. Management Teacher, Corporate But, Prof. Bholanath Dutta, Founder and Certification Program, Campus President of MTC Global kept the things Ambassador Program, Knowledge café- moving. He was determined and very clear Conference Announcement Platform , about the purpose. Amidst tough Globe post – portal for online education challenges, he kept his fingers crossed and petition, Leadership Institute- to offer kept on working 24 X 7 X 365 for the career oriented certification programs, cause of education. Slowly, many people Career Management Service, hosting joined hands and supported the move. seminar / conference / workshop, faculty Prof. Dutta left teaching job and took it up training, corporate training and many other as full time challenge. Things started initiatives. changing. His talent, hard-work and MTC Global Research Wing has a expertise in higher education brought him quarterly top class peer reviewed journal many laurels and also made MTC Global a and brings out every year one unique top global think tank in higher education. edited book on the emerging areas in higher education.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

MTC Global is a collective success story and registered with Niti Aayog (formerly based on mutual trust and shared values. Planning Commission of India). MTC Each member contributed directly or Global also executed a World Bank Project indirectly for the growth of the (2016-18) as a partner organization on organization without any return. The Higher Education Quality Enhancement platform created immense values and Project (HEQEP) and earned great respect energy by the members for the members to overseas. The most common name in the members. higher education with over 50 odd value added initiatives to foster excellence in MTC Global is based on seva-yoga model higher education and redefining the role of and the principle of vasudevan all stake holders. The journey of MTC Kutumbakam. This is an example of Global has already been captured by many ‘Karmic Entrepreneurship’. At present, magazines and media. MTC Global is a globally well-known and highly credible organization- an ISO 9001: Prof. Dutta can be connected at 2008 organisation, partner to UN Global [email protected] Compact Program, UN Global Compact

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

THE IMPORTANCE OF DEVELOPING AN INTERNATIONAL STRATEGY FOR INDIAN HIGHER EDUCATION INSTITUTIONS

Gautam Rajkhowa Senior Lecturer and Programme Lead for MBA at Newman University, UK.

Introduction: recognition that the economic and social well-being of a nation and its citizen’s This paper presents a set of guidelines rests on their ability to participate and that higher education institutions may wish engage in a global knowledge economy. to adopt in crafting their Globalisation and internationalisation of internationalisation strategy. Starting with higher education are thus inextricably setting the global context and examining linked. the Indian perspective to internationalisation, the paper looks at The Indian Perspective some of the benefits such as soft diplomacy, the challenges and From an Indian perspective, the focus opportunities of higher education should be on how global resources can be internationalisation before suggesting a set utilised to increase access, enhance of guidelines for university quality, encourage diversity and less on the internationalisation. commercial opportunities associated with the fast-growing global market in higher The Global Context education.

The global landscape or higher education To build capacity and raise quality has been changing dramatically over the standards, India needs educational last 25 years. The major force influencing institutions that are globally networked. this is the growing internationalisation of Just as India has benefitted from higher education, which has been driven liberalising her economy and opening it to by rising global student mobility, the the world, the higher education sector too expansion of campuses by institutions would benefit from strong international outside of the home nation (branch partnerships. Only when Indian academics campus), the increased presence of and researchers are collaborating and validated and franchised degree provision working with the best in the world, will and joint qualification. Indian higher education institutions become more internationally productive UNESCOs position paper interprets and relevant. internationalisation “as one of the ways in which higher education is responding to Such partnerships would not only help the opportunities and challenges of build capacity in meeting student demand globalisation. Internationalisation includes but also help develop greater awareness of a broad range of elements such as global issues among students and better curriculum, teaching/learning, research, prepare them to participate and engage institutional agreements, students / faculty more effectively in an increasingly mobility, development cooperation and competitive global economy. International many more “(UNESCO 2003). students in Indian higher education Globalisation has opened markets for institutions will enhance the diversity of employment globally and students are Indian campuses and over the years eager to grasp such opportunities. In this international students would help enhance competitive landscape, there is increasing India’s visibility and presence on the world

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

social cultural and education space, notwithstanding the tremendous Opportunities And Challenges Of opportunity for soft diplomacy that goes Internationalisation with overseas students returning home from India. There are both opportunities and challenges in Internationalising higher education. The opportunities include Internationalisation - Soft Power enhanced capacity, greater access for students, development of joint curriculum, Whilst the economic contribution of greater diversity of programmes , exposure international students to a nation’s to a variety of teaching and learning economy is significant and can often be methods, growing comparability of monetised , what is equally if not more qualifications, exposure to established important but not easily quantifiable is the systems of education administration and intangible benefits through soft diplomacy, management, less brain drain of gifted and relationship building, human capital bright students to foreign institutions, resources, etc. that international students fusion of cultures, exchange of research help build between nations (Albatch ,1998, ideas and enhancement of research Adams et al 2011). capacity, establishment of multinational and cross disciplinary team and generation Highlighting the significance of of new academic environments. internationalising education, a former Australian higher education minister and The challenges and risks concern the international diplomat commented: quality of provision, high fees leading to “There is no powerful instrument for an elitist provision, inequality of access transforming relationships between nations leading to a two-tier system which is than for the citizens of each to have been inconsistent with the equity and access educated for a period of time in the philosophy of both the institution and the country of the other”. (Adams et al, 2011). national government.

International students should be seen as an Important factors in any collaborative important part of a higher education arrangement are issues relating to the institutions’ resource base. As Albtach award of the degrees and the determination (1989) highlighted almost a quarter and approval of the quality assurance century back they are “one of the most systems and procedures used to approve important elements of the international and accredit the qualifications. Equally knowledge system……… They are the important are also issues of international carriers of knowledge across borders mobility and credit transfer of the ……They are the embodiment of the qualifications awarded. cosmopolitan culture …. (and they) are one of the most visible and important parts Therein lies the opportunity for Indian of the worldwide exchange of knowledge” higher education institutions and policy (Albatch 1989). makers in addressing issues related to curriculum delivery, quality of teaching, Such inward mobility would provide relevance of course content, learning and opportunities for Indian students who teaching strategies used and offering cannot be internationally mobile to programmes that are both globally and develop global awareness and intercultural locally relevant. fluency thus promoting – ‘internationalisation at home’

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Internationalisation Strategy: Some internationalisation strategy is Guidelines going to be implemented.

Given this background context it is important that individual institutions craft 3. Maintain a close link between the their own internationalisation strategy in institution’s resource capability order to enhance the attractiveness of their and its external environment. It institution and programmes on offer. is always useful to make a list of Listed below are a set of guidelines for the the institution’s key projects and successful design and implementation of a programmes that can be university’s internationalisation strategy. highlighted when seeking for collaboration and partnerships. 1. Formalise the strategic process. Comparing strategic initiatives is The first key to success for an often an effective way of exploring international strategy is having avenues for cooperation. one! it is important to have a systematic approach to strategic 4. Engage all stakeholder groups. management factoring in within it Consulting and soliciting input some flexibility for changing from across the university circumstances. It is extremely community is essential. important that a university is clear Establishing a framework to ask for with regards to the position it input from faculty, students, wishes to secure in the world and alumni, support staff, corporate hence this should guide its efforts partners, business community, in seeking partners, programmes existing international partners (if etc. In doing this it should analyse any) will be useful in developing a its own strengths and weaknesses rounded perspective that can be in teaching, research, examine fine-tuned in terms of scope and existing relationships and resources action plans. Keeping the channels at its disposal and work on how to of communication open helps. leverage on its strengths. It is often useful to have a look at national 5. Define and Refine strategic and global ranking standards to partnerships. It is important to help inform the strategic regularly visit the list of management process. A three to partnerships and assess their five-year strategic plan should be engagement and effectiveness. the starting point. Sometimes it is better to just work on a couple of partnerships which 2. Maintain a focus on the agreed can be sustained over a long period outcome of internationalisation. of time. Equally important in any Define the scope of the strategy joint venture is to have in place a very clearly. Very often it is easy to transparent system that clearly get carried away in different determines the intellectual property directions. One must remain ownership and legal jurisdiction. focussed on agreed outcomes however exciting alternative directions may seem. This would 6. Establish a dedicated also include developing a clear professional international team path for how the with adequate support from leadership. Without support from

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

university leadership and adequate Selected Bibliography funding the best strategies will remain just that. It is therefore Adams ,T.,Banks, M., Olsen,A. (2011) important to have senior leadership Benefits of international education: with oversight across the institution enriching students, enriching communities to champion the efforts. in Davies and Macintosh (ed) Making a difference -Australian International 7. Communicate, Communicate, education. Communicate. The importance of engaging in every opportunity Albach, Philip G. (1988), The Knowledge available to communicate the new Context: Comparative Perspectives on the strategy cannot be underestimated. Distribution of Knowledge. Albany, State A non-confidential version University of New York Press. highlighting the key points should be available for a communicating to all stakeholders. This also is a Albatch, P., 1989. The New very useful document when Internationalisim: Foreign students and seeking out new international Scholars. Studies in higher education, partners. 14(2), pp. 125-136.

8. Ensure that the strategy is a Albatch, P., 2001. Internationalisationand living document and does not exchanges in a globalized university. find itself on the top bookshelf Journal of Studies in International once it has been written. Adopt a Education , 5(1), pp. 5-25. review system which can monitor, evaluate progress and revise the strategy. Be patient and resist the Albatch, P., Knight , J., 2007. The temptation to make too many Internationalistion of Higher Education: changes at the early stages. Motivations and Realities. Journal of Implementation often takes a Studies in International Education, while, but it is equally important Volume 11, pp. 290-305. not to be complacent and keep the review process live. De Witt, H., 1995. Strategies for internationalistionof higher education : A Concluding Remarks compartaive study of Australia, Canada , Europeand the United States . , The test of a good strategy would be to Amsterdam: EAIE. build in safeguards and checks that would facilitate an understanding of and aligning De Witt, H., 2011. Globalization and with international quality assurance Internationalization of Higher Education. systems to develop standards that are fit RUSC, 8(2), pp. 241-248 for purpose, context driven locally relevant and globally both acceptable and UNESCO (2003) : competitive. https://unesdoc.unesco.org/ark:/48223/pf0 000145505

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

STUDY IN INDIA’-INDIA AS DESTINATION FOR INTERNATIONAL HIGHER EDUCATION: A CRITICAL OVERVIEW

Dr. Indranil Bose Dean and Associate Professor University of Bolton, International academic centre, Ras Al Khaimah, UAE & Dr. Jayanta Banerjee Associate Professor and Area Head-Marketing Institute of Management, Christ University, Bangalore, Karnataka, India

Abstract in India over the period of time. The very recent ‘Study in India’ campaign can be India is fast emerging as a preferred the game changer in this regard and only international destination for higher future will be able to answer it. A small education. The recent reports published by survey has also conducted on 45 students many government agencies such as the enrolled with three private universities in University Grants Commission (UGC), the Bangalore. The survey has clearly Association of Indian Universities (AIU) indicated that Indian higher education have revealed this growing phenomenon programmes are very much accepted with substantial statistics. However, India internationally and perceived as superior to still needs to go far away to utilize her many other countries. However, India has huge potentiality to attract much more not been able to attract vast numbers of foreign students to enroll with her foreign students from the developed universities and institutions of higher countries and that should be taken as a learning. Examples of the Asian major challenge with immediate effect. competitors such as Malaysia, UAE, Thailand, China, Singapore etc., those Introduction have fast emerged as preferred higher education destination regionally and India has an outflow of $16 billion as globally can be the waking up call for about 2.5 lakh Indian students leave for India. All these countries have much foreign shores to pursue higher education smaller system than India and can offer far almost every year. At the same time, less number of courses on their soil, Indian universities and colleges attract just though many of them have surpassed India 42,000 international students, as against in attracting foreign students to their the US with nearly 10.5 lakh students, UK universities. Since 1970s, government of with five lakh and China with about four India took specific initiatives to attract lakhs. Even France and Australia attract foreign students on Indian soil, though about three lakh foreign students each year such efforts were restricted to the cultural (Hindustan Times, 2017). This not only relations to a great extent. However, with drains valuable foreign currency from the growing challenges from the India, but India also loses many bright competitors and emergence of education as talents from her own soil. A study by a major economic and political influencing Ramalingam (2015), has shown that since, factor, subsequent Indian governments 2000-2010, almost 2 million Indian have applied business policies and students have left for foreign countries in strategies to attract more and more foreign search of higher education and almost 37% students. The present article has attempted of them have decided not to return to to explain the evolution of government India. The study has further shown that policies to attract foreign nationals to study this might have positioned Indians as one

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

of the brightest and best in the observation, all these countries have never international professional scenario, but has been a preferred international destination also downgraded the image of India as a for higher education till late 1980s and relatively inferior destination for living since early 1990s, mass student influx and higher education. This trend has started in these countries not only from definitely effected the image of India developing economies, but also from many globally, when our nation is seriously developed economies in these countries. striving to become one of the most The number of the foreign students, powerful and influential countries in the enrolled with higher education institutions world, in political, economic and social in these three countries have increased by terms. A recent study has further shown 41%-47% over last one decade, the study that growing number of foreign students further concluded. Another research by even from our neighboring countries such Churchill and Young (2015), has found as Bangladesh, Sri Lanka, Nepal, Bhutan that with the growing number of foreign etc. are preferring to choose the countries students landing in the newly emerging like Malaysia, Thailand etc. rather than economies of Asia and Eurasia such as coming to India and the same study has Kazakhstan, Turkey, UAE, Malaysia, shown that lack of international acceptance China, Korea, Thailand, Vietnam etc. , of Indian qualifications and lack of many foreign universities and institutions understanding of huge and robust Indian of higher learning of the western countries higher education system has been mainly from UK, USA, Canada, France responsible for this tendency (Singh and and Germany have set up their branch Hamid, 2016). Even the countries from campuses or affiliated academic Africa and Asia, from where majority of institutions in large numbers in those the foreign students are landing in India, countries. The same study has revealed such as Nigeria, Ethiopia, Kenya, that during 1990-2010 period a total Cameroon, Trinidad and Tobago, Ghana, number of 79 universities or institutions of Sri Lanka etc. are slowly shifting their higher learning have started their choices to the other emerging destinations operations and have attracted few thousand for higher education (Hamid, 2016). Based students from other countries in those on this unpleasant situation, few locations. The point of discourse in this fundamental questions should be narration can be an attempt to relating the immediately addressed. For example, what image of a country with international are the major impediments of India’s rise diaspora in a more robust manner, that can as preferred global destination for higher not only facilitate the economic and social education, what can make our country as prosperity of a country, but also can work preferred destination for many higher as a major boost to the global image, too. education programmes not only from relatively backward countries from Africa India, historically being a global and Asia, but also from other developing destination of higher learning and research and developed economies of middle east, and with having one of the biggest higher Europe, East Asia and even from education systems in the world, has much Americas. A research by Newman and better potentiality to attract foreign Kings (2009) has concluded that with the students in diverse fields and disciplines at growing reputation of higher educational a much larger number than many other institutions, the respective countries’ countries, those are doing better. The global acceptance as a major economic and present article will attempt to explore political powerhouse also increases. He different dimensions of this present has cited the examples of China, South phenomenon of Indian higher education Korea and Malaysia. According to his

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

system as a preferred destination for higher campus, international mix of students and education. faculty with multiple disciplines of students, internationally reputed faculties Historical Background serving the university on short term and long term associations, an excellent library There has been strong historical evidence with 9 million books/ manuscripts available that shows the bright position, (unarguably the biggest in the world at that India used to enjoy as a global destination time). Another classic work by R.C. for higher education. It has been found that Majumdar (1977) titled ‘Ancient India’ has the Nalanda University in Pataliputra discussed on another great University, that region (presently in Bihar) was founded in also emerged as true global destination of 427 AD and the same university existed higher learning from almost 40 countries until 1197 AD, till it was destroyed by the across Asia and Europe at that point of invaders. This university has been time. back to 5th century BC until its considered by many historians as the first destruction in 5th century AD. It was best global university of the world. It was a known for its association with Chankya, multi-disciplinary university of higher who wrote the famous economics treatise learning devoted to devoted to Buddhist ‘Arthshastra’ here. Ayurvedic healer studies, fine arts, medicines, mathematics, Charak also studied here who was pioneer astronomy, politics and art of war. It had in the field of ayurvedic system of dormitories to house 10000 students and medicine. Vedic studies, 18 different art provided accommodation to 2000 types which embedded skills such as professors and attracted students from archery in training students were taught Japan, Korea, China, Tibet, Indonesia, here in addition to medicine, law and Persia and Turkey among others. Hsuan military science. As already mentioned, Tsang from China studied and later taught like Nalanda, Takshila also attracted here for five years in the 7th century AD students from all over the world. Other when it had 10000 students and 3000 ancient universities included Odantipuri in teachers. It had a nine storied library with Bihar, Somapura now in Bangladesh, the 9 million manuscripts at the beginning of Vikramshila in Bihar and Pushpagiri in the 12th century. This library was Odisha. Thus as our ancient heritage, India destroyed by fire which was raging for was indeed a global destination for higher nearly three months to destroy it. Thus our education and we need to seriously ponder very own, the Nalanda University could be over to regain our past glory, by a benchmark of a truly global higher benchmarking with best practices of those education institution. A.L. Basham (1954) times. A recent research on ancient Indian in his legendary and classic work titled higher education institutions by ‘The wonder that was India: a survey of Ramanujan (2010) has highlighted few the history and culture of the Indian sub- common features, most of these great continent before the coming of the institutions used to practice such as Muslims’ has identified few parameters of globally relevant curricula, innovation excellence of the University and he also through research and collaboration, best of highlights the same reasons, those the class faculties, resource supports and promoted the Nalanda University as the international recognition and respect for centre of global learning. He identified their education. This last feature of the such reasons as excellent student to faculty common feature, i.e., international ratio with one faculty for 3-5 students recognition and respect for their education (which is unarguably the best in the world has definitely emerged as the key even today), 100% residential nature with determinant for success of any faculty and students residing on the globalization initiative by any

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

contemporary university, anywhere in the since 1993-94 period. However, since world. 2009-2010 onwards, this trend has found to be reversed and again the African Trends of Inflow of International students’ share started increasing. The Students in Indian Universities and other countries from Asia and Africa, from Institutions of Higher Learning-An where large number of students enrolled Overview with Indian universities and institutions of higher learning during 2000-2009 are It has been found from the databases China, Japan, North Korea, Jordan, provided by the AIU and the UGC, that the Kuwait, Bahrain, Yemen, Iran, Iraq, Indian universities and colleges or Afghanistan, Sri Lanka, Bangladesh, institutions of higher learning started Ethiopia, Kenya, Tanzania, Mauritus, admitting students from almost 90 Maldives, Myanmar, Thailand etc. countries as early as 1988-89. Since then, this number of countries sending students Another noteworthy trend has been to India kept increasing. A study by mentioned by Singh and Hamid (2016) in Ramanujan (2010) based on the data their research. He has noted that despite of provided by the Indian higher education the fact of increasing number of foreign regulatory bodies has shown that the students enrollment in Indian universities students kept coming not only from the and institutions of higher learning, the developing and underdeveloped nations, student enrollment from the European but also from the advanced and developed countries and America (including Canada nations such as USA, UK, Canada, and USA) has remained stagnated since Australia, countries of the European Union 2000-2010. A typical tendency has and Japan. During 1990s, the number of however been identified by the Open foreign students joining the Indian Doors 2008 reports. The report has shown universities and institutions of higher that though the enrollment of American, education increased steadily. However, Canadian and European students have not this trend got stagnated till the first half of seen any reasonable growth from 2000- 2000 (till 2002). However, the number 2010, yet a significant number of students started increasing again and during the from those countries have joined Indian year 2007-2008, the number reached universities and higher educational highest level till then at 21206 ( NUEPA institutions to study non-traditional occasional paper, 2010). The inflow of the programmes such as Yoga, Ayurveda, foreign students however kept increasing Indian Classical Music and Dance, and by 2016-2017, the number got doubled Indology etc. The recent report by the AIU at more than 40000. While analyzing the (2016), has also indicated that out of the report published by NUEPA (2016), a top ten countries contributed maximum clear distribution of the students joining number of students to India, four are low Indian universities and higher institutional income countries (such as Nepal, Ethiopia, institutions could be understood. The Afghanistan, Kenya0, two are lower report clearly shows that since 2005-2006 middle income countries (Iran, Sri Lanka) onwards, the share of foreign students and five are from high income countries ( from Asian countries in Indian universities such as UAE, Saudi Arabia, Bahrain and and institutions of higher learning has Oman). However, the students from the remained highest (approx.. 73%). The majority of the high income countries report further highlighted that the absolute mentioned have been found to be NRI number of inflow of foreign students from children. The report published by AIU Africa though increased, yet their share in (2016) has found following universities total foreign students in India reduced and institutions of higher learning in India

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

as the major places of study of the foreign by the Union minister for external affairs, students such as the University of Pune, Sushma Swaraj, minister of state for HRD, University of Mysore, Manipal University, Satyapal Singh and diplomats from 30 University of Delhi, Osmania University, countries, based in New Delhi. Two major Alagappa University, Jamia Hamdard, declarations were made in this conference Indira Gandhi National Open University and these could be a paradigm shift in the (under the distance education), Symbiosis horizon of Indian higher education international university. The same report scenario, if delivered the result , even has further shown that majority of the closed to the goals set. It was clearly said foreign students enrollment in the Indian that the Government of India set the target universities and institutions have happened to enroll almost 2 lakh international in the discipline like humanities and arts students by 2023 and for that purpose, a (approx.. 25%), Science (approx.. 18%), total number of 160 premier universities Communication and Management and and institutions (including IITs and IIMs) Commerce (approximately 25%) , were identified. The new policy further Engineering and Technology (approx.. clarified the government plan of keeping 10%), medical sciences (approx.. 13%) 15000 seats initiatially for foreign students etc. Snehi and Wizarat (2012) in their enrolments and out of these 55% remained research have shown that maximum completely with heavily discounted seats. number of foreign students in India have To attract meritorious students from enrolled with the undergraduate foreign countries, the government also programmes, followed by the students declared it’s plan to offer complete fee from post-graduate and doctoral students. waiver to top 25% students, followed by The same study has further revealed that 50% fee waiver to next 25% and 25% fee few important reasons, those are waiver to next 25% students. This clearly responsible for selecting India as the shows the sincerity of the government to destination of higher learning such as initiate a major policy, also named ‘Study quality of higher education, international in India’ with immediate effect. The recognition of Indian degrees, lack of initiative can be found like the admission opportunities of higher education in home exercises conducted by the respective countries of the foreign students, relatively governments of Australia, Malaysia, lower cost of higher education in India etc. Singapore and Canada. This recent Major obstacles faced by the students as development of aggressive proactiveness identified by the same research have been can however be considered as a found as absence of student support culmination of long tail of policy services at the Indian universities or initiatives by the government of India to institutions of higher learning, inadequate attract the foreign students to enroll with scholarship facilities, language barrier, the Indian universities and the institutions many times lack of faculty support at of higher learning (Hindustan Times, government institutions, inadequate 2017). boarding facilities, stringent and complicated banking system etc. It is a well-known fact that the universities in Europe and USA, emerged as the Government and Policy Support- A prominent centres of global learning Brief Overview during the nineteenth century and early part of twentieth century. The universities On April 28, 2018 a significant policy located in the former colonial powers such prerogative was unfolded by the as United Kingdom, France, Portugal, Government of India. It was declared at a Germany etc. came into prominence not mega event at New Delhi and was attended only for their advanced education

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

deliveries, but also by the influx of Document that “promotion of students from their erstwhile colonies in internationalisation and export of higher large numbers (University Education education including the study of India Commission Report, 1949; Kothari abroad programme” as one of the thrust Commission Report, 1966; Powar, 2003). areas (UGC, 2002). Further, the However, this exodus of students from Association of Indian Universities (AIU) these erstwhile colonies got restricted was also made responsible for equivalence since a large number of domestic and mutual recognition of qualifications; universities and institutions of higher those actually streamlined the equalization learning were set up in those countries, process of the Indian qualifications with after they got independence. India remains the foreign qualifications to a great extent. a great example of this trend. In the post- Thus, the efforts towards increase in independence period, the university student and professional mobility gained education system in India has grown impetus since the year 2000. In another tremendously to become the third largest significant development, the AIU on in the world, after China and USA. There behalf of the Indian universities signed an was some reversal in the trend and India, agreement on co-operation in higher too, began to attract foreign students education in 1999, with Australian Vice- mainly from Asian, African and Arab sub- Chancellors’ Committee (AVCC) which continents on a very modest scale. Despite provided for sharing of information, staff the presence of foreign students on the and student exchanges, mutual recognition campuses of our metropolitan Universities, of qualifications, staff development, the modest number of foreign students in researchers’ exchange programme and India could not attract the attention of university management. This was indeed a policy makers for long time (Powar and great development at that point of time, Bhalla, 2000). In India, higher education which facilitated mutual mobility of has remained largely inward looking. It academic stakeholders between these two must be mentioned here that till 1990s, the countries. Subsequently, the scope was movement of foreign students in Indian broadened by the Government, by campuses was looked at from the point of permitting 15% supernumerary seats in all view of strengthening cultural relations, the institutions for foreign/NRI students. not as lucrative business and international Besides, the Government also constituted prestige enhancement opportunities. With the Committee on Promotion of Indian the setting up of Indian Council for Education Abroad (COPIEA) in April Cultural Relations (ICCR), an autonomous 2002, under the chairmanship of Secretary, organization, attempts were started to Department of Secondary and Higher facilitate exchange of scholars and Education. The major aim was that academicians in a selective way through COPIEA would monitor all activities the award of scholarships (Aggarwal, aimed at promoting Indian education 2008). However, with the increasing abroad and to regulate the operation of importance of services sector including foreign educational institutions to education services, education is now safeguard the interests of the students and recognized as a tradable service sector the larger national interest as well. It was under the General Agreement on Trade decided to initiate a system of registration and Services (GATS) in many countries under which institutions were required to across the globe, including India. Such, furnish information on operations and change in shift was witnessed at a adhere to certain guidelines relating to significant level in India, when the publicity, maintenance of standards, University Grants Commission (UGC) charging of fees, granting of degrees, etc. reported in its Tenth Five Year Plan It was expected that the COPIEA would,

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

over a period of time, develop sectoral include making proper advertisement in policy on foreign direct investment in the foreign countries about Indian culture, education sector (10th FYP, Vol.2). Under education system, reputed universities and the “Promotion of Indian Education courses offered by them, easing of Abroad” (PIHEAD), during the 10th Five admission process, on-line admission and Year Plan (2002 – 07), UGC identified urgent visa clearance for research scholars several countries for targeting to attract and so on. Detailed modalities for international students to India. These implementation of the measures were countries were identified, based on several worked out. Establishing of International criteria such as country profiles Students' Centres in every University was (demographic and economic) taking into also made as the major suggestion for consideration, present state of their Higher which UGC was asked to provide funds to Education and Training System, skill gaps, the universities. Thus, it is apparent that programmes in demand in them. UGC also initiatives to promote student mobility participated in NAFSA 58th Annual from abroad to India have occupied a Conference, at Montreal Quebec, Canada prominent place in the government's in May 2006 with the strong and clear agenda since 2000. The recent ‘Study in intention of promoting the Indian higher India’ is the culmination of all these long education system to a broader international efforts in it’s present shape. academic community. MHRD authorized Educational Consultants (India) Limited Minor Research Project (Ed.CIL), a public sector undertaking of the government, to act as a single window A small survey has been conducted as the agency for recruiting international students part of the present article. A total number for Indian universities and institutions of of 42 students from five different higher learning. The government also countries, presently enrolled with three created an exclusive scheme called ‘Direct private universities at Bangalore have been Admission of Students Abroad (DASA)’, surveyed through a structured wherein 15 % seats were reserved in questionnaire, exclusively designed for the premier technical institutions such as the present research. The questionnaire has National Institutes of Technology been made by incorporating six major (formerly the Regional Engineering factors for selection of India as their Colleges) and the centrally funded preferred academic destination. These institutions for Foreign Nationals/People factors have been taken from the published of Indian Origin (PIOs)/Non-Resident work by Snehi and Wizarat (2012). Five Indians (NRIs). Besides this, Ed.CIL also point likert scale has been used to record took up schemes to promote Indian the feedback from the respondents. The six Education Abroad by representing Indian major factors identified for the present higher education institutions in research are perception of India as a Educational Fairs in other countries also. destination for study abroad programme In the year 2008, Prime Minister Shri (no.1), perceived quality of higher Manmohan Singh constituted an inter- education in India (no. 2), perception of ministerial committee, headed by former the international acceptance and Director General of Indian Council of recognition of Indian degrees and Cultural Relations, regarding ‘Welfare of diplomas (no.3), perception of superiority Foreign Students in India’. The Report of about the Indian education than the the Committee was submitted in the year specific education offered by the end and approved for circulation among universities/institutions back home (no.4), stakeholders. Recommendations made by relative low cost of higher education in the committee regarding measures that India (no 5), getting an unique and

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

diverse cultural experience in India and factor, but in the present study, it has not uniqueness of the specific programme the emerged as a major factor as many student is enrolled (no.6). The students respondents have disagreed (Q. 5: 60%) on surveyed in the research have been found the observation that they opted India for to be enrolled with the programmes like cost benefit purposes. These findings engineering, business management, support the observations made by Lincoln humanities (economics and sociology), and Rowdan (2010). On a research India centric courses (Yoga, Indian conducted on approximate 500 foreign classical music etc.), medicine and students enrolled in Malaysian biological sciences. Feedbacks received universities, they found the same pattern of through questionnaire have been analysed responses as important determinants for based on specific questions (Q.1-Q.6) choosing an overseas location by the asked in the questionnaire and following international students. table (Table 1) depicts the overall response patterns. Findings and Conclusion

The above discussions have clearly Table 1: Question wise over-all response revealed the trends, patterns, pros and cons patterns: of foreign student’s enrollment in the Indian universities and institutions of Q’ Strongl Agree No Disagree Strongly No. y agree opinio disagree higher learning. Moreover, by analyzing n the policies and strategies adopted by 1 8 32 1 2 2 many of the leading foreign destinations of (76.19%) higher learning, it can be understood that 2 10 30 4 1 0 (66.66%) the number of foreign students in India 3 4 41 0 0 0 cannot be increased only by basic (91.11%) amenities or facilities improvement, but 4 1 40 4 0 0 also by improving international standings (88.88%) of the Indian degrees or diplomas in global 5 5 11 2 27% 0 (60%) market. There have been many policy 6 5 16 4 20 0 attempts before by the central government (44.44 to attract more foreign students in India, %) but none of them have yield beyond small improvements. Time will give the answer, The above response pattern clearly whether the present ‘Study in India’ indicates that most of the surveyed foreign campaign will be a real game changer or students have opted for Indian degree/ will remain a short term boost as before. diploma programmes mainly for their Based on the detailed studies conducted by favourable perception of the international many scholars, including Snehi and acceptance and recognition of Indian Wizarat (2012), following areas of degrees and diplomas (Q. 3: 91.11%) and interventions have been identified, those positive perception of superiority of the can provide support to improve the Indian education than the same education situation drastically. These are continuous offered by the universities/institutions up-date of policy and strategy, best back home (Q. 4: 88.88%) than other possible branding campaigns, international reasons. This clearly shows that the student support and collaboration, positive perception and credibility of implementing reaching out globally, Indian degrees/diplomas still are two infrastructure development, international major factors, those attract foreign benchmarking of the Indian programmes nationals to study in India. Cost is also a and curriculum, faculty benchmarking etc.

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As India has immense potential to market its educational programme abroad, Ling, C. and Edward, T. (2016), Diaspora internationalization of higher education in strategy in promoting domestic education: the country in will and spirit at all The Chinese experiments, Strategy stakeholder level needs to be implemented Journal, Vol. 34 (2), pp. 601-617. with systematic and urgent attention. India can use the cultural soft-power to attract Majumdar, R.C. (1977), Ancient India, many more Indian origin people with Kolkata. foreign nationalities as China has been successfully doing since last two decades Newman, S. and Kings, R. (2009), What (Ling and Edward, 2016). The overall happens in student marketing in possibilities are immense and can yield competitive world? , Journal of Business most desirable outcomes through well Competitiveness, Volume. 21 (1), pp. coordinated, aggressive and strategically 1047-1055. supported initiatives. NEUPA (2010), Occasional paper XI, References: International students in India, New Delhi.

Agarwal, P. (2008), India in the context of NEUPA (2016), Occasional paper XVI, international student circulation: status and International students in India, New Delhi. prospects’, in Hans de Wit and others (Eds.), The dynamics of international Powar, K.B. and Bhalla , V. (2000), student circulation in a Global Context, International students in Indian Sense Publishers, Rotterdam, The universities, New Delhi, Association of Netherlands. Indian Universities.

AIU (2016), Report on Powar, K.B. (2003), ‘Transnational internationalization of Indian traditional Education’, in InternationalIsation of education, New Delhi. higher education: focus on India, Amity University Press, New Delhi. Basham, A.L. (1954), The Wonder that was India, London. Ramalingam, D. (2015), Overseas Education: A mass exodus from India? , Churchill, S. and Young, E. (2015), Asia, Higher Education Weekly, Issue 98, pp. 5- the biggest battle field for global 7. education? , Higher Education Research Review, Vol. 9 (4), pp. 67-71. Ramanujan, K. (2010), Classic universities in the ancient world, London. Hamid, A. (2016), International Education and Student mobility , Asian Journal of Sanyal, T. and Martin, K. (2006), Service Management, Vol. 8(1), p. 67. International student mobility: a trend analysis, Journal of service marketing and Kothari Commission (1966), National global economy, Vol. 6(3), pp. 90-112 Commission on Education, New Delhi. Singh, K. and Hamid, A. (2016), Higher Lincoln, D. and Rowdan, S. (2010), What Education in International Business markets higher education in South East Market: A critical analysis, Journal of Asia: A case approach on Malaysia, International Business and Economics, Journal of Higher Education and Learning, Vol. 34(2), pp. 341-346. Vol. 5 (4), pp. 200-212.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Nehi, N. and Wizarat, K. (2012), ‘Report of Research study ‘Foreign Students in UGC (1949), The report of the university India’, NUEPA, New Delhi. education commission, New Delhi

‘Study in India’, National Edition, Hindustan Times, December 27, 2017

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

UNDERSTANDING COMMUNICATION BARRIERS IN THE ACADEMIC INSTITUTIONS: A GATEWAY TO SUCCESS

Dr. Nalina Ganapathi International Labour Organisation, Geneva, Switzerland

Abstract The objective of this empirical research study is to understand the need for The leaders of educational institutions effective communication amongst and encourage multicultural education to a between faculties and students in great extent as that helps to attain educational institutions. To work on significant academic standards, thus simple but effective strategies to overcome creates models of academic excellence in the communication barriers would be the the society. Today institutional settings distinctive part of this research. have become competitive and products have become knowledge-based. Due to (This paper was written in the author’s globalisation, the workforce has become private capacity. The opinions expressed culturally diverse. Educational therein are those of the author and in no establishments are becoming increasingly way reflect any endorsement by the included in the global education market International Labour Office.) and they are facing growing competition for the best students. In the institutions, the Introduction value of international students is substantial as they symbolise diversity, The evolution of any educational bring in new skills, innovative solutions institution depends on effective and and add to the research capacity. efficient communication. It is a unique tool International students are key to that is used to direct the board of facilitating institutions and represent management to act in an ideal way to be countries to address skill shortages and in successful. Effective communication is contributing to the economy. vibrant not only to develop good human relationships but also helps institutions to For students, learning and inhabiting fully develop in a positive manner. Both verbal in a new and multicultural environment and non-verbal communications are has advantages and disadvantages. While considered to be significant for the multiculturalism brings skills and effective institutional climate as they innovation, it also brings challenges. greatly impact institutional success. International students confront many Knowledge sharing and clear challenges, especially when they are in the communication are compulsory to satisfy transition to adapt themselves to new students, faculties, and to improve work surroundings. These include academic quality. Thus it becomes the responsibility demands, homesickness, loss of social of the management to motivate faculties support and status, the need for self- and students to understand diversity and esteem, lack of study skills, and encourage an application of transparent confidence. Additionally, the language and communication. Today the corporate emotional barriers play significant roles as setting is highly competitive, and the they can lead to communication workforce has become culturally and breakdown among themselves and academically diverse. Diversity obviously between faculties and students. brings communication challenges and misunderstanding can easily occur. Thus communication methodology can be

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

distressed. In such cases, understanding enterprise. Primarily, in the academic diversity is the key to effective cross- institutions, that efficient system has to be cultural communication. When students transparent communication that helps to from different cultures interact, as they lessen the misinterpretations at the level of carry different perspectives, approaches, management, faculty, and students. To ideas, and expectations, communication date, the influence of technology changes can be challenging but also interesting. It the way the institutions are structured is the feature and understanding of a group when a new system is introduced and it of people different by background, can help to reduce the communication religion, race, social factors, language, complexity (Ganapathi, 2016). To assure religion, habits, and food. Culture and the clear understanding of information communication are so intertwined that it is among faculties or between faculties and easy to conceive that culture is students and or among students the communication and or communication is possible communication barriers have to culture. Cultures shape the way of thinking be foreseen and an action plan has to be which then defines the way of behaviour. instigated to overcome. A communication Good culture endures impacting human barrier is anything that stops the process of communications, effort, gender beliefs, transferring messages or thoughts or ideas and wellbeing (Brislin, 1993). Intercultural from receiving and understanding. In other communication occurs when students with words, barriers to communication can be different background and values create expressed as the aspects or conditions that shared resources. It helps to build trust interrupt the effective exchange of ideas or with each other and develop relationships. thoughts. The message expressed is Clear and transparent intercultural considered external whereas feelings and communication is an outstanding tool to ideas are considered internal (Ganapathi, focus on success. 2019). It is possible that the intended messages and the required information The style of communication is created by have difficulties to pass-through in the the leadership of the institution and deep expected desired form due to the existence routed in the competencies, based on of possible communication barriers.The which the business executed every day factors that could cause hindrance for (Ganapathi, 2018). Communication is one effective communication be personal of the most intricate and long-term interests, trust, fear, stress, status and, activities of human beings. organizational, physical and or emotions. Communicating is an ever-continuing And so, the patterns of communication are development and is the natural act of the essential requisite for the stability of expressing ideas. In reality, it is vital to institutions. Without employing capable human life's existence. It is a basic process faculties, the goal of the institution could from where all the other functions of the be difficult to achieve. Therefore, highly institutions originate. Thus communication motivated and committed faculties are the designs have an eloquent power on the key essentials for the success of any transparency of communication. The institutions they in turn nurture students to anomalies in the flow of patterns bring be good. upon barriers and obviously that affects the regular functions of the institutions. Being Literature Review social animals, human beings enjoy communicating and in fact, cannot live Both students and teachers in the colleges without it. In a persistent shifting world, should be equipped with knowledge of businesses are being driven by the need for nonverbal communication says Huang an efficient system to meet the goals of the (2010) as nonverbal communication plays

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

a significant role and it has a powerful 2014). The growing business opportunities influence on classroom teaching. Western in foreign markets create more and more scholars believe that the role of nonverbal demand for managers, business people, communication in classroom teaching is and professional staff who have developed greater than that of formal teaching for an international outlook and cross-cultural students’ learning and the teachers are communication ability. Multicultural required to learn to use nonverbal education is important to help students communication to improve classroom from diverse cultural groups to attain the teaching (Bi Jiwan, 1995). To become academic skills needed to function in a successful, a combination of diversity and knowledge society (Maude, 2011). communication skill development are Successful communication in culturally essential keys says Greene and Burleson varied workplaces is an essential tool both (2003). It is a broad, authoritative source internally and overseas (Reynolds et al. and is crucial for scholars and students in 2004). the field of disciplines studying social interaction. Likewise, O’Toole (2008) Intercultural Barriers stated that the development of skills in communication is a constant expedition, In the globe of the multicultural which entails the alertness of personal environment, cultural barriers help to prejudices. Overcoming the barriers to communication flourish. While the major effective communication is a positive and difficulty in the successful collaboration rewarding process. A study by Dawan et among students and between students and al. (2014) on cultural communication faculties is language when it is different. depicts the difference between verbal and This is due to different background, the non-verbal communication, identification different frame of reference, and the of communication needs, interpersonal emotional difference that could result in communication skills and the necessity of dissimilar actions. The difficulties with identifying cultural barriers. Kurylo (2013) communication happen when the introduced to case studies, narratives, expressions are not fully understood and or examples, and images that reflect the appreciated by the other. When perspectives and provide a depth and communication difficulties become breadth of varied cultural experiences in noticeable and common, finding solutions his book on intercultural communication. to problems becomes necessary (Shachaf, Enabling students to engage to understand 2008). A language is multifaceted when the diversity of people with whom they communicated between people speaking come into contact to build their network is diverse languages. It is a distinctive tool a key. As well, to deal with unfamiliar for transparent communication. The cultures can be challenging and so it speaking skill is a requirement for any becomes important that students to learn language. Apart from speaking, listening is how to address cultural communication nevertheless one of the most essential opportunities when interacting in communication skills as well. The cyberspace (St. Amant, 2005). Effective listening process can be fragmented into cross-cultural communication enables five different phases of the message, such businesses to run more effectively and as receiving, understanding, remembering, successfully in academic institutions. evaluating and responding. These benefits Understanding cultural differences and segregate the necessary skills required at overcoming language barriers are some of each individual step in the process. About the considerations management staff of the 80 per cent of waking hours of humans institutions should have while dealing with have been spent in some form of individuals of various cultures (Ganapathi, communication, which includes reading,

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

writing, speaking, and listening (Knutson, disconnected professional relationships 2013). among colleagues (Kokemuller, 2016).

The culture has a huge impact on Findings communication. It has its own rules about behaviour that could affect verbal and Despite the acquaintance of the topic on nonverbal communication apart from the communication and as observed during showing emotion differently in the the literature survey, there is no in-depth academic institutions. Cultural barriers can research work done to understand the level be seen as both shaping and being shaped of transparency and complexities focusing by the conservative patterns of academic institutions. communication that is established in academic institutions. Intercultural Conclusion communication provides value and helps to rule-out risk. Communication is an In the business world, effective operative emblematic procedure by which people communication is vital that has an generate collective values. Similarly, influence on the success of the institutions intercultural communication occurs when (Sullivan, 2011). Without a clear and people with different cultural perspectives transparent internal communication, the and values create shared resources. It helps business of the institutions can face to build faith with each other and develop challenges and that eventually lead to its relationships. In spite of all mentioned, demise. In order to guarantee success and due to diversity in cultural thinking, it is stability of the academic institutions, it is possible to run into miscommunication in important to understand the importance of a multinational setting (Goman, 2011). effective communication, the barriers that Faculty-student/student-student affect the free flow have to be identified relationships can heavily influence and take mandatory actions to eradicate. important results of institutions such as To enrich success it is important for the commitment, performance and as well as management of the academic institutions revenue. Culture, therefore, gives a sense to work on simple but effective strategies of identity for the existence of institutions to identify hindrances such as organizing in the world and to represent who they are, an open forum to discuss and obtain the what they stand for and what they do to the feedback from faculties and students. Most society (Ganapathi, 2019). Institutional importantly the feedback has to be culture combines morals and actions that evaluated open-mindedly and plan for contribute to the status situation of an operative actions. For the welfare of the institution (O’Donnell and Boyle, 2008). It academic institutions and for the personal is possible that the barriers of benefits, the faculties and students have to communication twist the proposed have in-depth knowledge about their messages and the required information institutions, respecting and adhering to does not spread in the expected form objectives are the important points to be (Damanpour, 2012). In principle, the kept in mind. While encouraging the level faculties and students lack knowledge of open communication among students about their institutions. However, and students and faculties by the inappropriately structured institutions, management, respecting the reputation of unclear communication processes, and the institution, feeling responsible and several other common barriers ultimately inclusive by the students are obstruct the institutional climate. The quintessential. No doubt, this can lead to barriers of communication lead to the great stability and this would be the inconsistent setting and generate best gateway to the success of academic

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

institutions in the era of globalisation Environment – The Way to Managerial (Ganapathi, 2019). Communication.

References Goman, C.K. (2011). Communicating Across Cultures. Bi Jiwan. (1995). Nonverbal Communication : In a Dictionary of Greene, J.O. and Burleson, B.R. (2003). British and American Culture edited by Hu Handbook of Communication and Social Wenzhong. Beijing: Foreign Language Interaction Skills. Teaching and Research Press. Group of Eight Australia (2014). Policy Brislin, R. (1993). Understanding culture’s Note – International students in higher influence on behaviour. Fort Worth: education and their role in the Australian Harcourt. economy.

Damanpour, F. Devece, C. Cuej, C.C. and Huang (2011). Mitigating the Negative Pothukuchi, V. (2012). Organisational Effects of Geographically Dispersed culture and partner interaction in the Teams. management of international joint ventures in India. Asia Pacific Journal of Knutson, C. (2013). Which Management. Volume 29, Issue 2, pp. Communication Skill Is Most Important? 453–478. Kokemuller, N. (2016). Some barriers of Dawan, D. Hunter, A. McGhie, V. Horn, communication lead to conflicting J.M. and Conrad, D. (2014). Workplace ambiance and detached professional Communication Problems: Inquiries by relationships among colleagues. Employees and Applicable Solutions. Kurylo, A. (Ed.) (2013). Inter/Cultural Ganapathi, N. (2019). The need for Communication: Representation and Intercultural Communication Skills in the Construction of Culture. Multicultural Settings. Lee, S. and Bradley, D.K. (2014). Relation Ganapathi, N. (2019). Workplace between general self-efficacy, Communication: Influence of Emotional assertiveness, spirituality, and Barriers in a multicultural setting. acculturative stress among international students Ganapathi, N. (2018). Relevance of Internal Communication in Multicultural Maude, B. (2011). Managing cross- Organisation. cultural communication: Principles and Practice. Ganapathi, N. and Panchanatham, N. (2016). Corporate Governance – The O’Toole, G. (2008). Communication: core Importance of Communication and interpersonal skills for health Culture. Indian Journal of Science and professionals. Technology, Volume 9(33). Pederson, P. B. (1991). Counseling Ganapathi, N. and Panchanatham, N. international students. The Counseling (2014). The Role of Human Resource Psychologists, 19, pp. 10-58. Management in Cross-Cultural

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Poyrazli, S. Arbona, C. Nora, A. St. Amant, K. (2005). When Cultures and McPherson, R. and Pisecco, S. (2002). Computers Collide - Rethinking Relation between assertiveness, academic Computer-Mediated self-efficacy, and psychosocial adjustment among international graduate students. Communication according to International Journal of College Student Development, and Intercultural Communication 43(5), pp. 632-642. Expectations.

Reynolds, Sana, Valentine and Deborah Sullivan, J. (2011). Increasing Employee (2004). Guide to cross- Productivity: The Strategic Role That HR cultural communication. Essentially Ignores.

Shachaf, P (2008). Cultural diversity and Wu, H-P. Garza, E. and Guzman, N. information and communication (2015). International Student’s Challenge technology impacts on global virtual and Adjustment to College. teams: An exploratory study. Information and Management, 45 (2), pp. 131-142.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

STUDENT CENTERED STRATEGIES FOR QUALITY INTERNATIONAL EDUCATION

Dr. Neeta Baporikar Namibia University of Science and Technology, Namibia & University of Pune, India

Abstract it ready for firms to access the new market, the companies never stop pursuing to International education is crucial and search the cheapest resource, the strategic in higher education. In fact, the increasing consumer requirement in the objectives achievement of higher overseas market is also a pull factor for education in general and discipline in companies to launch their products or particular depend upon the soundness of service to the foreign market (Doole and international education and development. Lowe, 2008). As we know, since the early Still, in spite of excellence in international 1980s, the world economy has experienced education and development especially in rapid ―globalizationǁ and over the past management education, the objectives of ten years, the business area has changed a management education seem to be far from lot due to the globalization and attainment. After all the goal of internationalization (Lee and Slater, 2007). management education should be to create According to Doole and Lowe (2008), the global leaders who then with right emergence of more open world economy attributes and holistic inclusive thinking and the unabated construction of global will be able to address global issues in an electronic highways increase the inter- optimum manner. If that is the goal, then dependency and inter-connections of there is need for management educators to nation economies across the globe. look critically at the linkage between Therefore, the need for managers to pedagogies and international education. develop managerial skills to respond to Adopting a mixed methods approach the various pressures affects companies of all objective of this chapter is to look at sizes (Baporikar, 2014). linking student centred pedagogy with quality international education for that In addition, the concept of goal attainment, to enhance and enable the internationalization has drawn many creation of much needed global leaders researchers’ attention during past several and citizens for this global economy. decades. However, the situations would vary when in different industrial context Keywords: Achievement, Education, and in different parts of the world want to Discipline, Learner, Management, internationalize (Baporikar, 2016). The Objectives, Outcome, Programme, size of enterprises and many other factors University would also affect the process of internationalization (Baporikar, 2015). Introduction Indeed, many researchers and previous studies have tried to provide different During the past several decades, with the theories and answer the questions within dramatic development of economy and this area from different perspectives technology, international trade and (Andersson, 2004; Forsgren, 2002; Harris internationalization have become a trend and Wheeler, 2005). Further, the reasons and become more widely held by many causing internationalization process to enterprises and economies (Baporikar, succeed or fail can be traced to various 2016b). This phenomenon has many factors both internal factors and external reasons, such as the reduced barriers make factors. Palich and Gomex-Mejia (1999)

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

mentioned the effects of cultural diversity. Thus, this chapter is about student centered In addition, the strategic change would strategies for quality international also be considered (McDougall and Oviatt, education as internationalization of higher 1996). However, McDougall, Shane and education seems to loom large on the Oviatt, 1994; Harris and Wheeler, 2005; agenda of policy makers in higher Carpenter and Sanders, 2004), focused on education in India. International education financing decisions, entrepreneur’s is on the horizon large and that certainly relationship, top management team and so presents an array of opportunities and on which are more internal in nature. challenges. One of such opportunity as Westhead, Wright and Ucbasaran (2001) well as challenge would be how to ensure claimed that - policy-makers and quality in international education. One of practitioners with additional insights into the strategic pillar would be to take care of the key resource-based factors associated the teaching quality which is benchmarked with the decision by new and small globally in terms of pedagogy, delivery independent firms to export sales abroad. and technology. Hence, the chapter There also are some studies examining focuses on the pedagogy and seeks to both external and internal factors, understand how student centered strategies Asakawa, 1996; Forman and Hunt, 2005. can enhance and aid for quality Education sector globally is not an international education. exception to this international wave. Lecturing large classes is not the norm International education is crucial and anymore. Universities and HEIs have strategic aspect in higher education. In realised that teaching is not the poor fact, the achievement of the objectives of cousin of research. In fact, many of them higher education in general and of specific are responding by making teaching as discipline largely depends upon the more focused area for university branding soundness of international education and and status. After all, if the students who go development. However, in spite of through the portals of these universities excellence in international education and and institutions lack capabilities, development especially in management employable and life skills than the very education, the objectives of management purpose of higher education is education seem to be far from questionable. Apart from that, the huge achievement. After all the goal of investments, to set up these, also become management education should be to create sunk costs and wise burden the economies. global leaders who then with right Research and studies have also brought in attributes and holistic inclusive thinking the realisation that that good teaching is as will be able to address global issues in an much a function of an institution-wide optimum manner (Baporikar, 2017e). If infrastructure though it may be a gift to that is the goal to achieve then there is some lucky academics born with it. need for management educators to look critically at the linkage between teaching Various factors influence teaching and pedagogy and international education. learning process and this in turn impacts Adopting a mixed methods approach the the students’ retention (Baporikar, 2018). objective of this chapter is to look at However the main factors, include linking student centred pedagogy with students’ levels of engagement versus the quality international education for that level of learning activity to achieve the goal attainment. In doing the higher intended learning outcomes in particular education, enablement to create much context and that can range from needed global citizens for this global ‘describing’ to ‘theorizing’, as shown by economy will enhance. dashed lines in Figure 1).

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

(Baporikar, 2016c; 2016d). Here there is a need of understanding how students learn. Students adopt surface approach or deep Figure 1. Students’ Engagement Relation approach to learning. These approaches are to Learning Activity Level the resultant of the low-level or high-level activities in adoption towards teaching learning. Appropriate level of activities will result in appropriate level of learning and achieve the relevant outcomes. Hence, good teaching must support those appropriate learning activities and discourages inappropriate ones.

All teachers have some theory of what teaching is: when they are doing it, even if they are not explicitly aware of that theory and their theories deeply affect the kind of learning environment they create (Gow and Kember 1993). Three common Source: Adopted from Baporikar, 2018 theories of teaching exist. See figure 2. It is also a route map towards reflective Student Centered Strategies teaching.

Good teaching is getting most students to Figure 2. Three levels use the level of cognitive processes needed to achieve the intended outcomes. Hence, teachers, staff, developers and administrators – need to immerse themselves in the ‘scholarship of teaching’ (Boyer 1990). Academics have always been teachers, but there priority is to remain update with content discipline and publish. Developing teaching expertise usually takes back seat. Institutional structures and reward systems as much as the individual preference also dictate here. On the other hand, the other side of the Source: Self-Developed coin of what constitutes a good academic is responsibility to address that body of Level one teacher’s emphasis on the knowledge, which underlines good differences between students, and believe teaching, there are good students, like X, and poor students, like Y. Level one teachers see Effectiveness of teaching depends on how their responsibility as knowing the content we view teaching. Teaching perception well, and expounding it clearly. Thereafter, prevails in three ways. The first is blaming it is depend on the student and the premise the learner, the second the teacher. The is that if X does - good student Y does not third integrates learning and teaching. It – poor student. Here teaching is constant – sees effective teaching as encouraging it is transmitting information, usually by students to use the learning activities most lecturing – so differences in learning are likely to achieve the competences due to differences in students’ ability,

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

motivation, what sort of school they went for teachers, which needs dealing with, and to, good grades/results, and ethnicity and not an excuse for poor teaching. This also so on. Thus level one focuses on ability means that level one teaching is not thus, teaching is not an educative activity, reflective and hence, the teachers fail to but an assessment to sort good students ask the key propagative question and from the bad after teaching is over. One of introspect on what else they must do to the major drawbacks of this belied that is ensure that students learn, understand and that curriculum contents are for acquire the knowledge/skills. explanation from the podium, and how the students receive that content and what is Level two teachers’ focus on what they do their depth of understanding is not of and the view is still on transmission, but importance nor addressed. This level 1 is transmitting concepts and understandings, founded on a quantitative way of thinking not just information (Prosser and Trigwell about learning and teaching (Cole 1990). 1998). In this level, the teacher This view of teaching as a transmission significantly takes the responsibility for process by the university and institutions is getting the content across and realises that so deep that and in wide acceptance that there are many ways in teaching and some teaching facilities, rooms and media design more effective than the other is. This is an is for one-way delivery. improvement over level one, as learning is moving from students’ ability to more Thus, a teacher is the knowledge expert, what the teacher does. It also means that the sage on the stage, and how well the teacher would have different teaching students do these things depends, in this skills and the effort to make students view, on their ability, their motivation – understand complex concepts could be even their ethnicity, students frequently through use of more than lecture method. being unfairly and inaccurately stereotyped as ‘rote-learners’ (Biggs 1996). Level one For example: thus operates on the blame-the-student theory of teaching. Hence, the After an introduction through an responsibility of learning is squarely on interesting icebreaker, the agenda for the the students without consideration to class is given. There may be an exercise or teaching methods, curriculum design a group discussion. Sometimes the teacher education and learning styles. even recapitulation and provided the proposed lesson plan for next class, etc. Following comments made by teachers who profess level 1 reflect this: However, level two has plenty of variation, which does result in better and more  How can one teach students with poor students’ response and even positive schooling? learning, yet it is entirely teacher centred. It is about what the teacher is doing and  They lack any motivation at all. not what the learning is.  These students lack suitable study skills. Level two still is resting on traditional  These students cannot even write as approaches to teaching and focus more on sentence. what the teacher does. There may be courses and books that provide  Students do not have reading skills. prescriptive advice on getting it across more effectively. Rules and clear Though these statements may have some procedures, clarity regarding use clear truth in themselves, which is the challenge visual aids and better communication to

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

students etc. may be prevailing but all this specification of levels of understanding in amounts to classroom management rather relation to a topic and it is not about the than facilitation of learning. Not to say that array of techniques but about the students classroom management is unimportant but learning and the quality of learning. It is that cannot be a substitute for good also, about whether the learnings are learning strategies. sufficient to help them in the application at their workplace. Otherwise, the very Thus, level two is also the blame model purpose of higher education is defeated. but here the shift of blame is on teacher The second question requires the teaching/ and this may suit the administrative learning activities design and tuned to help approach, which prevails in many students achieve those levels of universities and institution but does not understanding. This leads us to the import help to achieve the real objective of higher aspect of international education. education. Moreover, competences of teaching like constructing a reliable International Education multiple-choice test, using educational technology, questioning skills, is useful Fraser and Bosanquet (2006) emphasized only if it is appropriate and if there is a that staff working in higher education have right timing and proper usage to enhance very different understandings of the term the learning. After all the focus must be ‘curriculum, as various as not on the skill in itself, but the • The structure and content of a unit deployment will have the desired effect on (subject) student learning. • The structure and content of a programme of study Level three teacher is the real way to go • The students’ experience of about teaching in the current world of learning knowledge society. It is here that the focus • A dynamic and interactive process is on what the student does and how that of teaching and learning relates to teaching. Level 3 is a student- centred teaching, which focuses on (Fraser & Bosanquet, 2006). teaching to support learning. It includes not only knowledge expertise of the Lattuca and Stark (2009) in their extensive subject but also the mastery of various work on curriculum highlighted that staff techniques of teaching for application and used similar breakdowns of this term. This ensuring that the learning occurs and there lack of a shared understanding of the term is attainment of intended outcomes. This ‘curriculum’ can be problematic when implies a view of teaching that is not just staff gather to do international education about facts, concepts and principles to be and development for any discipline, covered and understood, but also to be programme or course. They proposed a clear about what is meant by useful framework where all stakeholders understanding the coverage in the way that can use the concept of an academic plan. is stipulated in the intended learning This certainly aids in enhancing the outcomes. It is about teaching/learning effectiveness of planning process for activities that are essential to achieve those international education and development. required levels of understanding. Figure 4 gives the modified framework

Level one and level two did not address these questions. The first question requires

Figure 4. Framework for Quality international education

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Source: Adopted from Lattuca and Stark, 2011.

Thus, international education has often programme; academic resources been in use interchangeably with the term availability within the global education. However, we prefer to institution/university to support the use the term international education, as we programme; sufficiency of other resources believe that it is a process, is always more to ensure success of the new programme; fluid, dynamic, and is in the development feedback if any from current students and process more often than a structured other stakeholders about existing curricula design kind of thing especially in and the articulation of a vision and set of management education, which is also values i.e. a programme’s educational always dynamic and socio-culturally philosophy. Having an educational contextual. philosophy statement at the beginning of a programme can communicate to students Ornstein and Hunkins (1998, p17) describe and academic staff the rationale for that: international education encompasses particular teaching, learning and how a curriculum is planned, assessment approaches. O’Neill (2014), in implemented, and evaluated. The starting the research on international education point of a programme design is a) the highlighted that the lack of a common consideration of the needs and resources educational philosophy affected for the programme; Diamond (1998) programme sequencing and coherence. describes this as carrying out a ‘needs After evidence gathering regarding the analysis’. Some useful interrogations to need for a new (or revised) programme, consider in a needs analysis of a prior to international education it is programme include for example: needs of important to draw together the programme society in which the educational team to consider/discuss views on how programme exists. Priority for the

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

students learn (Toohey, 2000; Stark, 2000; Educational Philosophy Linkage to O’Neill, 2010). International Education

An educational philosophy is a statement students, the key approaches to teaching, agreed by a programme team that sets out, learning and assessment. The need of the programmes: purpose(s), education and composing an educational philosophy is subject/discipline/professional values, the that it will aid the process of writing and nature of the learning environment for assist the international Education / programme team to dialogue on the suitability of curriculum models for and articulate individual educational and suitability to all or most of the aspects of subject/discipline or professional values the programme is crucial. but at the same time to bring in consistency through negotiated and agree a Curriculum models help in designing shared vision and some common values. systematically and transparently map out This will ensure that the outcome of the the rationale for the use of particular process of international education not only teaching, earning and assessment has a buy-in form the academia but also approaches. This not brings in consistency inform a more coherent choice and but also enhances the teaching-learning sequence of programme outcomes; process and facilitates in acquisition of the content; teaching, learning and assessment required graduate attributes of university approaches in the programme. It also and professional education programme per enhances the transparency of the se. Ornstein and Hunkins (2009) suggest programme’s key vision and values to that although international education students and other stakeholders. Once the models are technically useful, they often educational philosophy is established, the overlook the human aspect such as the team should have a shared view of the personal attitudes, feelings and values teaching and learning approaches that they involved in curriculum making. Hence, it consider important. At this point, a relook is important to know that these models are mere parameters and not a recipe and the student population and has moved should not be a substitute for using your emphasis away from lists of content. professional and personal judgement on what is a good approach to enhancing Recent literature in this area suggests that student learning. A commonly described, in using this model, ensuring not to be maybe slightly simplistic version, of overly prescriptive when writing learning polarised curriculum models are those outcomes is critical (Hussey & Smith, referred to by many authors as the 2003; 2008; Maher, 2004). Hussey and ‘Product Model’ and the ‘Process Model’. Smith maintain that: accepting that student motivation is an essential element in The Product Model is traceable to the learning, we propose that those who teach writings of Tyler (1949) who greatly should begin to reclaim learning outcomes influenced international education in and begin to frame them more broadly and America (O’Neill, 2010). Models that flexibly, to allow for demonstrations and developed out of Tyler’s work, were expressions of appreciation, enjoyment criticised for their over emphasis on and even pleasure, in the full knowledge learning objectives and were viewed as that such outcomes pose problems for employing very technical, means-to-end assessment. (Hussey & Smith, 2003, p367) reasoning. The Product Model, however, has been valuable in developing and Knight (2001) expresses the advantages of communicating transparent outcomes to a more Process Model of curriculum planning in comparison to the Product. He

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

notes it makes sense to plan a curriculum Genesis of Student Centered Learning in this intuitive way, reassured by the claim from complexity theory that what Student-centred learning, as the term matters is getting the ingredients— the suggests, is a method of learning or processes, messages and conditions— teaching that puts the learner at the centre right and trusting that good outcomes will (cf. MacHemer et al, 2007, p.9; Boyer, follow. This suggests that when working in 1990). With the application of an SCL a more Product Model of learning approach in higher education, there is outcomes, it may be more valuable to necessarily a shift in focus from academic consider first what it is you are really teaching staff to the learner. Student trying to achieve in your teaching/learning centered approach is undertaken to make activities and to write then the programme higher education programmes more and/or module learning outcomes. transparent and comparable and to bring in mobility both to the students and staff. The In addition to the Process and Product underlying and guiding principle is to Model, there is a range of different, more build an ethos of greater transparency specific, models that individually or within higher education (Baporikar, collectively could suit your programme 2017c). Placing greater emphasis on the design. Some of the curriculum models student, encouraging higher education have grown out of different educational institutions (HEIs) and academic staff to contexts, such as school, higher and adult place students at the centre of their education. However, many are transferable thinking and to help them manage their across the different areas. Some are expectations, be able to consciously, and described as ‘models’ and as they become constructively design their learning paths more specific they may be referred to throughout their higher education ‘designs’, i.e. subject-centred designs. experience is crucial in this dynamic and Neary (2003) describes the emphasis of the volatile times (Baporikar, 2017c; 2017d). former on plans, intentions, and the latter on activities and effects (The Process This has necessitated a shift from mere Model). In most programmes, there are organisational input-oriented curricular elements of both of these models, design, based on the description of course however, the emphasis may vary and one content, to outcome-based higher can be more dominant than the other can. education. This has therefore resulted in a Further, according to Stark (2000) re-thinking of higher education course contextual filters that influence curriculum content in terms of learning outcomes; decisions are student characteristics, goals, making students more aware of what external influences, program and skills, knowledge and competences they institution goals, pragmatic factors, can expect to develop through their studies pedagogical literature, advice, facilities especially employability and life skills and opportunities availability on campus. (Baporikar, 2017b). These different and other contextual filters are classifiable into international, national, Employability is a combination of hard institutional, programme/discipline skills (academic knowledge or IQ) and soft contexts, which influence the curriculum skills that make graduates more likely to planning process. However, the difficulty gain employment and be successful in their of understanding contextual influences is chosen occupation, which benefits that they are constantly changing and are themselves, the workforce, the community unique to the programme, time, place and and the economy. For an employer, the persons involved (Baporikar, 2016a). employability of a candidate means his/her capability, consistency and compatibility

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

to do the job satisfactorily. Life skills are precisely ‘active learning’ which helps what is also known as soft skills, people students to learn independently skills, interpersonal skills, social skills, (MacHemer and Crawford, 2007, p. 11). survival skills and emotional skills etc. This is based on the idea of teach them Among these different terms, the one in how to think’ (Tsui, 2002, p. 740). This vogue is life skills. Life skill is the ability method ensures that students take their for adaptive and positive behavior that own steps in order to learn, but that they enables individuals to deal effectively with ‘also … take care of their own monitoring, the demands and challenges of everyday motivation and feedback process during life. These competencies assist the people and after learning’ (Van Eekelen et al, in functioning well in the environment in 2005; 451). Zimmerman (2002, p.66) which they live. The important presents eight skills, which are important components herein include communication in identifying student characteristics in skill (written, oral, listening and body self-regulated learning, namely, setting language), decision-making, problem specific goals, adopting powerful solving, self – awareness, empathy, critical strategies, monitoring one’s performance, thinking, creative thinking, interpersonal restructuring self-learning environment, relationship, coping with stress, coping managing one’s time effectively, self- with emotion. These one can see are evaluating one’s methods, attributing essential not only for employability but results to causation; and adapting future also in every lifestyle. methods.

Student-centred approach has thus, many Student Centered Strategies Link with implications for the design and flexibility International Education of curriculum, course content, and interactivity of the learning process Hall and Thomas (2005) note that there (Baporikar, 2017a). The fact that has been a growing relationship between conventional teaching predominantly Higher Education and employers: the places its focus on the design, organisation purposes of higher education and its and follow-through of the perspective of relative importance…, linking education the academic teacher has made it difficult closer to the world of work …have become to determine what students perceive and an increasing focus of attention. (Hall & see as constituents of student centered Thomas, 2005, p69) learning. Further, no efforts made to seek students’ views on this. Within the Planning for employment in the conventional learning approach, the curriculum however is not that simple, as pedagogic method used is traditionally one the job of today may not be there of ‘lecturing, note-taking, and memorizing tomorrow (Hewitt, 2006). Hence there is a information for later recognition or need to explore inter-disciplinary reproduction’ (MacLellan and Soden 2004, connections and weave the same through p. 254). curriculum and in curriculum design. For example the subject matter of The student-centred learning approach is sustainability cannot be addressed as a diametric, in its ethos, to the philosophy standalone concept it needs to be built in underlying the conventional method of various courses so that the coming learning. By definition, the student generation is able to resolve and deal with centered learning experience is not a global issues pertaining to sustainability. passive one, as it is based on the premise That is to say, the least as the economic that ‘student passivity does not support or environment greatly affects the nature of enhance … learning’ and that it is the higher education curriculum and also

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

level of investment in higher education what and how to learn without any criteria varies significantly internationally. to judge their process, is unsatisfactory, inefficient and makes a nonsense of Asplund (2008) in Education Economics formal, higher education as a planned and describes that: there is currently broad designed system (Maclellan, 2008, p.418). agreement on investment in tertiary-level Elen et al (2007, p. 115) argue that the education being a crucial factor for evolution towards student-centred learning employment, competitiveness, growth and results in a revision, rather than a reduction social cohesion. Notwithstanding this, in teachers’ tasks. Indeed, they argue that there are still significant differences higher education teachers have as much of across countries as to the effort they exert a role to play as teachers in student to promote such investments. One centered approach as they do in teacher- explanation of these differences relates to centred, therefore requires the same, and the burden this creates on public sometimes even more effort from them expenditure coupled with varying where there are passive learners. The possibilities to resort to private funding. (p emphasis to shift to student-centred by 261). higher and professional educationists is more deeper need for developing The development of clearly articulated challenging and safe learning graduate attributes both at the discipline environments in higher education, referred level and at the generic skills level has to as ‘powerful’ learning environments been growing across curricula (Elen et al, 2007) internationally. Resources at School/Department and programme level Solutions and Recommendations also influence the nature of the programmes, for example, the nature and Other scholars are also sharing the power number of staff teaching on the of using brief active learning strategies to programmes. In addition, many re-engage students and improve learning. programme are in strong in the discipline In his book, Small Teaching, Lang (2016) location and cognate discipline context. explains how brief activities “have the There is a ‘growing recognition over the power to produce as much or more last decade of the importance of learning than your anxiously over prepared maintaining strong, yet permeable, lecture” (p. 8). We know from educational disciplinary boundaries in higher research and from our own teaching education’ (O’Neill & McNamara, 2015, experience that students’ attention, focus, p7). Some key writers in this area (Becher and energy decrease as they listen to a & Trowler, 2001; Neuman, 2001) also straight lecture. “The longer students sit advocate this. As a way forward from this passively in a class, the more attention tension, Trowler suggest that the ‘family drifts from the presentation and the longer resemblances concept allows us to adopt a the drifts last. If you go more than 15 view of disciplines which is not restrictive’ minutes without an activity, you may have (Trowler, 2013, p6). lost more than half of your students” (Felder & Brent, p. 128, 2016). Maclellan finds that ‘the teacher is involved in clarifying the subject matter, Students will be of different kind in any offering examples, or suggesting class setting. Therefore, the challenge is arguments for or against a point of view both time of the activity and the timing of may minimize the students’ need to think’. the activity. When to give the activity While, equally, ‘little engagement by the depends on the purpose, it can be at the tutor, leaving students to determine both beginning of class to help students review

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

course material or connect their pre-class difference between a ‘menu and a meal’. work to the in-class work. It can be at the So there is need to rethink and get past mid-way lecture to help students re-focus over the techniques. Collecting, selecting, or review main ideas. It can be also at class and implementing techniques should not end to assess learning. Be it so, but the concern us as much as deeper activity time should be brief. Too long understandings of how student discovery activity can lead to waste of time. drives learning and the role teachers and Moreover, some finish the activity fast and the process. Student centered strategies, some struggle the whole time, which can active learning techniques hold the key to increase their frustration. Hence, the overcoming student passivity, and though activities should be short and focused – they do open the door, the real need is to anywhere between five seconds and three get inside the door with our students, learn minutes to avoid both problems (Felder & together through collaborative and Brent, 2016). cooperative approaches. Further, research on what kind of student support, coaching Future Research Directions and advisory services will support learning is also required and this need to be After no international education should discipline specific as there is a need for indulge in student-centered strategies to strategic implementation of student keep bored students busy, as that would be support and advisory services in order to missing the very target of higher and support the student-centred approach professional international education. In (Rott, 2006). fact, these are tools or aids to pique student interest, make them think, result in Conclusion learning, and cultivate a desire to know more so that they acquire the requisite In view of the deliberations and discussion skills, competences and attributes. Then is above it is clear that there is student also the concern about the techniques centred pedagogy nexus to quality themselves. It is not that the student international education. It is also clear as centered activities which promote think- to what is the need, first, is a culture shift pair-share, minute papers, exit slips, in teaching and learning within most corners, gallery are in themselves faulty. It management education programmes. To is also true, that teaching techniques are an close, management education needs to essential part of any active learning adopt student centred approaches to endeavors. However, they are and cannot enhance the effectiveness of teaching be the centre or the most important part of learning process and ensure management student learning experiences. Techniques education fulfils its role of creating leaders provide the framework, the structure, the who are global players on a sustainable context. What really matters is what is in basis (Baporikar, 2013). However, the the structure; meaning what students think! evidence supporting these is tangential. That makes adoption of these approaches Learning starts with things—things in all in the field of management education their details and ambiguities are the stuff tough and sometimes even cumbrous of reality—they incite curiosity. That is (Baporikar, 2016b). There is no doubt another way of saying that techniques are about the strong nexus between approach secondary; there may not be the need even method to facilitate management education if we can bring to the classroom the real and creation of global leadership (tangible or intangible) things. After all the (Baporikar & Parker, 2012). The chapter difference between a scholarly essay and a has done a review of the student centred performance of Shakespeare is like the approach and its nexus with curriculum

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

development for better understanding to which is shared by most and above all this facilitate in adopting appropriate strategies definitely affects the attitude of people. by management educators. This will also ensure in enhancing the value of References management education, which is vital in Andersson, S. (2004). Internationalization this turbulent world and pressures from in different industrial contexts. Journal of knowledge driven economies (Baporikar, Business Venturing, 19, 851-875. 2013). Indeed, the literature of the past century has yielded a variety of models, Asakawa, K. (1996). External-internal sets of assumptions and principles, linkages and overseas autonomy-control theories, and explanations that make up the tension:the management dilemma of the learning knowledge base (Baporikar, Japandese R$D in Europe. Ieee 2014). The more educators are familiar transactions on engineering management, with the knowledge base, the more 43(1), 24-32. effective their practice can be, and the more responsive their practice can be to Baporikar, N. (2018). Holistic Perspective the needs of learners. To conclude, the on Student Retention: Focus Master's implementation of student centred Programmes. In R. Black (Ed.), Critical pedagogy and aligning to quality Assessment and Strategies for Increased international education clearly needs to Student Retention (pp. 172-194). Hershey, include measures of academic PA: IGI Global. doi:10.4018/978-1-5225- development if it is to be successful. 2998-9.ch011 Faculty in higher education need support, if a meaningful shift in teaching practices Baporikar, N. (2017a). Learner Centred is to take place (Baporikar, 2015). Approach for Global Leadership in Paradoxically however, even what may Management Education. In N. Baporikar appear promising for the introduction in (Ed.), Management Education for Global HEIs may inhibit the required shift to the Leadership (pp. 202-220). Hershey, PA: learning paradigm. It is therefore necessary IGI Global. doi:10.4018/978-1-5225-1013- to take a deeper look at the realities within 0.ch010. HEIs in which the relevant policies are to take root. Baporikar, N. (2017b). Knowledge Transfer Issues in Teaching: Learning To conclude, based upon the research Management. In N. Baporikar (Ed.), objectives and the introduction, the Innovation and Shifting Perspectives in purpose and main aim of this chapter was Management Education (pp. 58-78). to deliberate on the need to link student Hershey, PA: Business Science Reference. centred pedagogy with quality doi:10.4018/978-1-5225-1019-2.ch003. international education. Through in depth literature and contextual analysis of Baporikar, N. (2017c). Innovation and previous studies a theoretical framework is Shifting Perspectives in Management proposed to illustrate the relationship of Education (pp. 1-352). Hershey, PA: IGI student centred pedagogy and quality Global. doi:10.4018/978-1-5225-1019-2. international education. In doing so, there other factors and issue which influence Baporikar, N. (2017d). Imperatives in internationalization of education are dwelt Leading Institutions of Higher Learning: upon. Further, national culture plays an Focus B-School. International Journal of important role in the process of Technology and Educational Marketing internationalization (Baporikar, 2015) (IJTEM), 7(1), 38-51. doi:10.4018/IJTEM.2017010104.

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INTERNATIONALISATION OF HIGHER EDUCATION: UNDERPINNING RATIONALES AND ORGANISATIONAL STRUCTURES

Manish Khare MIT Academy of Engineering, Alandi (D), Pune

Section I: Introduction student mobility from the viewpoint of stakeholders like students, educational It is a generally accepted maxim that like institutions and governments. The paper the business sector, the sphere of higher also attempts to understand the arguments education too is witnessing a wave of put forth by advocates of foreign direct internationalization. (Healy 2008; Scott investment (FDI) in education. Finally, the 2005; Altbach 2004) Chandrasekharan paper takes stock of the educational (2011) notes that there is a growing trend infrastructure in India with respect to towards liberalisation, privatisation and policy stance, academic environment and globalisation (LPG) in higher education supporting facilities available for the world over. Altbach (1999) observes international students and tries to identify that higher education driven by global the challenges and areas of concern forces is the fastest growing sector in therein. Central and East Europe. The inclusion of education as a tradable service in the International student mobility is the most negotiations process of the WTO within visible manifestation of the process of the General Agreement on Trade in internationalization of higher education Services (GATS) framework has formally and experts point out that of the latter’s brought education into the ambit of various forms, is in fact the one having the internationalization driven by trade greatest impact on the academic dynamics and lent legitimacy to the environment of sending and receiving standpoint of viewing education as a nations. Though evidences of international ‘commodity’ subject to rules and student mobility can be traced back to the disciplines of the market mechanism. (see ancient period, it has assumed significance Bhushan & Bhatnagar 2005).These trends as an institutionalized phenomenon since indicate that higher education is indeed the closing decades of the 20th century. experiencing a wave of globalisation. An International student mobility has emerged extension of this trend is the reality that as a complex phenomenon, driven by an forces of internationalization are array of factors ranging from student challenging traditional educational aspirations for a diversified educational practices and creating an environment for experience and the associated explicit and comparison and thereafter competition implicit benefits to policies adopted by between countries and its influence has educational institutions and Governments engineered synthesis of knowledge for recruitment of international students. systems beyond local and national Therefore, understanding the factors configurations to be defined and driving international student mobility is determined in global contexts. This paper central to understanding the nature, trends takes a broad overview of the factors and course of internationalization of higher shaping current trends in education. internationalization of higher education within the analytical framework of Modes Another form of internationalization that is II and III of the GATS structure. The paper assuming significance in the education thus seeks to understand the rationales for space in recent times is by way of the growing interest in international universities setting up offshore campuses

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

outside their country of origin. In this The paper is organized in the following context it is mention-worthy that manner. The present section is international organizations like the OECD introductory in nature and sets out the and the World Bank recommend the basic areas of inquiry which the paper import of tertiary educational services by seeks to address. Section 2 analyses the low-income and small countries on the factors driving international student assumption that it would allow for a mobility in general and from the viewpoint greater degree of diversification, ensure of stakeholders like students, educational greater access and achieve expansion in institutions and governments of host enrolment rates despite limited resources. nations in particular. Section 3 undertakes (World Bank 2002) Public policy in a detailed discussion of the most common many developing countries too appears to arguments put forth by advocates of FDI in be in-sink with the standpoint that higher education. Section 4 attempts to internationalization is a plausible strategy briefly analyse the socio-cultural and to build the qualitative and quantitative academic environment of educational capacity of their domestic education institutions in India and make systems. (Marginson & McBurnie 2003; recommendations on how the same can be McBurnie & Xegores 2001; Knight 2002) made more compatible with the presence In the Indian context, as a measure towards of international students. Section 5 is in autonomously adopted commitments the nature of a brief conclusion. towards liberalization under what may be classified as Mode III of the GATS Section II: International Student structure, the Government is chalking out Mobility: Factors Shaping the Changing the roadmap for allowing the entry of Landscape foreign education providers into the area of higher education (Tilak 2010, International student mobility is the most Chattopadhyay 2010, Gurukkal 2011). visible manifestation of the process of Given the sensitive nature of the role internationalization of higher education played by education in realizing national and experts point out that of the latter’s endeavors, understanding the viewpoint of various forms, is in fact the one having the advocates of FDI in higher education is greatest impact on the academic important for determining the nature and environment of sending and receiving extent to which the sector can be opened to nations. Though evidences of international global forces. student mobility can be traced back to the ancient period, it has assumed significance The process of internationalization is an as an institutionalized phenomenon since uncontested reality today and is the closing decades of the 20th century. irreversible given the ever-increasing scale Student mobility across national borders is of integration of nations through trade and understood to have made a significant business that necessarily have backward contribution to fostering social and linkages with the education sector. political understanding, integration of Therefore, without going into the merit of cultures and knowledge-sharing at a global whether the presence of international scale. Thus, as Lawton et al. (2013) rightly students in domestic institutions is point out, international student mobility advantageous or not, it is important for has been the main driver of policy-makers to take stock of the internationalization of higher academic infrastructure and assess its education.”According to estimates of the capacity to project itself as a destination Institute of International Education (IIE), for international students. the number of international students has witnessed acceleration since the 1990s,

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

rising from 1.3 million in 1990 to 2.1 first useful to place the phenomenon of million in 2000 and thereafter more than student mobility within a definite doubling to 4.3 million by 2012. The conceptual framework. figure stands at approximately 4 lakh in 2018. Boehm et al. (2002) project this 2.1 Definition of ‘International figure to stand at 7.2 million in 2025. Students’ OECD estimates show that between 2000 and 2010 the number of international A broad literature survey of the definitions students has registered a phenomenal of the phrase ‘International students’ increase of 99% at an average annual reveals that there is no consensus among growth rate of 7.1%. (OECD 2012) The international agencies compiling data on rapidly changing scenario of international student mobility across borders on who student mobility may be attributed to constitutes an ‘International student’. For increasing impact of market forces on the instance, the UNESCO Institute of educational process and the revolution in Statistics has defined international students information and communication as “those who have crossed a national or technology. Countries like the US, the UK, territorial border for the purpose of France, Germany and Australia have education and are now enrolled outside emerged as popular destinations for their country of origin”. (UNESCO, 2011) international students while China, India It may be pertinent to note here that the and South Korea are observed to be the UNESCO definition includes only those most important sending countries. students who are enrolled in courses and Therefore, current trends indicate that the programs of more than one year duration. direction of flow of international students Thus students enrolled in certificate is from the developing to the developed courses of less than one year duration are countries, though some developing excluded herein. Another important source countries like China, Malaysia and of information on international student Singapore are making their presence felt mobility, the Institute of International on the international scene as emerging Education (IIE) does not apply the one destinations. Developed countries are year criteria in its data compilation and observed to be taking institutionalized considers any student studying on a efforts to promote internationalization temporary visa that allows academic through ‘Study Abroad ‘ programs for course work to be undertaken, as an their domestic students and aggressive international student. Student mobility marketing for attracting international may be broadly defined as any academic students for reasons ranging from revenue- mobility which takes place within a generation and local requirements for student’s program of study in post- skilled immigrants to geo-political secondary education. The length of considerations. Internationalisation has absence can range from a semester to the thus moved from an ‘aid’ to a pre- full program of study. Based on the length dominantly ‘trade’ model. This section of of the study, student mobility may be the paper takes a broad overview of the generally classified as vertical mobility in factors shaping international student which the student is enrolled for a full mobility in general and also from the program, also referred to as Diploma or perspective of individual stakeholders like degree mobility and horizontal mobility in students, educational institutions and which the student visits the host country governments of host nations. Before for part of a program under a student undertaking a detailed discussion of the exchange arrangement, also referred to as factors shaping the current trends in credit mobility. Further, student mobility international student mobility it may be can be observed to occur through

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

organized programs as for instance under such as discriminatory policies or adverse the European Union’s Erasmus Mundas socio-economic or political conditions that Program for faculty and student exchange ; tacitly restrict access to certain individuals or through collaborations among or groups of individuals. Inadequacy of Universities in different countries ; or physical infrastructure such as well- through free-movers who are mobile equipped laboratories, intellectual students not participating in any formal resources, inadequate access to quality program of study in the host country. The higher education institutions in the home terms ‘mobile students’, ‘foreign students’ country, lack of diversity in educational and ‘International students’ are used programs, lack of advanced research interchangeably in the literature relating to facilities, poor quality of instruction, student mobility. Consequently, the data irrationally high entry level requirements reported at the international level becomes and excessive competition in entrance highly country/context specific and examinations for admissions, political resembles little or no equivalence, thereby instability and limited opportunities for making it incomparable across countries. further education may be identified as In sum, the term mobile students is some of these factors. Pull factors on the nationally defined and each country other hand may be defined as opportunities reports data based on its own criteria. offered by international degrees including tangible benefits such as advanced Student mobility has emerged as a research facilities, scholarships, incentives complex phenomenon, driven by an array and better employment prospects ; as also of factors ranging from student aspirations intangible ones such as choice of education for a diversified educational experience program, accessible admission policies, and the associated explicit and implicit international exposure and the prestige benefits to policies adopted by educational associated with a degree from a foreign institutions and Governments for University. However, as pointed out by recruitment of international students. It Davis (1995), “the impact of push and pull may be useful to understand the factors factors supplement each other, in that push driving international student mobility in factors create a generalized interest in general and from the perspective of the overseas education while pull factors individual stakeholders in the process of provide specific directions to choice of international academic exchange. destination and selection of education institutions and programs.” (also see Lee 2.2 Factors Driving International & Bray 2007) Commenting on the relative Student Mobility: The Role of ‘Push’ impact of pull and push factors in a And ‘Pull’ Factors student’s decision-making, Mazzarol & Soutar (2002) note that recent trends reveal that pull factors exert a stronger influence On the question of factors driving on shaping students’ perceptions about the international student mobility, experts proposition of international education, observe that a variety of pull and push choice of location as also choice of factors operating at the global level as also program while the role of push factors is in specific national contexts play a on the decline due to advancements in the deterministic role in shaping trends and higher education sector across the world, direction of student mobility (Cummings including in developing countries. 1984; Altbach 2004; Li & Bray 2007; Elaborating further on the factors driving Mazzarol & Soutar 2002). Push factors international student mobility, Li & Bray may be defined as unfavourable conditions (2007) note that the standard push-pull in the domestic higher education sector model takes only external factors into

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

consideration whereas the phenomenon of  economic motives which include student mobility is far more complex and access to scholarships, estimated dynamic and to a considerable extent returns from study, and better depends on personal characteristics such as employment prospects ; socio-economic status, academic ability,  social and cultural factors which gender, age, motivation and aspirations of include the desire to obtain the student in question. Zheng (2003) experience and understanding of observes that both sending and receiving other societies; and countries are characterized by negative  political motives which include push forces (that have the effect of driving such factors as commitment to students out) and positive forces (that have society and enhancement of the effect of attracting and retaining political status and power. students) and the ultimate decision of the student is the outcome of the interplay of Thus, as Grönroos (1978, 1994) and these opposing forces. Thus, Zheng argues Levitt (1980) point out, University that the present push-pull model focuses offerings to international students need to exclusively on the educational, economic be understood in terms of not only the core and political dimensions of sending and educational service, but also in conjunction host countries and has underplayed the with secondary/auxiliary offerings of influence of social and cultural factors. tangible and intangible attributes. Further, Chen (2007) observes that in recent times, positive pull factors rather In the specific context of outward student than negative push factors are driving mobility from developing countries, international student mobility. The above Altbach (2004) notes the following reasons discussion brings out that though student for the ever-increasing outflow of students mobility in general is driven by an - interplay of pull and push factors, in more  Many very able students are unable recent times pull factors appear to be to obtain entry into local playing a more deterministic role. (Snehi Universities because of lack of 2013) space and sometimes very competitive entry requirements. It may also be useful to consider the Such students often find it easier to factors driving international student gain entry to good foreign mobility from the standpoint of individual institutions than to local schools. stakeholders.  Many of the world’s brightest students seek opportunities abroad 2.3.1Students’ Perspective because there are few, if any, “world-class” institutions in Experts point out that exposure to developing countries. international education plays an important  Students also leave home when the role in shaping a student’s overall outlook specializations they want to study, and also impacts the student’s subsequent from astronomical physics to professional career and lifestyle. aspects of zoology, are unavailable According to Li & Bray (2007) individual in their own countries, especially at student’s motivation to study abroad can the graduate and professional level. be categorized as follows:  Some students perceive that the  Academic motives which include prestige of a degree from a foreign pursuit of qualifications and university, especially an American professional development; degree, is greater than that of one from a local institution.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

 A significant number of the UK, reveals that both education and international students go abroad to country-related factors are observed to study with the aim of staying in the enter into a student’s decision function host country to work and make a regarding choice of destination. However, career. Peng et al. (2000) have obtained contrary results in their study that sought to model In a comprehensive overview of factors the relative impact of country, corporate motivating international student mobility, and brand image in the evaluation of Cubilloet al. (2006) have highlighted the educational services in which they found role of non-educational factors like that brand image had the strongest effect  the importance of university and in determining choice of destination. program reputation,  the need of segmentation of Cost of pursuing the programme including prospective students and program the tuition fees, accommodation and suitability , overall cost of living has also been  wide offer of courses, cost of identified as an important factor shaping attendance, financial aid , preference for one country over another.  teaching quality and internship For instance, as noted by Verbik and opportunities. Lasanowaski (2007), the rising cost of education for international students in Srikatanyoo and Gnoth (2002) have traditional destinations like USA and UK highlighted the role of the ‘country image is likely to give emerging destinations like effect’ in an international student’s choice Malaysia and Singapore a competitive of tertiary education destination wherein edge in the international market for they are observed to place this factor on education since it is offered at a par with educational institution image and comparatively lower costs. In addition to programme evaluation. According to them education cost, the relatively higher cost of the perceived image of a country directly living in traditional destinations like US influences a student’s attitude towards the and UK are also emerging as important educational institutions in that country in a factors entering into a student’s decision positive or negative way. Specifically, a function. Varghese (2006) observes that favourable country image can generate Australia has emerged as a preferred positive sentiments about its academic destination for students from India, China institutions in general while a negative and South Korea due to the lower cost of country image can damage the reputation education and living as compared to of even its academically successful countries like US and UK. According to institutions. This view is supported by Altbach (2004), besides the cost some empirical studies as well. For consideration, international students are instance, in an elaborate investigation of also observed to accord a high priority to a factors shaping preferences of international diversified educational experience in their students in Ireland and pre-departure choice of location since it entails students in Malaysia, Bourke(2000)found intangible benefits such as increased that educational reputation of a country confidence, maturity, linguistic emerged as a decisive factor in the choice competence and academic ability (in terms of destination. This study testifies that of internationally recognized students intending to travel abroad for qualifications)and exposure to other higher studies first select a host country cultural surroundings . In sum, factors and then choose the institution. Another such as quality and reputation of the study by Binsardi and Ekwulugo in 2003, country’s education system as a whole , its which focused on international students in accessibility, affordability and the

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

employability of the qualification abroad only to train themselves in a obtained may be considered as important cosmopolitan environment, acquire skills factors in the student’s decision function. that make them globally employable and enhance their growth prospects in their Visa and immigration policies that differ home countries and after completing this across countries have also been observed ‘training’ process, they choose to return to as important determinants of a student’s the home country. For instance, a student choice of location This is evident from the from country A may study in country B fact that countries that have linked and thereafter work in country C and after immigration policies with studying in that 8-12 years of international experience and country have witnessed a rise in inflow of exposure to global environment and international students. The Australian practices may return to country A. experience is relevant in this context. In 1998 Australia amended its points-based From the above discussion it may be immigration system in which graduates argued that international students are from Australian Universities were seeking to enhance their personal and accorded the benefit of additional points. professional experience and explore By the beginning of 2002, 50% of widening horizons through the channel of immigration applications came from international education. international students who had graduated from Australian Universities and 2.3.2 Educational Institutions’ simultaneously, Australia witnessed a 30% Perspective: rise in enrolment of international students in tertiary education (Hawthorne 2005 From the viewpoint of educational cited in Snehi 2013). institutions of host nations, besides the immediate benefits of recruiting It may also be useful to note in this context international students like revenue that barriers to mobility of students across generation to supplement shrinking public nations such as economic barriers, lack of funding, there are more long-term and information/motivation, non-recognition of intangible benefits attached. Presence of academic merits gained abroad, and international students on campus is seen discrimination based on gender, age or by educational institutions as an indicator cultural background may also play a of the quality of their service provision. crucial role in determining the choice of Therefore, institutions are interested in country to pursue international education. attracting international students to their campuses to elevate their profiles and Knight (2014) has pointed out another visibility on the national and international intriguing aspect in this context that scene. Also, since international students student mobility has moved from the lend diversity to the campus and bring in a primarily ‘brain drain and brain gain’ cross-cultural perspective, they make a model to the ‘brain train ‘ model. While noteworthy contribution to the overall traditionally it was considered that quality of the learning experience. This has international students leaving their home a somewhat juggernaut effect wherein country to study and work in some other institutions offering quality programs are country resulted in a loss of intellectual able to attract international students and resources and skilled manpower to their the presence of international students in home countries and a corresponding turn contributes to building a cosmopolitan benefit to the receiving country, there environment and enriching the campus seems to be a shift in this trend. It may be with diversity and widening cultural observed today that many students travel horizons. Besides, the presence of a large

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

number of international students serves as exhibitions as also taking measures such as an endorsement for the quality of academic offering scholarships and putting effective life at the institution and therefore has a quality assurance mechanisms in place. significant impact on the choice of Specific measures taken by Governments institution for future aspirants of to promote their education systems as international education which in effect destinations for international students paves the way for higher international include establishment of international student enrolments. Furthermore, since agencies to actively recruit students by institutions are permitted to charge countries like USA, UK, Australia and differential fees from international New Zealand (American Council on students, it emerges as a lucrative Education 2006). Commenting on the possibility from the revenue-generation utility of publicly funded academic point of view. This is particularly exchange programs like the Erasmus significant in the wake of shrinking public Mundas, Erasmus and Sochretus, Erasmus subsidies to the higher education sector in Plus (launched in 2014) and other recent times in all the major education measures taken by the Governments of systems across the world. (see Healy 2008; Brazil and Saudi Arabia to promote Scott & Scott 2005) In order to augment academic exchange, Altbach & Engberg these benefits from international student (2014) observe that “These government- enrolments, it may be observed that sponsored programs, though they form institutions have shifted gears from only a small part of the total flow of accommodating international students as international students, are important part of student-exchange programs to because they send out a message of organized efforts at attracting them to the support.” campus for long-duration programs. From the point of view of developed Internationalization at an educational countries , it has been pointed out that institutional level mandates the adaptation attracting international students to their of academic practices and environment of home campuses is increasingly becoming a the institution to suit the requirements of strategy to support sustained economic international students with respect to growth. Various studies have revealed that curriculum and service provision to ensure students who studied abroad are more that the knowledge and skills bestowed by likely to work abroad after the completion the course remains relevant when the of their studies in comparison to other student returns to his/her home country. domiciled students (De Grip et al 2009; Findlayet al 2005; Kinget al 2004; 2.3.3 Governments’ Perspective: Tremblay 2002; Wiers‐Jenssen, 2008). As pointed out by Hercog& De Laar (2012) Experts observe that there has been a student migration is construed as a form of paradigm shift in the role played by knowledge migration also by Governments of sending and receiving industrialized countries which are countries in promoting international changing their policies in order to become student mobility from being passive more attractive for students and highly spectators to becoming proactive skilled migrants. Therefore, student facilitators (Powar 2014; Knight 2014; mobility has evolved as a very useful Snehi 2013). In this regard it can be channel of skilled immigration, observed that governments are offering considering that the host country receives logistical support to educational human capital which is well-adapted to its institutions to organize education fairs, domestic labour markets. Verbik and branded marketing campaigns and Lasanowski (2007) point out that ‘chronic

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

skills shortages are furthermore foreign students to their Universities to highlighting the importance of attracting further geo-political ends. As noted by international students, in terms of potential Van Damme (2001)“In the heights of the short- and long-term gains for institutions Cold War the higher education institutions and countries’. Elaborating on this of the Soviet Union and Eastern European viewpoint, Snehi (2013) notes that countries attracted students from Western economies are actively seeking to ideologically associated nations and retain international students after educational exchange between the US and graduation, with their industrial sector Western Europe after 1945 was developed increasingly interested in recruiting to foster democracy and developing the overseas talent to compensate for local Atlantic community.” (Healy 2008). For skilled workforce shortages and to remain instance, based on a 1990 study of political competitive in an era of globalization. leaders from 113 countries across the Similarly, Australia and Canada are world, Spilimbergo (2006) reports that observed to be proactively recruiting 57% of leaders studied had been educated international students to supplement their abroad with 22% educated in the United rapidly decreasing and ageing populations. States, United Kingdom and France. Poear (2014) highlights in this context that Current trends also indicate that besides Australia and Canada, that require skilled the explicit and quantifiable economic and knowledgeable manpower, see in the benefits, trade, cultural and political longer form of international student dimensions of international student mobility a possible source of ‘brain gain’ exchange are important considerations of through emigration (also see OECD 2013; policy-makers in designing policies Sabharwal 2014). In sum, Governments of towards international students. This may developed countries are interested in be seen as the motivation behind designing promoting inward international student programmes like the ‘100,000 Strong mobility to augment their intellectual Initiative’ of the US Government that resources and skills In view of their ageing sought to send one lac American students native population or supply-side shortages to China to pursue higher education in the labour market. This may be seen as programmes in Chinese Universities by the motivation for Governments in some 2014 and the British Council’s ‘Generation developed countries to simplify visa UK’ programme that sought to provide procedures. For instance, Snehi (2013) subsidized education and internship notes that countries like Australia are positions to 15,000 British students in attempting to attract international students China. Both these specific measures may by relaxing visa and immigration policies; be seen as attempts by Western countries United Kingdom, Canada, New Zealand to strengthen cultural, economic and and Australia are offering work permits on political ties with China which has completion of academic programmes while emerged as a major force-to-reckon-with countries like Germany are offering in the international political economy. residency and employment visas. 2.3.4 Attempts at Multinational Levels It may be noted here that economic to Promote Student Mobility considerations have not been the only and exclusive motivation for promoting Besides Governmental initiatives, attempts international student exchange. For are also being made to forge collaborations instance, during the Cold War, in higher education at a multinational level governments in the United States, USSR to deliberately popularize some and the United Kingdom, used geographical regions as more attractive scholarships and funding regimes to attract destinations for international students. The

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

most visible example of such an initiative capacity of their domestic education is the ‘The Bologna Process’ which aims systems (Marginson & McBurnie 2003; at harmonizing academic structures across McBurnie & Xegores 2001). This, as countries in the European Union in order pointed out by Knight (2002), is evident to attract international students. The from the full and unconditional initiative sought to make the EU ‘the most commitments in higher education made by competitive and dynamic knowledge- Congo, Lesotho, Jamaica and Sierra Leone based economy in the world by 2010’ and in the GATS negotiations perhaps with the is claimed to have ‘made Europe, intent of encouraging foreign providers to overnight, a major competitor in the help develop their educational systems. In international student market’ (NAFSA the Indian context, consistent with the neo- 2006). The American Council on liberal reforms in overall national policies, Education (2006) notes that similar efforts the Government has clearly indicated are also underway among Asia-Pacific towards opening the higher education countries to create a regional higher sector for Foreign Direct Investment education space similar to the one in (FDI). As a measure towards Europe. The Council further notes that autonomously adopted commitments new competitors, such as Singapore and towards liberalization under what may be the Middle East, have also entered the classified as Mode III of the GATS market in the process of creating regional structure, the Government is chalking out education hubs the roadmap for allowing the entry of foreign education providers into the area of The above discussion brings out that higher education through the introduction international student mobility has emerged of the Foreign Education Providers as a rather institutionalized phenomenon in (Regulation of entry and operations) bill in recent times. Parliament in 2010. This section attempts to understand the viewpoint of the Section 3: Internationalisation through advocates of FDI in higher education Offshore Campuses through a detailed discussion of the most common arguments put forth by them.

An important form of internationalization 3.1 The Argument of Expansion Of that is assuming significance in the Institutional Capacity education space in recent times is by way of universities setting up offshore campuses outside their country of origin. Marginson and McBurnie (2003) have In this context it is mention worthy that identified demand for foreign courses by international organizations like the OECD students and their families and public and the World Bank recommend the policy towards FDI in higher education as import of tertiary educational services by the most important factors driving the low-income and small countries on the internationalization of the sector in assumption that it would allow for a developing countries. Highlighting the greater degree of diversification, ensure role of Governments in encouraging greater access and achieve expansion in transnational education, Mc Burnie & enrolment rates despite limited resources Xegores (2001) have noted, “Governments (World Bank 2002). Public policy in many are often in favour of the establishment of developing countries too appears to be in transnational higher education in their sync with the standpoint that countries in order to cater to some of the internationalization is a plausible strategy demand for higher education that is unable to build the qualitative and quantitative to be met by local Universities.” From the

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

standpoint of students seeking the education system as a whole. accommodation in foreign educational Promoters of free trade in educational institutions, Healy (2008) notes that services maintain that undue interference despite problems associated with securing with the operation of the market economic benefits from stringent (mechanism such as restrictive or immigration rules and cultural dislocation, discriminatory legislation) hinders the primary factor driving the high competition and protects less capable demand for foreign courses is the gap providers (Self 2000). In this context between the domestic demand and supply Bhushan (2004) notes that Since of educational services. The origin of the traditional economic theory emphasizes rapidly rising demand for international the positive correlation between education can be traced in the competition and efficiency which in turn formulations of basic economic theory. started becoming a central preoccupation Higher education can be described as a of domestic educational policy in India due ‘superior’ good whose income elasticity of to concerns arising out of the demand is greater than unity. This implies disorientation of educational output from that the rise in the demand for higher industry requirements, internal resource education will be proportionately greater crunch and the inherent inefficiencies than the corresponding rise in income. In arising out of protection extended to the developing countries that are experiencing public sector; subjecting higher education rapid economic growth, the (income- to the norms of efficiency through the elastic) demand for higher education introduction of an element of competition typically grows faster than the capacity of became imminent. Therefore one of the the domestic higher education sector rationales of Government policy allowing (Healy 2008). This may be illustrated by foreign education providers to participate making reference to the admission process in the provision of educational services in for the prestigious management programs developing countries like India appears to at the Indian Institutes of Management be to upgrade the system of higher (IIMs). The number of applicants for the education in conformity with international 2400 positions at the IIMs in 2017-18 was standards to enhance efficiency and further approximately 3 lacs. For students of a facilitate the penetration of the element of high calibre who are unable to break into globalization to the sphere of higher the tier I management institutes in India, education. Implicit in this move is the the next best alternative is to study in a expectation of a positive spillover effect on foreign University of a high repute for a the quality and efficiency of service being similar course rather than step down on provided by domestic institutions by the ladder of institutional hierarchy within introducing competition, making them the domestic sector. This is because globally competitive in the first instance besides awarding the qualification, the and translating into a synergy effect on the former processes additional attributes like overall quality of education in the ultimate international recognition and ensures analysis. greater access to international labour markets as compared to the latter [see 3.3 The Public Subsidy Argument McBurnie & Xegores 2001) From the viewpoint of universities seeking 3.2 The Competition Argument to set up offshore campuses, the gradual shift in the nature of education, from being Another key argument put forth by a purely public good to a quasi-public advocates of internationalization is that good, is also mention worthy in the present that FDI could promote competitiveness in context.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

following factors: - Firstly, the private rate Traditionally , higher education has been of return on higher educational courses in seen as a 'public good', (see Colodel 2000; the form of enhanced employment UGC 2003, Bhushan 2004; Chattopadhyay opportunities, both in terms of 2010) the consumption of which confers diversification and remuneration is quite significant 'external' or 'spill over benefits' high so that the demand for these courses to society as a whole, over and Above the is not as dependent on public subsidies as private benefits (higher earning capacity) it is generally thought to be[Healy 2008]. enjoyed by the graduate.. This is because Secondly as pointed out by Bloom and education entails positive externalities to Sevilla, the source of demand for higher society as a whole in the form of 'increased education courses from the student tax revenues, greater workplace community is disproportionately drawn productivity, increased consumption, from the higher socio-economic groups increased workforce flexibility, decreased whose decision to enroll for higher reliance on government financial support education courses is not dependent on and social cohesion (Institute for Higher public subsidies. Therefore such an Education Policy, USA, 1998)., Since arrangement results in a regressive re- students’ decision to pursue education is distribution of income. Thirdly, the driven primarily by estimation of private increasing numbers of students in higher rate of return in consideration of individual education has put huge strain on costs and benefits, they tend to view it government budgets, with the result that, through the framework of the market as a matter of necessity, the real value of mechanism causing the private rate of public subsidies has declined in all the return to diverge from the social rate of major education systems [Scott & Scott return. The inability of the market to 2005]. The incentive for foreign consider, estimate and incorporate the Universities to take interest in offshore social rate of return in its decision function campuses need to be considered on the causes output to remain at a socially sub- backdrop of these developments. As Healy optimal level. To address this market (2008) points out, “It was the combination failure, Governments across the world of declining public subsidies for domestic have historically subsidized education students and the deregulation of tuition through either direct public provisioning of fees for foreign students which made educational services or by extending grants foreign students such an attractive market to private providers.(Healy 2008) The for MESDC universities. to maintain proposition that public provisioning is the revenues and cross-subsidise both research most efficient method of expanding and domestic students. (also see Scott educational services is supported by the 1998; Altbach 2004) fact that even the most ardent pronouncers of the efficiency of the market mechanism 3.4 The Employment Argument like Adam Smith have advocated the proactive role of the national Government Another important factor driving the in the provision of educational services. demand for educational courses made (Smith 1776) available by foreign institutions can be identified as the spill over effect of Despite the strong case for public internationalization of business that has subsidies in higher education, the policy of pushed up the demand for professionals public provisioning of educational services having qualifications and skills adapted to has been called into question across their requirements. A survey by The nations, particularly the advanced Economist in 2001 concluded that 40% of education systems, mainly due to the the global workforce will be knowledge

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

workers requiring higher education far more significant implications and may qualifications by the year 2020. Since extend to engineering a further higher education, skill-development and diversification, modernization and employability are closely related, a strong internationalization of the domestic backward linkage has developed between business sector and thereby enhance the the labour market and the higher education pace of globalization. sector. Attributes of higher education qualifications like among others, the area The above discussion brings out that and degree of specialization and advocates of FDI in higher education see performance as measured by scores an opportunity in offshore campuses of attained in the evaluation process have an foreign universities in terms of expansion important allocative function in the of institutional capacity, enhancing the labourmarket [Stiglitz 1975]. The overall quality of the education system, increasing internationalization of business revenue generation to counter shrinking activity facilitated by the revolution in public subsidies and ensuring access to the information and communication ever-expanding employment avenues in technology (ICT) has therefore had major the international labour markets. ramifications for basic premises of the labour market like wage structures and Section 4: Organisational Structures work environment with perhaps the greatest consequence being the quasi- This section takes stock of the educational integration of labour markets cutting infrastructure in India with respect to across national boundaries. Bhagwati policy stance, academic environment and (2004) points out that advanced countries, supporting facilities available for given their demographic profiles and international students and tries to identify supply-side shortages in their labor the present challenges and thereby areas of markets, have a major requirement for concern . It is important to note here that skilled professionals. In an era of the section does not go into the merit of increasing globalisation, countries are the arguments in favour of or against the understood to compete for markets by presence of international students on creating and attracting technically skilled Indian campuses. It merely highlights the talent. infrastructural deficiencies in promoting inward student mobility into India. Advocates of FDI in higher education Furthermore, it is mention-worthy here argue that courses offered by foreign that factors such as the size of the providers can be instrumental in realizing education system, presence of good the benefits offered by these opportunities quality institutions in various fields, in the international labour market. This is cultural diversity, low cost of living and because transnational programs, besides conduct of courses in the English medium awarding the degree, also have the are likely to propel India’s position as a advantage that they are oriented towards destination for international students and global rather than local forms of the realization of these opportunities knowledge and practices which bestows depends on how efficiently policy-makers students who receive this education with and educational institutions are able to better cross-cultural skills and enables address the challenges therein. them to adapt to the work environment in different countries without much 4.1 India as a Destination for difficulty. According to McBurnie & International Students -The Policy Zinguras (2001), the spill over effects of Stance this synthesis of knowledge systems have

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

At the outset it may be emphasized that international students as well as their India presently lacks an adequate policy societies and nations. Thereafter organized framework at a national level to promote efforts through education fairs and other and regulate student mobility. Also, promotional campaigns need to be taken to though many public and private proactively recruit international students. institutions are engaged in promotional activities to recruit international students, Since the popularity of any country as a there is a lack of co-ordination between the destination for international students is institutions , the UGC and the Government linearly related to the quality of its in this respect which acts as a constraint on academic and research infrastructure, a the extent to which India can be promoted crucial challenge in promoting student as a destination for international students. mobility into India is to develop standard This situation may be attributed to the programmes in identified disciplines and confusion that continues to prevail among maintain their quality through the stakeholders including institutions, the accreditation by relevant authorities at Government and the regulating agencies regular intervals. Issues of equivalence, with regard to the importance of the credit recognition and credit transfer are presence of international students on other issues that need to be addressed in Indian campuses. While private this regard. institutions perceive recruitment of international students as an opportunity to 4.2 Adapting Academic Environment at boost revenues and enhance diversity on the Institutional Level their campuses, most public Universities are observed to be adopting a more An important challenge that needs to be conservative approach in this regard. addressed at the level of educational Similarly, though the Government has institutions is the provision of student taken some noteworthy measures to support services since in the increasing promote India as a destination through global competition for the best students, targeted initiatives like the Promotion of the quality and attractiveness of an Indian Higher Education Abroad (PIHEA), institution does not depend only on its the steps appear to be piecemeal and adhoc teaching, academic and research and on the whole India seems to lack a standards.; rather facilities and services the definite policy towards international institution makes available to its students students. Therefore, to begin with India is gaining importance in the quality needs to adopt a definite policy for assessment and thereby competitiveness of encouraging inward student mobility with an institution. Identifying the services that clearly defined aims and objectives which need to be made available, developing may be rigorously pursued through institutionalized mechanisms to respond to planned strategies and organized efforts. the needs and expectations of international students, extension of scholarships and Further, knowledge of how the Indian other concessions to them, and education system as perceived in target determining responsibility for making countries is important for positioning and these services available are some issues promoting Indian education as a brand. An that need to be addressed in this context. important challenge in this respect is the Identifying appropriate criteria and identification of target countries and areas formulating models of good practices in of study that may be promoted as also the this respect is also an important challenge contextualization of information on the confronting institutions and policy-makers. same to adapt programmes according to the requirements of individual

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Institutions should also take measures to Therefore, while diversifying the ensure that international students are given classrooms, there is also the need to an unbiased platform to voice their enhance the capacities of faculty to opinions, raise their concerns and put an respond to such an increasing diversity. effective grievance redressal mechanism in Support in the areas such as curriculum place. Measures should also be taken to transaction/pedagogy, medium of promote their participation in student classroom instruction and class activities and specific and general management is essential to equip faculties measures need to be adopted to facilitate in this respect. For instance, while their integration into various aspects of international students enrich classroom campus life-academic, social and cultural; discussions with their experiences and during their stay. knowledge of the socio-economic, cultural and political structures of their home Besides providing academic resources, countries, their most common queries are there is a need to enhance supporting about the applicability of theories they are infrastructure like hostels, banking and introduced to in the classrooms to the medical facilities to better accommodate specific context of their local institutions. the requirements of international students. The circle of knowledge-sharing can be completed only if the faculties are able to Another crucial concern particularly from respond to their queries by placing general the viewpoint of international female knowledge in specific national contexts students is the growing social insecurity thereby enabling international students due to the rising incidents of crimes develop perspectives in this regard. against women particularly in well-known Therefore, there is a need to conduct Indian cities like Delhi which is otherwise special orientation programmes for considered to be reputed centre of faculties to familiarize them with the learning. This can dissuade female environment of countries from where students from enrolling in Indian students are likely to participate in their institutions. Therefore, educational teaching-learning process. institutions in their individual capacity need to take adequate measures to ensure 4.4 Sensitization of Domestic Students security to their students in general and female students in particular. These Some studies have brought out that measures may include enhancing international students find it difficult to residential facilities for female students participate in student activities due to the and instituting mechanisms to address reluctance of their Indian counterparts to issues erupting from these concerns. involve them (see Snehi and Wizarat 2011). For instance, a common issue 4.3 Adaption of Classroom Environment raised by international students is that their to Suit the Requirements Of Indian classmates often revert to International Students conversation in the regional language when they appear to want to exclude the An important concern related to making former from the interaction. Therefore, the classroom environment conducive to there is a need to sensitize Indian students the presence of international students is to engage into meaningful interactions that of building capacity of faculties to with their classmates from other countries, accommodate their understanding of the particularly since feedback on issues like world and respond to their specific queries willingness of local students to which may be different from what they are accommodate international students is used to vis-à-vis their domestic students.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

presumably an important factor shaping Governments in this regard has undergone the decision of future aspirants. a paradigm shift from being passive observers to becoming proactive promoters The above discussion brings out that while of inward student mobility for reasons factors such as the size of the education ranging from revenue generation, to system, presence of good quality further geo-political ends and in case of institutions in various fields, cultural developed countries, for supplementing diversity, low cost of living and conduct of their local skilled labor force shortages. courses in the English medium are factors Attempts are also being made at the likely to work to India’s advantage in multinational level to foster international attracting international students, factors student mobility. From this discussion it like lack of a definite policy framework, may be argued that international student limited intellectual and physical mobility has emerged as a far more infrastructure and lack of information on institutionalized phenomenon in recent quality of academic programmes are likely times as compared to the previously to undermine India’s position. As unstructured trends in the same. Rajkhowa (2014) rightly points out, the Indian academic environment needs to be As regards internationalization through the made more open to international students route of FDI, it needs to be noted that coming to India on student exchange or while universities are interested in setting study abroad programmes. up offshore campuses to supplement their revenue base in the wake of shrinking Section: 5 Conclusions public subsidies, particularly in the developed countries, policy-makers in The exponential rise in the number of developing countries seem to be optimistic international students, particularly in the about the proposition that foreign post 1990 period has drawn a lot of universities can play a significant role in attention within the academic and policy building the qualitative and quantitative circles. An understanding of the factors capacities of their domestic education governing these trends can provide useful sectors. Advocates of FDI in higher insights into determining appropriate education see an opportunity in offshore policies for regulating inward and outward campuses of foreign universities in terms student mobility in accordance with of expansion of institutional capacity, national objectives and priorities. Current enhancing the overall quality of the literatures in this respect highlights the role education system, revenue generation to of push and pull factors operating at the counter shrinking public subsidies and international level as also in specific ensuring access to the ever-expanding national contexts though experts argue that employment avenues in the international positive pull factors are observed to be labour markets. However, there is a need playing a more deterministic role as to maintain caution in this regard in that compared to negative push factors. While indiscriminate exposure to forces of international students seek to enhance their globalization may also be counter- personal and professional experience and productive. explore widening horizons through the channel of international education, The discussion on promoting India as a educational institutions are interested in destination for international students recruiting international students to brings out that while factors such as the generate additional revenue and for size of the education system, presence of enhancing their visibility at the national good quality institutions in various fields, and international level. The role of cultural diversity, low cost of living and

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

conduct of courses in the English medium International Students in the United are factors likely to work to India’s States”, available at www.acenet.edu Last advantage in attracting international Accessed on 23rd February 2019. students, factors like lack of a definite policy framework, limited intellectual and Bhagwati, J. (2004): “In Defense of physical infrastructure and lack of globalization”, Oxford University Press, information on quality of academic New Delhi, pp 208-218. programs are likely to undermine India’s position. Therefore, there is a strong need Binsardi, A., & Ekwulugo, F. (2003): to put an institutionalized mechanism in “International marketing of British place to promote student mobility into education: research on the student’s India through appropriate changes in perception and the UK market policies at the Governmental, regulatory penetration”, Marketing Intelligence & and institutional levels. Planning,21(5), pp 318‐327.

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Hooley, G. J., & Lynch, J. E. (1981): Marginson and Mc-Burney (2003): “Modelling the student university choice “Cross-border postsecondary education process through the use of conjoint in the Asia- Pacific region” in measurement techniques”, European Internationalisation and Trade in Higher Research, 9(4), pp 158‐170. Education Opportunities and Challenges, OECD, Chapter 4. Institute for International Education (IIE) (2008): “Report on International Mazzarol, T. and Soutar, G. (2002): “Push- Educational Exchange”, Open Doors pull factors influencing International 2008,Sewickley, PA, United States. Student Destination Choice”, The International Journal of Educational Institute of International Education Management, Vol.16, No.2, pp. 82-90. (2013),: “Project Atlas: Trends and Global Data”, , IIE Center for Academic Mobility NAFSA (2006): “Restoring U.S Research, Washington, available at Competitiveness forInternational Students http://www.iie.org/projectatlas and Scholars”, Association of International Educators June 2006. King, R., Ruiz‐Gelices, E., & Findlay, A. M. (2004): “International Student Mobility OECD, (2012): “Education at a Glance: Study: Study 2 ‐Exploring the Diversity of OECD Indicators”, OECD, Paris, available UK International Student Mobility” at http://www.oecd- Brighton: Sussex Centre for Migration library.org/education/data/education- Research, University of Sussex, United database/foreign-international-students- Kingdom. enrolled_data-00205-en

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Scott, G and Scott, H. (2005): “A OECD, (2013): “Education at a Glance: longitudinal study of New Zealand OECD Indicators”, OECD, Paris, available University income and student numbers”, at http://www.oecd- New Zealand Journal of Tertiary library.org/education/data/education- Education Policy; 1(2), Available at database/foreign-international-students- http://www.aus.ac.nz enrolled_data-00205-en Self, P. (2000): Rolling Back the Market: Peng, Z., Lawley, M., & Perry, C. (2000): Economic Dogma and Political Choice, “Modelling and testing effects of country, London, Macmillan. corporate and brandimages on consumers’ product evaluation and purchase Snehi N. (2013): “Student mobility at intention”, Paper presented at the tertiary level in india: Status, prospects and ANZMAC 2000 Visionary Marketing for challenges”, NUEPA Occasional papers, the 21st Century: Facing the Challenge 2013. Conference, Gold Coast, Queensland, Australia. Soutar, G. N., & Turner, J. P. (2002): “Students' preferences for university: a Powar K. B. (2014): “International student conjoint analysis”, TheInternational mobility: The global scenario and Indian Journal of Educational Management, mobility trends”, in Trends in 16(1), pp 40‐45. internationalization of higher education in India, Association of Indian Universities Spilimbergo, A. (2006): “Democracy and (AIU) – Confederation of Indian Industry foreign education”, Centre for Economic (CII), 2014 , pp. 6-14. Policy and Research (CEPR), Discussion Paper No. 5934. Powar K.B. & Bhalla V. ( 2014): “International students in Indian Srikatanyoo, N., & Gnoth, J. (2002): Universities: Source countries, gender “Country image and international tertiary ratios, levels of education and choice of education”, Journal of Brand Management, disciplines”, in Trends in 10(2), pp 139‐146. internationalization of higher education in India, Association of Indian Universities Stiglitz, JE. (1975): “The Theory of (AIU) – Confederation of Indian Industry “Screening”, Education, and the (CII), 2014 , pp6-14, pp 18-31 Distribution of Income”, The American Economic Review, (65)3, pp. 283-300. Price, I. F., Matzdorf, F., Smith, L., & The Economist (2001): “The next society: Agahi, H. (2003): “The impact of facilities A survey of the near future”, Vol. 8246, on student choice ofUniversity”, Facilities, No.361. 21(10),, pp 212‐222. Tierney, W, (2012): International Higher Rajkhowa G. (2014): “Internationalisation Education (62), pp 5-7. and its relevance to Indian higher education, Trends in internationalization of Tremblay, K. (2002): “Student Mobility higher education in India”, Association of Between and Towards OECD Countries in Indian Universities (AIU) – Confederation 2001: A Comparative Analysis”, in OECD of Indian Industry (CII), 2014, pp 6-14, pp (Ed.), International Mobility of the Highly 72-79. Skilled, pp 39‐67, OECD, Paris.

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UNESCO, (2011): “Unesco Statistics on World Bank (2002) cited in Knight, J. Education”, Unesco, Paris, Available at (March 2002): “Trade in Higher Education http://stats.us.unesco.org/unesco/Reports Services: The Implications of GAT”,. Folders aspx, [Last Accessed on 26th Report of The Observatory on borderless February 2019.] higher education, International Strategic Information Service. Varghese, N.V.(2006): “GATS and National regulatory policies in higher Zheng, X.H. (2003): “An Analysis on education : guidelines for developing Study Abroad of Graduates and countries'”, Paper presented at the Undergraduates in Tsinghua University”, International Forum on WTO Entry and cited in Li. M and Bray, M. (2007): Vietnam Higher Education Reform, at the “Cross-border flows of Students for National Convention Centre, Hanoi, 11-12 Higher Education: Push-Pull factors and December 2007. motivations of mainland Chinese students in Hong Kong and Macau”, Higher Verbik, L. and Lasanowski, V. (2007): Education, Vol. 53, pp 91-818. “International Student Mobility: Patterns and Trends”, Observatory on Borderless Higher Education, retrieved from www.obhe.ac.uk

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INTERNATIONAL RESEARCH AND PUBLICATIONS IN INDIA

Dr. E. Bhaskaran Deputy Director of Industries and Commerce (EDP), Department of Industries and Commerce, Government of Tamil Nadu, Guindy, Chennai

Abstract Geographical Indications filed and its commercialization done by HEI in India. International Research and Publications in Higher Educational Institutions is need of Literature Survey: hour where the faculties and Top Management in HEIs should play a major The Quacquarelli Symonds (QS), which is role in improving the ranking in National popular across the world for hosting the and International Level. The objective is to educational events announced the World study NIRF ranking in HEIs in India and University Rankings 2019 with QS-WUR ranking for HEIs in the World methodology based on the six performance and also to study about Patents and its indicators, namely Academic Reputation Commercialization in India. The (40%), Employer Reputation (10%), methodology is collection of data from Faculty/Student Ratio (20%), Citations Per NIRF and QS-WUR and also from Faculty (20%) and International Faculty researcher. HEIs should create an Ratio & International Student Ratio ecosystem for improving citations per (10%).[2] Hence for International faculties (CPF) by providing all Research and Publications in India one of Infrastructure facilities to faculties like the indicators to be followed is Citations assessing International Research and Per Faculty (20%). [1] Publications in Web of Science (WOS) and Scopus Citation Index (SCI). Faculty’s Ministry of HRD, Government of India performance may also be increased by come up with National Institute Ranking getting more patents and Framework (NIRF) which is the commercialization of patents. This will methodology of ranking of Academic lead to improvement in Entrepreneurship Institutions in India where Universities or and in turn Economy of India. Colleges is ranked based on publications in SCOPUS or Web of Science and No. of Key Words: International Research; Patents filed and it’s Commercialization. Publications; India. [2] Hence there is need for study on the International Research and Publications Introduction: done by HEIs based on QS and NIRF ranking. International Research and Publications done by Higher Education Institutions Objective (HEI) in India in the form Intellectual Property Rights (IPR) System and its The objective is commercialization are important to develop strong trade and commerce, both 1. To study on International Research at National and International Level and to and Publications done by Higher provide edge in business over competitors. Education Institutions in India. The International Research and 2. To develop a Model for Faculties Publications exposes the maximum no. of and Higher Education Institutions Patents, Design, Trade Mark, Copy Rights,

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

in India for International Research and Publications. International Research and Publications 3. To develop a Model for Higher in India. Educational Institutions in India to get Indian / International Patents The Quacquarelli Symonds (QS) has and Commercialization. calculated the university rankings given in figure 1 based on the six indicators, Methodology: namely Academic Reputation (40%), Employer Reputation (10%), Faculty/ The methodology adopted is collection of Student Ratio (20%), Citations Per Faculty Primary and Secondary data from HEIs in (20%) and International Faculty Ratio & India, Government of India and University International Student Ratio (10%).[1] websites and analyzing using NIRF and QS-WUR rankings to find performance of HEIs in India.

University College London (UCL) UK

University of Chicago USA

Imperial College of London UK ETH Zurich - Swiss Federal Institute of Technology Switz erland University of Cambridge UK

University of Oxford UK

California Institute of Technology (Caltech) USA

Harvard University USA

Stanford University USA Massachusetts Institute of Technology

USA (MIT) 0 2 4 6 8 10 12 Rank 2019 Rank 2018 Rank 2017

Figure1: World University Rankings, 2019

The 24 Indian Universities ranking are given in figure 2 where Indian Institute of Technology, Bombay (IITB), Indian Institute of Science (IISc), Bangalore and Indian Institute of Technology, Delhi (IITD) are ranked 162, 170 and 172 respectively. [1]

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

350 300 250 200 150 100 50 0 (IITD) (IITK) (IITM) (IITB) Bangalore Science (IISc),Science Indian Institute of Indian Indian Institute of Indian Technology, Delhi Delhi Technology, Indian Institute of Indian Institute of Indian Indian Institute of Indian Technology, Kanpur Technology, Technology, Madras Technology, Technology, Bombay Bombay Technology, Rank 2017 Rank 2018 Rank 2019

Figure 2: World University Rankings for Indian Universities, 2019

NIRF Rankings Model in HEIs

The methodology of NIRF Rankings [3] are given below Research and Professional Practice (RP): 100 marks RP= 0.3 PU + 0.4 QP + 0.15 IPR + 0.15 FPPP ……………….. [1] The component metrics explained on following pages. A. Combined Metric for Publications: PU B. Combined Metric for Quality of Publications: QP C. IPR and Patents: Patents Filed, Published, Granted and Licensed: IPR D. Footprint of Projects, Professional Practice and Executive Development Programs: FPPP.

The top 5 Indian Institutes with NIRF Rankings are given in figure 3.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

5 Indian Institute of Technology Kharagpur 71.39 4 Indian Institute of Technology Delhi 73.97 3 Indian Institute of Technology Bombay 79.2 2 Indian Institute of Technology Madras 81.39 1 Indian Institute of Science, Bengaluru 82.16

0 10 20 30 40 50 60 70 80 90 Rank Score

Figure 3: NIRF Ranking 2018 (2014, 2015, 2016) [3]

Table 1 compares the HEIs with their publications and citations with web of science and Scopus. The top 25% highly cited papers are also given in table 1.

Table 1: NIRF Ranking 2018 (2014,2015,2016) [3]

Name Score Ran Web of Science Scopus k Publicati Citations Top 25 % Publications Citations Top 25 ons Highly % Cited Highly Papers Cited Papers Indian 82.16 1 7237 38203 2584 7734 41945 2233 Institute of Science, Bengaluru Indian 81.39 2 5253 20390 1639 5852 24096 1511 Institute of Technology Madras Indian 79.2 3 5836 27457 1932 6618 31337 1882 Institute of Technology Bombay

Patents and Commercialisation

Table 2 gives the details on no. of patents granted, published and earnings by way of commercialisation in HEIs in India.

Table 2: NIRF Ranking 2018 (2014,2015,2016) [3]

Name Score Rank No. of No. of Earnings Patents Patents from Patents Granted Published (in Rs.) Indian Institute of Science, Bengaluru 82.16 1 92 277 11701309

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Indian Institute of Technology 81.39 2 54 395 65531734 Madras Indian Institute of Technology 79.2 3 86 369 66200000 Bombay

New Integrated Model for Research and Publications by Faculties in HEIs

QS-WUR Model for Faculties in Research and Publication in HEIs

QS-WUR = 0.4 AR + 0.1 ER + 0.2 FSR + 0.2 CPF + 0.1 IFR-ISR ……………… [2] Where QS= Quacquarelli Symonds, WUR = World University Ranking, AR = Academic Reputation, ER = Employer Reputation, FSR = Faculty/Student Ratio, CPF = Citations per Faculty and IFR-ISR = International Faculty Ratio & International Student Ratio

Case Study of a Researcher

From the above analysis it is found CPF is important for Faculty and HEIs. Google Scholar Citations for a Researcher in Chennai Scopus Index (SCI) = 7 Springer Mechanical and Civil Engineering Journals +one Journal of Applied Mechanics and Materials.

Figure 4: Overall Citations

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Figure 5: Citations from 2007 to 2016

Figure 6: Citations from 2017 to 2019 Figure 4, 5 and 6 gives the year wise citations per faculty or research scholar. [4]

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Google Scholar Citations [4]

Table 3: Google Scholar Citations All Since 2014 Citations 100 86 h-index 7 6 i10-index 3 1

For example a researcher has got Google scholar citations as 100, h – index as 7 and i10 index as 3 as shown in table 3. These scores will motivate researcher to publish more papers in SCI or WOS. [4]

Research Gate Citations

Research Gate is one more website where the citations for Google Scholar or SCI or WOS are increased. Hence the faculty / researcher may enter the details like journals / books published in this website so as to increase the citations.

Figure 7: Research Gate Citations, RG Score = 12.99

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Figure 8: Research Gate Citations = 417

Figure 9: Research Gate Citations, 28760 reads

For example the researcher has uploaded all the publications in ISSN Journals / ISBN books in the research gate website. Researcher got the research gate score = 12.99 as per figure 7, no. of citations = 417 as per figure 8 and also the data like Research Interest, Citations, Recommendations, Reads and Full text reads in figure 9. Researcher total reads by other scholars / researchers is around 28760. [5]

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

A Faculty / Researcher in HEI have an opportunity to publish papers in Web of Science (WOS) and Scopus Citations (SCI).

Model 1: Citations per Faculty (CPF)

CPF = N1 WOS + N2 SCI ………………. [3] Where N1 is no. of citations in WOS=0 and N2 is No. of citations in SCI = 64 For example a researcher has published 8 papers in SCI [7 in springer and 1 in scientific net] and Citations per Faculty (CPF) is CPF = 0 WOS + 64 SCI = 64 Citations. 5.6 Model 2: Citations for HEIs (CFHEI) CFHEI = N CPF ……………………………. [4]

Where N is no. of faculties in HEIs

Among the other things an HEI should increase the CPF which contributes 20% according to QS-WUR. The equations 1, 2, 3 and 4 will give results about rankings and citations. HEIs should also increase WOS and SCI citations to become top in NIRF Rankings and QS-WUR.

Findings, Suggestions, Recommendation use the resources like e Shodh Sindhu, and Conclusion National Digital Library and upload degrees on National Academic Depository For International Research and for better research. HEIs should create Publications in Higher Educational awareness about ethics in research and Institutions, the faculties and Top provisions for checking plagiarism and to Management in HEIs should play a major weed out predatory journals. role in improving the ranking in National Entrepreneurial University / (NIRF) and International Level (QS- Entrepreneurship Development Cell WUR). NIRF ranks all HEIs in India and (EDC) should be created by HEIs for an QS-WUR ranks all the HEIs in the World. innovation culture and ecosystem, HEIs should create an ecosystem for including administrative and financial improving citations per faculties (CPF) by support, academic freedom and flexibility providing all Infrastructure facilities to for promoting innovation and encourage faculties like assessing International participation in the Smart India Research and Publications in WOS and Hackathon; facilitate setting up start-ups SCI. Faculties performance may also be by students/ alumni. increased by getting more patents and commercialization of patents. This will lead to improvement in Entrepreneurship Reference and in turn Economy of Country. https://www.careerindia.com/study- Research and Innovation in Higher abroad/qs-world-university-rankings-2019- Education is need of hour by enhancing mit-topped-the-list- research productivity of respective HEIs 022869.html?utm_medium=Desktop&utm by orienting faculties and students to _source=CI-EN&utm_campaign=Deep- participate in competition-based research Links assessed on 10.03.2019. funding schemes. HEIs should encourage use of digital learning resources among https://www.careerindia.com/features/india students and faculties and approving n-universities-in-the-qs-world-university- SWAYAM courses for credit transfer, and

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

rankings-2019-022876.html , assessed on https://www.researchgate.net/profile/Dre_ 28.03.2019. Bhaskaran/contributions assessed on 10.02.2019 https://www.nirfindia.org/2019/Ranking20 19.html assessed on 19.03.2019. http://scholar.google.co.in/citations?user=7 KS5LMsAAAAJ assessed on 01.02.2019

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

HOW DOES INTERNATIONALIZED UNIVERSITY IN INDIA LOOK LIKE?

Nagaraja G Chitradurga Retd. Head Master, DMS, Regional Institute of Education

Dr. S. Sudha Associate Professor, VELS Institute of Science, Technology and Advanced Studies

Introduction past, which attracted learners from China and other countries. Emerging India is turbulent due to the Changes the political and Economic Higher education has grown and policies and its implementation. This encouraging. Higher education is imparted changed landscape has created crisis in all in India at various levels and types of walks of life. We have problems and formal education institutions a) issues in economics, politics, religious universities b) 'deemed to be universities' practices, social life and also in c) Indian Institutes of Technology, and the educational practices. Our educational All-India Institute of Medical Sciences; d) system is under pressure and tensions are research institutions; and e) institutions there in all sectors (primary, secondary and (colleges) for higher education etc. higher education) of educational policies Today Indian Higher Educational Institutes and practices. India higher education are just serving its own population and system has been very difficult in the past. offering degrees which are sufficient to Indian has been inheriting its higher clear them for a job. Innovation and education system from the western model research are not the main of our HE. and we have extraordinarily rich Majority of se expatriates obtained their indigenous intellectual and academic doctorates abroad, since there is dearth in traditions. Factors like traditions have very the area of research. This trend is an little role to play today. impediment to attract students form other After Independence India has been countries, in spite of the low cost of HE experiencing shaped higher education and compared to other countries. On the other continues to grow in it. The country has hand proper significant investment started to follow more systematic approach infrastructure facilities and initiatives need in the field of higher education. India has to be taken by Indian higher education been looming large on the international institutes (Agarwal 2006)1. higher education scene and it will become much central in the future. Presence of As of Feb 2017, there are 819 Universities, Indians all over the world is visible and 37,204 Colleges and 11,443 stand-alone contributing to the growth of our economy. institutions in India 2. These centres of HE However, our problems are in the field of is serving Indian students in the frame education- Primary, Secondary, Higher work of colonial education system geared Secondary and more so with Higher towards generating officers and writers, Education. Our educational institutions clerks, accounting personnel and computer are serving the local population and specialists to work in BPO’s and call attractive to the students of other countries. centres. Rote learning plagues our system, In the past our country has attracted students at all levels study and engage in students from all over the world in the coaching centres to crack exams to score field of education, institutions like marks to get into jobs of higher pay and Nalanda, Takshashila are examples of the climb the social ladder. Our students are

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

spending theirs parent’s life savings and expanding and the largest force and do borrowed money on higher education that participate in the modern economy. too study in other countries. We have a very unrealistic, pointless, mindless rat China and India, which together make up race for getting into either engineering or one-third of the world’s population and are medical courses. Our Higher Education two of the most rapidly growing system is not towards research, innovation economies, are awakening to the and knew knowledge. Our research significance of higher education for centres are producing Ph.D.’s, to take up technological development and for the jobs in teaching institutes or to give global knowledge economy. Every year ornamentation to their names as Dr. India enrols 13 million foreign students for Serving no purpose. education while China enrols 27 million students. In other countries Higher Education is geared to recognize original contributions, Author had the privilege of visiting UAU creativity, problem solving, valuable (Dubai, 2016), NSU (Singapore,2014, original research to solve medical 2015), Kings College and Chelsea College, problems and technological innovations to University of London, (UK,1985) and help the humanity at large. This defines the Rutgers U, NJ, ((USA,1971). What it internationalized Higher Education. looks to be in all these places is the student Various factors do play a vital role when and staff composition, very clearly higher education is taken to global level. students from all over the world come to Among them are cost, Institutional quality, these places for their learning. So any University-academia interaction, institution to become international first internships, projects, placements etc. thing is to have students from different (Ravindran and Kalpana (2012)3. One of parts of the world and then change the the research survey taken (Butt & ur curricular transaction to meet the world Rehman 2010)4 conducted on 350 students standards. of government and private universities in Pakistan, about students’ satisfaction In these places the goal of the HE is to taking different set of factors such as create entrepreneurs, innovators, artists, courses offered, teachers’ expertise, scientists, thinkers and writers who can learning environment, and classroom establish foundation of a knowledge-based facilities were studied. Among them economy rather than the low-quality teachers’ expertise is defined as the most service managers. As per the 2018 of the influential factor. League table of the top 200 University rankings Massachusetts Institute of Indian HE sector should reframe their Technology institution topping the list, goals and objectives to compete with the Harvard University stands in 3rd position, Global Institutes offering courses suitable Oxford University in the 20th position5, for 21st century market. We have shift and other universities in the world think of from National Perspective to International producing thinkers and innovators. The perspective and give world class above mentioned universities are elite infrastructure to the institutes of HE. In universities and concentrate on the top other words, we have to internationalize priorities from the student point of view. the HE. Basic stability and consistent policy orientations for higher education is For this reason, their education system the need of the hour. The future of higher attracts students from all over the globe education in India is based on the demand and students wait for months to spend from the middle class people who are heavy fees to get in to the university to

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

continue their HE. In India, we have not intercultural and global dimension into the made efforts to upgrade our curriculum at goals, teaching/learning, research and HE level. We have the age-old syllabus service functions of a university or higher and practices to produce graduates, post- education system'. Internationalization graduate’s and Ph.D.’s to get into some emphasizes the relationship between and service providing job. Enormous money is among nations, people, cultures, spent by many agencies for this rat race. institutions, systems while globalization India should concentrate on 3 important stresses the concept of worldwide flow of components in curriculum. 1. Flexibility 2. economy, ideas, culture, etc. The Quality and 3. Relevance. In Indian difference between the concept of Higher education there is a lack of elite 'worldwide flow' and the notion of universities and thus results in lack of 'relationship among nations' is both bright students. Hence India is not able to striking and profound. Thus, these two produce quality oriented students hence as concepts are very much related to each a result Indian industries also lack talented other but at the same time different. workforce. Hence in order to come out of Debate continues whether this drastic situation Indian Universities internationalization of higher education is need to have constant internationalization a catalyst, reactor or agent of and benchmarking of their curriculum and globalization”.6 faculty should take the role of facilitators instead of deliverers of knowledge. The globalization and internationalisation of markets and societal practices has added Indian HE sector should internationalize much pressure on the educational their courses by offering challenging practices. Our earlier thoughts and courses that lead the students for research practices seem to be a mis-fit, to the and innovation. Switching and present day demands of the demands of the encouraging learning facilities through market. web portals and introduce current practices that are prevalent in other Universities of The demands of the 21st Century are very fame. In addition to the above attraction different from the demands of the previous for foreign students and staff i.e. century. But our practices remail still the intellectual capital has become inevitable. same as it was in the last Century. Providing physical facilities, hygiene Educational opportunities and traditions facilities, library and computing facilities, that Indian Universities have built up, good academic ambience with attractive since Independence have been able to salary package brings foreign students to produce graduates, capable only of India. pursuing limited careers, but, in the new globally competitive environment that is According to Jane Knight, - Adjunct emerging in the country, the Indian student Professor, Department of Leadership, is now required to develop a multifaceted Higher and Adult Education in OISE personality to cope up with the rapid (Ontario Institute for Studies in changes in the world at large. This calls Education), University of Toronto, for the development of body, mind and “Globalization is a 'process that focuses on spirit, through the educational processes in the worldwide flow of ideas, resources, the institutions of higher education.7 people, economy, values, culture, knowledge, goods, services, and The way IHE is defined has been different; technology’, while internationalization of but many things seem to be in common. higher education is described as 'the There are 2 important definitions in process of integrating an international, concern to IHE; IHE is seen in the angle of

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

result and action oriented. The so-called of global accepting, mutual-existence, the IHE should be an progressive, original and diplomatic growth and the global fairness; energetic system, an perfect university third, the competence to global statement learning model which society expect comprising the autonomous capability in onward is to keep speed with time. The thought, the capability of partaking, the other one is that it is understood as a capability of allocating with the statistics, inclination or a procedure as for the old- the aptitude in life long learning, the style or closed education system. It ability of enduring the frustration and the emphases on not only the degree of being competence of the international message; adopted but also the procedure of its fourth, the global facts including learning understanding.8 the global recent matters, the past and tendency of the universe progress, the IHE refers to the opening the concept of principle of oriental and Western cultures, higher education with proper base which the nation’s dominant place and the part in creates and promotes mutual the globe; accepting the task of understanding among the international constructing the homeland and having the societies, accelerates growth, more realization of helping the entire humans; contribution to the field of research, more finally, to advance and develop talents like scholarly participation in the international learning one foreign language.10 conferences, more student exchange programs. Further education universities Internationalized curriculum participation in the international education affairs which takes respective country In addition to the progress load of the HE, universities to global level regarding their one or more topics of international existence is vital. interests to be added for the course to make it international. The goal of IHE, for the country, is to speed up the learning excellence, go to the In the United States in 1970s, in the global phase and nurture a collection of program of under graduate education, the capacities who are robust in the worldwide new courses on the Western Culture, and idea and, who have the widened dream and subjects like International Relations, The are able to adjust to any circumstances International Economy, The International with the imaginative emotional state to Trade and the Studies on Third Worlds adjust to the nation’s numerous demands have to be learnt compulsory by the and growth. For the entire sphere its real students.11 drive is to recognize the different cultures of various nations and to progress the The Australian Curriculum Organization in individual development and advance the seventh plenary of the National through the joint engrossing of the Conference points out a new program idea forward-looking traditional fruits. 9 a new concept towards the education and course aiming on the globalized awareness The excellence of presence in an global in curriculum is a must. person includes first, the universal approach including about the globe, Currently another way of internationalized individual; adjusting to the modifications curriculum is brought through foreign that leads to building future; reasonable alliances too. Indian universities have rivalry and approachable support; self- significant alliances with foreign esteem with self-assurance; taking institutions for delivery of courses, joint struggles to progress oneself. Second, the research, foreign curriculum, twining worldwide idea together with the wisdom programs etc. These plans and measures

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

adopted by Indian institutions need to be speed ‘to engineer human bodied, well strategized.12 brains and minds, it is uncertain how exactly one can be certain In order to adjust to the internationalized about anything and especially IHE higher education in the regular education cannot frame and design course of and the curriculum the universities have to study to meet such demands’.16 take the reviewed and necessary measures  Think tanks and Philosophers may need to be undertaken. The measures are not be able to predict how India as follow: 1.providing global subjects like and the rest of the world will look The International Politics, The like in 2030. One cannot design International Economy, The International and explain the architecture of Trades, The Foreign History, Geography, Indian IHE of 2030. The Costumes, etc. 2. Subjects on  Can Indian Universities and advanced science which would yield Colleges and Professional results and 3. choose the best forward- Institutions shift the paradigm to 13 looking text books in the globe. research, self-study, and blending of learning using different Challenges and Opportunities resources.  Can degree certificates shift to Challenges: skills and abilities to make sense of the real world and appropriate their  Challenges in higher education are knowledge to match and fit the no longer only nation centric. changing world of 2030. They have already attained global  Can our HE catches up with the 14 dimensions. speed of the growth and  A new challenge before the dissemination of knowledge and country at the beginning of the reinvent their pedagogy to make twenty first century is to become a their products to reinvent their developed society by the year skills to fit to the demands of the 2020, which requires that not only emerging society of knowledge a vibrant economy driven by economy. knowledge has to be ushered in soon, but also a new society where Challenges are many more and keep justice and human values prevail growing not to speak about the 15 has to be created. infrastructure, facilities, human resources  What kind of skills will students of and finances, but one cannot keep silent IHE29II need to acquire before because of the shortages, if any, the they are graduated, understand the challenges need to be embraced and world community, international proceed to initiate, IHE29II. politics, economics and participate in their job and continue life? Opportunities:  Challenge is quite tricky because  Allows ample chances to no one knows what the demands of restructure the existing good or the market are by 2030 to fix the ‘CPE’s (Colleges with Potential for curriculum and course load in the Potential,296 colleges)’17. Which IHE29II. are spread over different States to  Challenge becomes much more attract enrolments from different complicated because of Infotech parts of our country and also from and biotech are growing in a rapid out side the country. What needed is reframing of course that suits the

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

trends in the changing Globalised Statues, Schemes to the needy and world and shift in the pedagogical to the HE sector. methods by offering additional  Having joint degree courses international programs along inter- involving professional courses. 18 disciplinary programs.  Potential Institutions should look  India will be in the forefront of out for international placements. South Asian countries to offer  It is important to practice Internationalized HE, thus become international curriculum with video the regional leader to attract tapped classroom practices. foreign students much more than  More of vocational training the existing number of students suggested. studying in professional sector. At  More public and private present most of the students are partnership required to strengthen from Nepal, Afghanistan, Israel, the education sector Bhutan, Nigeria, Sudan, and 19  A campaign entitled Business Tanzania. Backs Education—launched in Students from other countries partnership with UNESCO and the might find entry in to Global Business Coalition for Internationalized HE of 29 Indian Education—challenges the private Institutes. sector to allocate 20 per cent of its . philanthropic giving to education  IHE 29 II ,( Internationalized initiatives by 2020 with a focus on Higher Education 29 Indian countries and groups most in need Institutes ), will enrich their core no proper pick up in this scheme. curriculum including ‘ the four  Capability approach can be C’s- Critical thinking, explored in India according to the Communication, Collaboration and 20 education and availability of Creativity’, , which are most human capital for development. essential skills for the market by 2030. Indicators of an internationalized  Many like minded NGO’s, Private, institution Quasi-Private, Corporate, Industrial establishments, Alumni How an Internationalized University might of many institutes and Government look? Inactivates might lend financial assistance, knowledge and An internationalized university would:20 expertise to identify and set up or adapt the existing  Emphasize that international educa UPE’s(Universities with Potential that extends the existing way of for Excellence) and CPE’s thinking into new situations, but (Colleges with potential looks at these situations in order to Excellence) to establish find new ways of thinking about Internationalized HE 29 Indian them. Institutes in the 29 States of our  Have a comprehensive policy, country, this is the greatest mandating that international opportunity when the present education be institutionalized so Government is venturing many that all unites incorporate projects pumping crores of international education in their investment, like Bullet trains, programs. Include in that policy implementing and monitoring

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

mechanisms to insure that consequences of global ignorance international dimensions of in their future careers learning, administration and  Encourage faculty to develop services are incorporated in all interdisciplinary, intercultural and programs, such as annual reports, multicultural teams that would publications, promotion and help conceptualize international tenure, hiring practices, budget education and translate important allocations concepts for application to other  Have an on-going evaluation disciplines program based on centrally  Encourage all its constituencies to gathered data regarding the state of accept their own responsibility to internationalization support these international  Develop periodically strategic education goals and practices plans regarding the gradual through voluntary services, process of international and participation in governance, and phasing in new dimensions provision of leadership  Institutionalize international  Insure that internationalization education in its internal and remains on the agenda of the external governance, including institution in a sustained fashion access to decision-making and and encourage an ongoing budget allocation discourse about it  Initiate faculty development programs in order to insure that its Current Benchmarking of governance structure from faculty Internationalisation: 21 senate to curricular committees, to departmental leadership, have A number of organisations include sufficient conceptual insight and internationalisation in their benchmarking practical knowledge about of worldwide universities, the most well- international education Strive to known of which are Times Higher insure that the curriculum reflects Education (THE) rankings, QS World adequate levels of complexity rankings, and U-Multirank.1 The from introductory to advanced parameters that these organisations use to levels and provide students with measure internationalisation are shown in integrative experiences Table 1 and, as can be seen, they are all  Develop a motivational policy for exclusively structural in nature. They focus students to attend international on different countable measures, most courses, study foreign languages, notably national composition of students involve themselves in the lives of international students, study Parameters Organisation THE QS, U- abroad and participate in Multirank international programs  Feature elements of international 1.Composition: international students education, in line with the 2. Composition: international staff motivational policy, in all 3. Composition: international diversity publications and official 4. Incoming & outgoing student mobility pronouncements of institutions’ 5. International student support (religious leaders. Such methods of facilities) promoting a higher level of 6. International joint publications motivation should respond to the need of students to know the

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

They focus on different countable measures, most notably national 1.A ability to work collaboratively composition of students and staff as with teams of people from a range well as in the numbers engaged in of backgrounds and countries; international movement and research. 2. Excellent communication skills: Clearly there are significant differences both speaking and listening; between the systems in the number, range 3. A high degree of drive and and precise definitions of the parameters resilience; used (e.g. THE uses ratio of international 4. An ability to embrace multiple to domestic students, while QS gives full perspectives and challenge marks if 20% or more of an institution’s thinking; students are international), but they are all 5. A capacity to develop new skills united in their exclusive use of frequency and behaviours according to role and/or compositional counts. Also, most of requirements; the time, the definition of ‘diversity’ has 6. A high degree of self- been reduced to a bi-polar category: awareness; proportion of home vs. international 7. An ability to negotiate and students, with the result that degree of influence clients across the globe ‘diversity’ cannot directly be deduced from different cultures; from these statistics. This, however, can 8. An ability to form professional, impact substantially on the social reality of global networks; students’ study experiences, such as, for 9. An openness to and respect for a example, if there are large dominant range of perspectives from around national groups of students on campus. the world; The QS benchmark is a notable exception 10. Multicultural learning agility to this. However, it uses an arbitrary cut- (e.g. ability to learn in any culture off point of 50 different countries. or environment If these skills are integrated in HE Many universities refer to the benefits of we will be one step towards having a diverse composition of students internationalisation of our HE. and staff in terms of ‘enrichment’. For example, the University of Bristol QS Graduate Employability Rankings identifies the following as two of its prime 2018 — Top 10 reasons for pursuing internationalisation:  it means we have a diverse Institution student body from multiple 1. Stanford University cultures and societies, 2. University of California, Los which enriches our Angeles intellectual environment; 3. Harvard University  it means academic staff 4. The University of Sydney come to us from all over 5. Massachusetts Institute of the world and their Technology different intellectual 6. University of Cambridge approaches, as well as their 7. University of Melbourne different cultures, again 8. University of Oxford enrich the University.25 9. University of California, Berkeley 10. Tsinghua University Top 10 skills sought by 12 leading employers collectively representing 3500+ The graduates of the top 10 Universities graduate recruits: listed above are welcome to the jobs over

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

the world, may be due to the quality of student experience. Five editions of the education they get. These Universities ranking have been published thus far, with have internationalized their system. Paris taking the number-one position in four of them. The 2017 edition was also QS University Rankings: Latin America the first one to see the introduction of — Top 10 student opinion as a contributory indicator. The most recent edition of the ranking was Institution released on May 9, 2018. It saw London  Pontificia Universidad Católica de take the number-one spot from Montreal. Chile  Universidade Estadual de 1. London Campinas 2. Tokyo  Universidade de São Paulo 3. Melbourne  Universidad Nacional Autónoma 4. Montreal de México 5. Paris  Instituto Tecnologico y de Estudios 6. Munich Superiores de Monterrey 7. Berlin  Universidad de Chile 8. Zurich  Universidade Federal do Rio de 9. Sydney

Janeiro 10. Seoul

 Universidad de los Andes Top 20 countries which most  Universidad de Buenos Aires international students prefer:  Universidade Estadual de São 1. US Paulo 740482 students 2. UK QS University Rankings: BRICS — Top 427686 students 10 3. France Institution 271399 students 1. Tsinghua University 4. Australia 2. Peking University 249588 students 3. Fudan University 5. Germany 4. University of Science and 206986 students Technology of China 6. Russia 5. Lomonosov Moscow State 173627 students University 7. Japan 6. Zhejiang University 150617 students 7. Shanghai Jiao Tong University 8. Canada 8. Nanjing University 120960 students 9. Indian Institute of Technology 9. China Bombay 88979 students 10. Indian Institute of Science 10. Italy Bangalore 77732 students

11. SouthAfrica QS Best Student Cities Ranking 70428 students 12. Malaysia In 2012, QS launched the QS Best Student 63625 students Cities ranking - a table designed to 13. SouthKorea evaluate which cities were most likely to 59472 students provide students with a high-quality

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

14. Austria the renowned personalities to guide and 58056 students teach the internationalized students 15. Netherlands especially in IITs or IIMs or IISC which 57509 students have already established a name in the 16. Spain market. 55759 students 17. United Arab Emirates To begin with IHE can be attempted where 54162 students expenditure on the government budget is 18. Singapore Zero. The private sector is already at it, 52959 students what is required is to give a structure and 19. Egypt accredetion to make it IHE. Areas like: 49011 students 20. Saude Arabia Dance, Music, Yoga, Indigenous Medical 46566 students Practices, Hand-crafts, Sports and Athletics, Cricket Training, Shuttle Future Ahead for Indian HE: badminton, Kabaddi, Tennis, Gymnastics, IHE29II-( (Internationalized Higher Wrestling. Education 29 Indian Institutes) (29 represents 29 States of India) Study of ethnic cultures, traditions, religious practices and rituals of the Informal Learning Centres and IHE temples which many foreigners appreciate and eager to study could be centres of The informal sectors in India, are creating study for IHE. advanced knowledge and disseminating in their personal capacities, education to We have 29 States and each state can many foreign students. This tendency can adopt one area and can create 29 IHE’s. be looked in the lens of IHE, because the rail costs nothing attempts can be made. gurus are having higher knowledge in their field of special study and are disseminating Conclusion: to foreign students giving them knowledge, training, skills required to In all, there are only 46,144 international meet the market needs and their personal students (2017-18) in India. Nearly five- requirements, in a way this is the perfect times as many Indian students are at US model of individualized instruction which universities alone. Moreover, only 40 any IHE can provide. These informal foreign nationals teach across the 23 IITs, centres are attracting students from all over which less than 1% of all faculty members. the countries, they provide residential While the number of foreign faculty is assistance, education and training, the cost quite high at some private universities, the of such education is met personally. No total number of foreigners teaching in expenditure on the Governments budget, India is overall very low. And the as we find the Universities and colleges. Government of India wants to change that. These informal learning centres are located as islands if different parts of India, what I None of India’s universities count among call as a Mosaic of IHE. Attempts are the top 200 in the world. The best ones – needed to put them all into a league of the Indian Institute of Science (IISc) and learning centres and create a structure to the IITs in Mumbai and Delhi, all of which initialize an IHE29II, and offer degrees by were selected as Institutions of Eminence due process of accreditation of such by the government – don’t make the cut in learning centres. Using this model, world rankings partly because of low IHE29II, STEM studies can be attached to levels of internationalisation. Such an

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

international outlook is measured by the number of foreign faculty members and 5 Studies on the Internationalized Higher students and international research Education Li-Juan Ren, collaborations. It has been arguedthat www.ccsenet.org/journal.html,Vol1,N greater internationalisation at India’s o.1,Feb 2008- 3 to 9. universities will improve their world rankings. 6 JaneKnight(Source:http://www.aqu.cat

/elButlleti/butlleti75/articles1_en.html# Compared to the enrolment of .W_JQSIVOKM8-2. international students in universities over the globe, Indian Universities tends 7 A.K. Sen Gupta & Vikram Parekh towards almost zero. This trendneed to be Excellence in Higher Education in addressed.The data given above indcate India: Way Forward Journal of that these institutes of HE adapt the Emerging Knowledge on Emerging curricular transactiona to suit the needs of Markets Volume 1 Issue 1 November the global market rather than producing 2009. graduates wih a certificate as is done in our 8 A.K. Sen Gupta & Vikram Parekh country. We, have to change our concept Excellence in Higher Education in of HE and try to internationalize the India: Way Forward Journal of content and the artichitecture of the Emerging Knowledge on Emerging institutions of HE. A good example is in Markets Volume 1 Issue 1 November India many private schools are tilting 2009. towards IB Certificate for their students. We have to pick up from there and start 9 Yuaval Noah Harari (2018), 21 implimenting curricular transactions as is Lessons for the 21 Century, Penguin done in most international institutes of HE. Random House, UK-Ch.19, Education,p.261-1 References:

1 Agarwal, P (2006): "Higher Education 10 Education Report 16-17p.149-13 Services and Trade Liberalisation" in R Chanda (ed.), Trade in Services and 11 Josef Mestenhauser, “In Search of a India: Prospects and Strategies (New Comprehensive Approach to Delhi: Wiley-India), pp 299-358. - International Education: A Systems (2008) Perspective” in Rockin’ in Red Square: Critical Approaches to International 2 UGC Website Education in the Age of Cyberculture edited by W. Grunzweig and N. 3 Ravindrana, Sudharani, and Kalpana Rinehart, LIT Verlag, 2002, p. 213- M., (2012), Students’ Expectation, 115-15. Perception and Satisfaction towards the Management Educational Institutions, 12 Global PAD Working papers. Procedia Economics and Finance, vol. Available at GlobalPay Open House 2, pp. 401 – 410 http://www.warwick.ac.uk/globalpadin tercultural -16 4 Butt, B. Z., & ur Rehman, K. (2010). A (http://benchmarking.hesa.ac.uk/wpcon study examining the students tent/uploads/2011/10/HESA_Internatio satisfaction in higher education. nal_Benchmarking_report.pdf). Procedia-Social and Behavioral Sciences, 2(2), 5446-5450.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

13 Yuaval Noah Harari (2018), 21 15 https://en.wikipedia.org/wiki/QS_Worl Lessons for the 21 Century, Penguin d_University_Rankings#Asia-18 Random House, UK-Ch.19, 16 https://en.wikipedia.org/wiki/QS_Worl Education,p.261-12. d_University_Rankings#Asia-18 17 https://en.wikipedia.org/wiki/QS_Worl 14 Global PAD Working papers. d_University_Rankings#Asia- 19 Available at global PAD Open House- 18 https://en.wikipedia.org/wiki/QS_Worl 17 d_University_Rankings#Asia -20 (http://www.warwick.ac.uk/globalpadi 19 https://en.wikipedia.org/wiki/QS_Worl ntercultural) Global PAD Working d_University_Rankings#Asia - 20 papers. Available at global PAD Open 20 https://en.wikipedia.org/wiki/QS House-17 World University Rankings -21 (http://www.warwick.ac.uk/globalpadi 21 Source UNESCO Institute of Stastics ntercultural) 2014.-22

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

TEACHING CROSS CULTURAL COMMUNICATION IN GLOBALISED EDUCATION

Dr. Padma S Rao Visiting Professor for MBA

systems which in turn have formidable Introduction impact on leadership efficacy. Managers must possess skills to navigate, address Inexorable technological advancements, and manage these differences effectively unprecedented explosive growth in e- and successfully. commerce and communication technology have unleashed humungous opportunities Cross cultural management is a vital issue for the organisations to conduct business in international business as the success of across the globe. Multinational MNCs depends upon smooth interaction of corporations (MNCs) have witnessed employees from diverse cultures and remarkable and unbridled growth in the regions. Key to effective cross-cultural last three decades. The ability to transverse communication is knowledge. long distances in less time and real time communication have generated great Culture potential for growth and profitability of the organisations. All these changes have an Culture is a way of thinking, manmade and overwhelming impact on the people’s living whereby individuals exhibit a set of functioning in the organisations. attitudes, values, norms, assumptions and Employees are under prodigious pressure beliefs that are taught and reinforced by to learn new skills, adjust and adopt other members in the group. Culture is a themselves to work in different locations shared system of written and unwritten across the globe or in international teams. principles, beliefs and assumptions Many cultures are enduring, and they have At the same time, organisations are facing withstood the test of time. Cultures are multifarious challenges to integrate transmitted from generation to generation individuals who come from dissimilar to ensure its survival. A culture acts as a national cultures and to make them work guide for individuals to interact with the in international teams. Working in a outside world. Members of a culture domestic country is easier due to familiar exhibit some similarities and may be environment, culture and language. On the integrated by religion, language, contrary, assignment in foreign locations geography, race or ethnicity. poses umpteen challenges in the form of unknown languages, customs, culture, Scope of Culture etiquettes, practices and beliefs. Therefore, managers are challenged to train the Cultures like Buddhism, Christianity and employees and equip them with diversity Islam are boundless and embrace many skills to work in different locations across people across nations and continents. the globe. Understanding international Some cultures like French culture and culture has become an important aspect of Italian culture are smaller and confine to a international business. International country. India with 1.3 billion populaces, managers must deal with wide range of is epitome of hundreds of distinct cultures. gender issues and views, ethnic and Companies too have their own distinct religious issues, navigating different legal culture called corporate culture practiced

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

by its employees. IBM, HP, Microsoft and communication in an organization deals Infosys all have their own corporate with understanding of different business culture which guide their employee’s customs, beliefs and communication behaviour through a set of shared values, strategies. Language differences, verbal principles, norms, beliefs and assumptions. and nonverbal communication differences, Whenever employees switch over from and individual and collectivist preferences one company to another company, they are major factors that affect cross-cultural may find it difficult to adjust to a new job, communication. new environment because of differences in corporate culture. People from different cultures find it difficult to communicate not only due to Cross cultural communication language differences but also due to cultural styles. Hand movements, gestures Communication is nothing but and words may convey altogether different transmission of information from one meanings in different cultures resulting in person/ group to another verbally or non- miscommunication, misinterpretation and verbally. Culture influences misunderstanding. communication, i.e., the words we speak, the gestures, postures and our behaviour. Over the past several decades, there has Cross cultural communication refers to the been an increased demand for inclusion of communication between culturally distinct 21st century skills like critical thinking, people who differ in age, nationality, problem solving skills, social skills and ethnicity, race and gender etc. Cross cross-cultural communication skills in the cultural communication can also be formal education and it has been widely defined as the efforts by people belonging acknowledged and appreciated across the to different cultures to exchange globe. Universities are perforce, compelled information, negotiate the dealings and to, teach, educate, mould and transform the mediate in case of conflicts by means of students to function effectively and verbal and non-verbal communication. comfortably in their workplaces characterised by multi-faceted Cross-cultural communication involves relationships and permeable borders. Time literacy in subjects like anthropology, is ripe for the students to learn global skills cultural studies, psychology and that helps them to interact and fit in to the communication. The study of different multicultural environment. Imparting languages helps to understand similarities global competence must start at the and dissimilarities between the cultures university level and faculty members play and this understanding of different cultures a key role to transmit cross-cultural has multitudinous implications on knowledge and information to students. interpersonal and business relationships in Many universities in the developed the work place. countries have already made strides in this direction through syllabus change, faculty With increasing globalisation and enrichment and student mobility through international trade, it is inevitable that abroad exchange programmes for cultural different cultures meet, negotiate, awareness and understanding. communicate, gel and network. Understanding cross-cultural communication is indispensable for any Cross cultural communication barriers company that has a diverse work force, futuristic plans to become an MNC and to Communication between individuals conduct business globally. Cross-cultural belonging to same culture is far easier as

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

compared to communication between a. Paralanguage refers to using non-lexical people of different cultures. In components of communication such as multinational companies due to their volume, intonation, pauses, accent, global presence, cultural barriers to modulation and fluency. communication abound. Not only people have to overcome language difficulties, b. Proxemics is the study of personal space there are multitude of factors that people keep while communicating. challenge people who constantly strive to c. Kinesics is the study of body language, do global business successfully through gestures and facial expressions used in harmonious relationships. Cross culture communication. exchanges are more complex due to language differences, tendency to assume Non-verbal communication and body similarities, non-verbal misinterpretation language are an important aspect of and anxiety resulting in communication. However, many of the miscommunications. gestures are interpreted differently across different cultures. These eye movements, 1. Language hindrances gestures mean different in different languages. Problems get proliferated when receiver in the communication process is unable to For example, “Come here” finger gesture understand the message sent by the sender is often used in America and the UK to because of language differences. Ex. A call a person. But in China and Japan this British while negotiating a deal, talking in is seen as very offensive and rude. English to a person in China who does not In USA and UK, prolonged eye contact is understand English. Not only that, some considered respectful and to seek attention words have different meanings in various but in Asian countries, it is considered contexts, countries or cultures leading to very impolite and indecent especially with discrepancies. women.

Examples 4. Apprehension

1. Gift- In German, a gift means poison. Multicultural people often feel nervous The same word ‘gift’ means ‘married’ in while communicating with each other due Swedish. to lack of cultural knowledge. For 2. But – But is used as a conjunction in example: A Japanese man and a French English. In polish, it means shoe. having a business meeting might get 2. Similarity notions agitated if both are oblivious of each People often expect similar kind of other’s cultural norms. behaviours, acts and gestures from others. When people belonging to other cultures Understanding Different Cultural behave and act in different ways, people Dimensions get annoyed resulting in miscommunication. Knowledge of multicultural aspects and 3. Misinterpretation of Nonverbal issues is paramount for current generation communication. students to succeed in the corporate. Many Nonverbal communication is exchange of researchers have gained insights in to information without words. People may different cultures through detailed vetting communicate nonverbally through any of process and have developed models, of the following types. which Greet Hofstede work and Trompenaars model of national culture

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

differences have become astoundingly participation of subordinates in decision acceptable to understand cultural making. Managers are less concerned with differences. They attempted to combine status and encourage employees to speak cultural differences across countries and out and give their valuable suggestions. developed frame works for easy understanding of cross cultures.

1. Hofstede cultural dimensions

It is framework for cross cultural communication. The model developed by Psychologist Dr Geert Hofstede (developed in late 1970s) delves in to different cultures and describes the effect of society’s culture on the value of its members and in turn the influence of values on behaviour of people. He published his cultural dimensions model at the end of the 1970s, based on a decade of research. It has become an internationally Hofstede Model of Cultural Dimensions recognised yardstick for understanding cultural differences across the globe. Belgium, France, Malaysia, China and Saudi Arabia are the countries with high Hofstede conducted research involving power distance whereas Netherlands, employees of IBM in more than 50 USA, UK, Finland, Norway and Sweden countries and glanced at unique aspects of stand as examples for low power distance cultures. He identified four dimensions cultures. initially. Dr. Michael H Bond and Michael Minkov joined their hands to add the fifth 2. Individualism Vs Collectivism and sixth dimension. The extent to which people in a country 1. Power Distance Index (High Vs low) prefer to act as individuals and independent is called Individualism. In Inequality exists in every culture. Power individualistic cultures, bonds and distance is the extent of inequality that affiliation between individuals are loose exists between powerless people and and members tend to be concerned with people with powers. High Power distance personal achievement, growth and cultures are characterised by hierarchies in progression. Individuals look after the organisations, gaps in authorities, themselves and the immediate family unequal distribution of power. Managers members. Individual choices, preferences issue orders and instructions to the and decisions are expected and respected. subordinates. Managers are often despotic Individuals have greater orientation for in their approach and maintain distance out- groups. from subordinates. Collectivism refers to the preference of Low power distance cultures are individuals for interdependence. It distinguished by flat organisations with emphasises on prioritisation of groups over fewer levels, decentralised structures with individual members. In collectivist widely dispersed powers, equality in status cultures, in- groups are very harmonious and compensations. Managers seek and cohesive. The group consists of

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

extended families who always offer Cultures marked by high uncertainty unflinching support to other group avoidance index are more risk averse and members. The ties between group evade trying new ways of doing business, members are very strong. People tend to be starting new businesses and shifting to viewed as members of in-group rather than new jobs. People prefer stability in jobs, as self and are more concerned with status quo unless the circumstances force welfare of the group. them to change.

US, UK, Germany, France, and Australia In cultures of low uncertainty avoidance all have Individualistic culture. China, index, people embrace changes quickly, Japan, India, Brazil, and Russia are few vivacious, prefer ambivalence, open to examples for countries practicing accept new challenges and more collectivism. entrepreneurial in approach. Entrepreneurs are always trolling for opportunities. 3. Masculinity Vs Femininity United States, England, India, China, and Masculinity culture is a preference for Singapore are countries with low achievement, performance, heroism, uncertainty avoidance scores. material success, toughness and Countries with high uncertainty avoidance assertiveness. On the contrary, quality of scores include Italy, Korea, Mexico, life, caring for weak and elders, Belgium, and Russia. maintaining warm relationships are all associated with females and these traits 5. Long term Vs Short term Orientation dominate in feministic cultures. In masculine cultures, work related values are In cultures with long term orientation, more inclined towards competition, power people focus on future and are not seeking and achievement. In feministic concerned about immediate results. cultures, overall welfare predominates Approach is more long-term goal oriented over performance. to get fruitful results and rewards. These cultures use innovative methods. People Japan, USA, UK, Nigeria score very high emphasise on perseverance, financial on masculinity whereas Iceland, Thailand, prudence, self-reliance and adaptability. Scandinavian countries, Netherlands stand People consider status to develop personal for Femininity. relationships.

4. Uncertainty Avoidance index (High Ex. China, Japan, Thailand, Hongkong, Vs Low) Brazil, Taiwan and India.

Life is uncertain and what is certainty is Cultures with short term orientation focus uncertainty. Uncertainty is a situation or a on traditional methods and are anxious state when outcomes are highly about immediate results. They focus on unforeseeable, dubious or unpredictable. fostering of virtues relating to past and Uncertainty avoidance delineates the present like stability, steadiness and extent to which people abstain from taking resoluteness. Status is not important for risks or handle risky situations. The index developing relationships. People spend developed by Hofstede measures the levels time generously for leisure and enjoyment. of uncertainty avoidance and ranges from high to low. Ex. Canada, USA, New Zealand, UK, Nigeria, Germany etc.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

6. Indulgence Vs Restraint bestselling, most admired and sought-after book in the current millennium. Indulgence is defined as the extent to Universali which people try to control their desires sm and impulses. Week control is called Internal vs Individuali Indulgence and strong control is called direction Pariculari sm Restraint. Restraint is a conviction that Vs sm Vs such impulses need to be curbed and outer Communi regulated through strict social norms. direction tarianism Cultures with indulgence allow people to Trompenaars enjoy and have fun without placing Sequential Seven Dimentions of Specific restrictions. The societies allow people to Vs Culture Vs satisfy their basic and natural desires. Synchrono Diffuse People do not get easily motivated by us Time Achievem materialistic rewards. ent Neutral

Vs Vs Examples for countries which score high Ascriptio Affective on indulgence: Venezuela, Mexico, Puerto n Rico, El Salvador, Nigeria, Columbia, Trinidad and Sweden. Trompenaars Model of culture Countries with restraint culture suppress Dimensions the gratification of human desires by placing stringent and strict social norms. 1. Universalism versus Particularism People in such cultures have less freedom for enjoying life. In such cultures people In Universalist culture, rules and laws are expect reward for good work and expect strictly enforced. Values, ideas and human fair treatment from employers. Status rights have ubiquitous application. Rules objects like car, phone, laptops are precede relationships. These cultures have considered very important. rule-based approach that helps to Example: Pakistan, Egypt, Latvia, distinguish between right and wrong. Ukraine, Albania, Belarus, Estonia and Maintaining standards and values are very Iraq. important. Deviations form standards and values are allowed only after consultation. 2. Trompenaars Seven Dimensions of Universalist cultures follow equity culture principle for compensating employees. Universalism pervades across countries The framework developed by Fons like USA, Canada, Norway, Sweden, Trompenaars and Charles Hampden- Finland, Denmark, New Zealand and Turned can be better understood as a Australia. powerful management and communication tool in a pragmatic way. They studied In a particularistic culture, application of preferences and values of cultures in 40 ideas and exercise of rights depend upon countries collating information from the situation and circumstances. Personal 46000 managers . A frame work consisting relationships and obligations play an of seven cultural dimensions was important role and they dictate the rules developed as a result of a decade research. and decision making. Status is important in The model was published in 1997 in their these cultures and therefore one can book “Riding the waves of culture”, the observe the nexus between compensation and status.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Examples: Russia, Latin American Perfect examples for specific culture countries and China. include US, UK, Switzerland, Germany and Scandinavian countries. 2. Individualism versus Communitarianism In a diffuse culture the public life and Individualism sees human beings as private life are interconnected and linked. individuals. People in such cultures Building relationships override business believe in personal freedom and objectives. Companies in such cultures independence. Importance is given for focus on collating umpteen facts and personal achievement and individual figures about the company organisations decision making. People expect acclaim and people with whom the business must and reward and they are linked to be done. Often business is discussed in individual performance. The individualist social functions and personal issues in the culture is more pervasive in western world. work place. People stay in office beyond working hours and spend time with Individualistic cultures permeate in colleagues and clients. Argentina, China, countries like USA, U.K, New Zealand, India. Russia, Spain are typical examples Australia and Switzerland. for diffuse culture.

Communitarianism emphasises more on 4. Neutral versus Emotional team work and group behaviour. Group dominate over individuals and groups All individuals experience emotions. Some ensure safety to group members. emotions may be positive like happiness, Individuals are not praised publicly, and excitement, joy, amusement. Negative favouritism is avoided. Members are emotions include fear, depression, sadness, expected to be loyal to the group. sorrow, despair etc. In a neutral culture, individuals are reluctant to exhibit their Countries like Africa, China and Japan emotions, tend to control and manage them have communistic culture. effectively. People stick to the point in interactions and negotiations Time is Cultures are not static, and they change valued as money and of great concern. continuously. According to Fons Actions are influenced by reasoning. Trompenaars, Mexico, which was Emotions are hardly expressed and predominantly communitarian earlier, is revealed. In Japan, people are expected not slowly transforming towards an to show their resentment and irritations in individualistic culture because of public. globalisation effect. U.K, Sweden, Netherlands, Finland and 3. Specific versus Diffuse Cultures Germany are unique examples for neutral culture. In a specific culture, individuals keep their work life and personal life separate. People In an emotional culture, people express are direct and specific to the point. their emotions openly as they feel and do Managers give clear instructions to the not hide them. People are always open subordinates to work. Work objectives and minded and ready to build trust, rapport individual objectives supersede personal and relationships. People use positive relationships. body language for communication.

In emotional cultures like Spain, Mexico laughing loudly in public, displaying anger

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

are all common. In order to do business appreciate delays. Plans are executed as successfully, managers need to understand per the schedule. these cultural differences in order to wriggle out of embarrassing situations. Typical sequential time cultures include USA, UK and Germany. In synchronous 5. Achievement versus Ascription time culture, people take up many tasks at a time and are more flexible. Plans and In achievement-oriented culture, commitments are considered flexible. performance, hard work and achievement Japan, Argentina and Mexico have are more valued and employees are Synchronous time cultures. rewarded accordingly. Power, title and position do not matter in these cultures. 7. Internal direction versus outer direction or Internal locus of control Achievement oriented cultures are seen in Versus external locus of control countries like USA, Canada, Scandinavian countries and Australia. In internal-directed culture, people believe that they have full control over the In an ascription-oriented culture, power, environment in which they work. They position and title are of utmost importance. encourage team work and allow people to People derive the position based on origin, develop skills to achieve goals. gender, age or experience. This is very commonly seen in monarchies where Typical internal direction cultures include traditions, positions, roles are inherited by Israel, US, Australia and New Zealand. In younger generation. People get respect outer directed culture, people believe that based on the position they have in the external environment control their actions society. Titles must be used while and therefore they adjust their work and addressing people. actions to the external environmental factors to achieve their goals. People For ex. Prefixes such as professor, doctor abdicate responsibility. People working in to be used while talking to such people. such cultures must be reassured. To get the work done, managers need to instil Ascription oriented cultures are prevalent confidence in them. in Saudi Arabia, UK, France and Italy. It is very crucial to understand these cultural China, Russia and Saudi Arabia are differences. Reconciliation with the examples for Outer directed cultures. differences helps the business people to get expected, better and fruitful results. 3. Edward T. Hall Model When an American wants to do a business with Saudi Arabian, it is more sensible to Edward T. Hall studied intercultural give the task to older and more communication and introduced the concept experienced people who are familiar with of High and Low context cultures for formal customs, manners to negotiate. approaching intercultural communication. He was an anthropologist and a researcher 6. Sequential versus synchronous time in cross culture. In his book “Beyond Culture”, he has written about the way In sequential time cultures, time is valued cultures communicate. According to him, as money and considered very precious. intercultural communication is a form of People do communication that transmits information one task at a time and meet the deadlines. across different cultures. More precisely, People are very punctual and do not High-context and low-context culture can

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

well be understood as indirect and direct Characteristics of high context cultures communication.  Value relations and trust is pivotal 1. Low Context Culture for business dealings.  Like to work in groups/teams. In low context cultures, the message is Non-verbal elements form communicated entirely by the words and significant part of communication. therefore needs to be explicit, spelled out People tend to search for meaning clearly and well defined for understanding. hidden in nonverbal clues. In these cultures, people are expressive,  Verbal messages are indirect. and words communicate more than silence  People are highly sensitive. and nonverbal forms. Conflicts, confrontations and disagreements are taken Characteristics of Low context Cultures personally.  People prefer sitting/ standing  Priority is not given for personal close to each other in relationships discussions/negotiations and hence  One must give space for privacy proximity is given more and people stand apart and not very importance. close to each other  Relay more on nonverbal  Communication is often viewed as communication to transmit means of exchanging information, information in conversations such opinions and ideas and it is precise, as facial expressions, eye direct and to the point. movement, and tone of voice.  Tasks are scheduled and done  Team /Group decisions are strictly according to the allotted preferred for solving problems. time.  Members of the culture emphasise  Individuals are more pragmatic. on interpersonal relationships.  Developing mutual trust is the first Low context culture includes countries like stage in business and it is viewed Germany, USA ,Australia , Denmark very important. Business and , England ,Canada, Germany, Israel and transactions start later. USA. Cultural context can also shift and evolve. For instance countries like High-context cultures can be seen in Japan and Finland which were considered Afghanistan, Africa, Gulf countries, as ambivalent are becoming low-context Brazil, China, France, Canada, Greece, due to globalisation and increased Hawaii, Hungary, India, Indonesia, Italy, influence of western European and US Korea, Latin America, Nepal, Pakistan, culture. Persia, Russia, Spain, Thailand, Turkey and Vietnam. 2. High Context cultures U.S. business leaders ignore the importance of harmonious relationships. A high-context culture rests on implicit They are dubbed as bad communicators by communication, context and nonverbal leaders of high context cultures. cues. In high-context communication, a message can hardly be understood unless Teaching cross cultural communication receiver has a great deal of background information. The current generation students studying in universities must be enlightened with the multi-cultural knowledge by explaining

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

the different frameworks developed by females while communicating since researchers for easy understanding of lingering eye contact is considered cross-cultural communication. indecent.

The areas of enlightenment include the 3. Language differences following. The vexing issue that one will face with 1. Creating awareness about cross cross-cultural communication is the cultures difficulty created by language barriers. Students can be trained through language This way students develop respect and classes. Important words, phrases, empathy for other cultures, building trust warnings can be taught in some commonly between cultures, understanding habits, spoken languages like German, French and backgrounds, religious practices and Japanese etc. rituals of other cultures. Students develop an understanding of how foreigners view Ex: Use of words like “welcome, please, and cultures of other countries. It also be seated, thank you” in different helps to build rapport with business languages. partners of other countries and do business peacefully and relentlessly. 4. Listening 2. Teaching Non-verbal differences Active listening helps to overcome barriers It is very important to understand that to effective communication. It is people spend more than 75% of their imperative for students to learn listening waking hours communicating and more skills to ensure that what has been said is than 75% of the communication happens accurately heard and understood. The through non-verbal cues like gestures, noise is more in cross cultural postures, facial expressions, eye communication since words are movements, body language. These non- pronounced in different tones in different verbal cues are used differently across ways. One must listen for meaning and cultures. Students in higher education proper understanding of language. This learning must be trained properly to problem aggravates while communicating understand the cultural differences and use in English with Chinese or Japanese. non-verbal communication forms like Students should be taught to listen welcoming tone, gestures of different patiently without thinking ahead. cultures. 5. Virtual Communication Ex. Americans use finger to point at another person when giving direction Virtual communication is a tech-abetted which is considered very rude in Japan. communication. Since most of the Instead, Japanese use open hand with palm communication happens virtually in upwards towards another person when international business, it is very important giving direction. to learn the technicalities of using virtual communication tools. Students should be In USA, eye contact is seen as sincerity, taught the intricacies of effective open and candidness where as in middle communication using appropriate words in east countries prolonged eye contact is a dialogue and negotiation. Students must viewed as rude and is not appreciated. One be trained to get acquainted with various should not look directly into the eyes of

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

virtual communication tools like Hang directly. It is better to use open ended outs, EZ talks, meetings, and Skype. questions. This skill can be imparted to students by conducting negotiation role plays in classes. Effective Cross-Cultural Communication Conclusion 1. Maintaining proper etiquette Managing diversity is a challenge in the Etiquettes differ across cultures. To work place. One of the greatest challenges communicate effectively one must of managing diversity in the workplace is understand etiquette of target culture and to create inclusive environment in the be aware of familiar phrases to start the work place so that all employees can give communication with people of other their full potential. Managers have a cultures. responsibility to train the employees with necessary cross-cultural communication 2. Avoid slang language skills. Cultural barriers, if they exist, should be minimised. A key part of a Slang language should be avoided totally manager’s role is the need to work with, to dodge confusion. Use of slang language though, or around these differences to help exasperates people in interaction. employees achieve their highest potential. Effective cross-cultural communication is 3. Slow pace communication all about being supportive, making other parties in communication comfortable and To make communication effective, one minimising barriers. must talk steadily, slowly and pronounce words clearly and properly. One’s normal To make the students successful in the speed while communicating should not be workplace that is characterised by used while communicating with cross international teams, multi-cultural, multicultural people. lingual people, the ground work should start at the university level. 4. Simple language.

One need not show their magniloquence, Throwing light on language, etiquette, articulation and profuse vocabulary while customs and culture of prominent interacting if the other party is finding cultures difficult to understand. Communicating effectively through simple words will help 1. USA to avoid misunderstanding. Majority of the population practice 5. Patience Christianity. English is the primary language used for communication and Patience pays in the long run. One must be official purposes. Families are nuclear, cool and patient in conversation. Due typically small and extended family allowance to be given for others to talk and relatives live separately in their homes put forth their views. giving freedom to their children. Individualism is appreciated and people 6. Only Open-ended questions are very proud of their individual accomplishments and achievements. In Many cultures hesitate to respond theory, men and women are considered negatively. They cannot say ‘yes’ or ‘no’ equal in society.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Etiquette in business transactions. Business cards are exchanged for long term associations. American greetings are informal and Time is very precious for Americans and casual. It is becoming common not to are very punctual. Executives are very shake hands in social situations and simply direct, and they do not like silence in nod or smile. In formal situations people conversations. They are very opportunists, are addressed by their surnames. In work risk taking types, futuristic, result oriented places, people use professional titles to and try out all possible options in case of address a person. For ex. Professor, Dr, logjams in business negotiations. Business etc. dealings are done at a faster pace and they strictly follow company policies. Communication style 2. China Communication is direct, candid, clear and transparent. This direct communication is Chinese history is 4000 years old and it often perceived as rude by other cultures. has collectivist culture. The official Simple talk is highly valued in American language is Chinese but with various other culture and they do not like coded and recognised languages. People have a indirect communication. tendency for group affliction.

Personal space Etiquette

Americans avoid close contact with others Greetings are formal and oldest person is and even during personal conversation. greeted first. Chinese will look towards They like to have personal space of 2-3 ground while greeting people. Titles and feet and do not like personal touch during surnames are used to address a person. conversation. Gifts Gifts Gifts are given for new year and weddings Gifts are usually given for special and are given with 2 hands. 4 is considered occasions. Gifts are discouraged in as unlucky number and 8 is the luckiest business situations and considered as number. giving bribes. Dining Etiquette Dining etiquette Hosts must arrive on time and start first Americans socialise and they do business after removing the shoes. Hosts generally over breakfast, lunch and dinner. Fork is are expected to take small gifts. Chop held in the left facing down and knife is sticks are used while eating. Guest of held in the right hand and napkins are honour or the senior most people should be placed on the lap. One should not rest seated first. Elders should be allowed to elbow on the table. Guests should stand till eat first. Table manners are almost like the they are invited to the table. Guests should western countries. wait till the hostess starts. Relationships and Communication Business meetings Chinese do not like to do business with Business meetings start with handshakes unknown people. Intermediaries play a and end with handshakes. English is used pivotal role in

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Business. They prefer face to face cleanliness and punctuality. Manners are meetings. People often frown at others for very important to Japanese. disagreement. Greetings, Etiquettes and Customs Titles Japanese bow to greet people and used for It is customary to address people with a thanking people or for apologising. title followed by their last name. Bowing is a sign of respect. Bows are repeated often. Shoes are removed in Business meetings, Negotiations and Japanese style inns, some restaurants, etiquette temples, castles and historic buildings.

One needs to be composed while doing Gifts business with Chinese. Appointments are necessary for Gift giving is a part of Japanese culture conducting meetings and agenda must be and are given on different occasions. Gifts sent before the meeting. Chinese give a lot are not given in a set of 4. of importance for punctuality. Interpreter is a must. Written materials in English and Business meetings Chinese language must be printed and circulated. Seating arrangements are made Japanese are formalised when it comes to keeping in mind the ranks and position of greeting people and they are very much the people in meetings. People enter the ritualised. One should have patience to meeting room in hierarchical order. wait till they are introduced in meetings. It Presentations need to be made in detail. is considered impolite to introduce oneself Senior members should be allowed to even in large gatherings. Business cards speak first in negotiations. Chinese prefer must to be carried in a case since the cards to establish a strong relationship in should be in good condition at the time of business dealings. Normally business exchange. Business cards should be people must hold meetings several times printed on both sides to include both before the deal clicks. Using couple of English and Japanese. Card must be words in Chinese will help to grab the handed over with Japanese side facing deal. In meetings, people should avoid upwards and it is better to hand over the irritations, embarrassments and expected card with both the hands. Attire is totally to maintain composure and patience. formal, and people are expected to display Chinese take longer time to take decisions conservative demeanour. People are seated and high-pressure tactics do not work. according to the status. Highest ranking person will sit at the head of the table with 3. Japan subordinates on both sides in decreasing order of the ranking. Japan has a fascinating and multi-faceted culture. Typically, Japanese are traditional, Business etiquette and the traditions can be dated back to thousands of years. The rapid changes and Those who are interested to do business developments in the sphere of technology with Japanese have to demonstrate a bit of and shifting trends in fashions have Japanese knowledge and customs in order changed the ways and lives of Japanese. to impress. One must avoid putting hands Japanese is the official language of Japan. in to the pockets. Knowing few simple Japanese emphasise a lot on orderliness, words in Japanese and their non-verbal modes of expression will help to break the

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

ice in the initial stage of business profession. Indians appreciate punctuality. meetings. It is quite common to carry bouquet and sweets to the host. 4. India Dining Etiquette

Indian culture is amalgamation of several As per the etiquette, Indians wash their cultures and is diverse and complex. Hindi hands before they start eating and the same is the official language and English is the is repeated after the meals. Indians eat with language of international communication. right hand and same is expected from Indians are strongly influenced and guided others in meetings. by their respective religions, customs, practices and principles. Buildings and relationships

Greetings Indians deal favourably with whom they know. They demonstrate strong business Hierarchical cultures prevail in India and it acumen and exhibit positive traits of is very common to greet the senior most trustworthiness and honour. first. Greetings are formal with a handshake or folded hands and verbally Meetings & Negotiations saying namaste. Formal titles are used while addressing a person. Official Meetings are arranged well in advance. languages are English, and Hindi. English Participants are informed in writing and is widely used in business, politics and confirmed over phone. Family education. responsibilities take precedence over business and therefore last-minute Communication cancellations are possible. Seniors are greeted first. Negotiations are slow and Indians also give importance for keeping participants spend some time on building personal space and 3 feet between people rapport to establish trust. Decisions are is considered very comfortable for made at highest level. Indians exercise effective conversation. Standing with hand patience and use intuitions to make on hips is considered as an aggressive decisions. They consider giving negative posture. Indians avoid giving negative reply as rude. reply. Indians do not like prolonged eye contact especially with female 5. Middle East counterparts. Middle east is transforming in to a Business culture dynamic and most preferred destination for investment and business activities and Meetings should be scheduled well in opportunities are proliferating. Arabs advance. Business cards are exchanged at share a common religion, language and the first meeting. Showing one’s feet or customs. Islam permeates all levels of shoes towards another in sitting posture, society and provides guidance, values and stepping on books or paper are considered rules for personal life, community, as disrespectful and insult. Pointing at relations and ways for doing business. others with fingers is also considered Cultural restrictions on activities and disrespectful. Conservative and operations differ from country to country. professional dress code is expected in Middle east countries have a different business meetings. Status is determined by working week and week end in most of the age, educational qualification and countries falls on Friday and Saturday.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Greetings The word ‘culture’ originates from France. French is the official language. In France, People greet their own community people people have unique customs to follow. by saying asalamu alakum (peace be with French emphasise on curtesy, politeness, you). If another person is non-Muslim, mutual trust and formality. they do not expect. They give handshakes which last for long time. They are informal Greeting with names and address people by first name. Formality is highly followed and observed in France. One should always address the Dining Etiquette superiors using Monsieur or Madame. Introductions should start using fist and It is customary to sit on pillows, low table last name of a person. French greet others and sometimes in a round table. Elders are with a hand shake. Same is expected from served first. Meals are eaten in silence. others but the handshake should be light They use right hand for picking up food and brisk. People give lot of importance on and eating. Left hand should not be rested attire and dressing up. on the table. People use spoons, forks and knives. Dining etiquette

Business Culture The lunch is very formal and long. In French dining, people are supposed keep Organisations face minefield of challenges their hands resting on table and not on for doing business with Arabs. Respect for laps. Host must initiate first. titles and seniority is imperative. Business structure is hierarchical. Business is Business meetings personal and they prioritise personal matters. Business is built on mutual Business cards are exchanged in meetings. friendship and trust. They do not adhere to One side of business card should be rules very strictly. Contracts are viewed as French language. Meetings need to be memorandum of understanding rather than scheduled 2 weeks in advance and binding. meetings are conducted only to discuss and not to make decisions. Meetings Relationships & communication Business cards are exchanged in meetings. Meetings must be scheduled well in Since they look forward for long term advance keeping in mind the pray hours. relationships, using key phrases in French Initial meetings are all about building language will be an added advantage. They relationships. Small initial talk will help in are direct in approach and one might building relationships. Punctuality is not anticipate probing questions. that important even though it is expected. Interruptions are common in meetings and Germany people take phone calls during meetings. Arabs are excellent negotiators but slow Germans value orderliness, privacy and decision makers. punctuality. They are well known for prudence, hard work, industrious nature, France proactiveness, forward thinking, punctuality and assiduousness. Germans are rarely quixotic and irrational.

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

Germans respect perfectionism in all areas Communication of business and private life, and they have professional approach. Therefore, inter- Communication is very direct. Germans relationships play a secondary role in prefer personal space in conversation, but business dealings. Germans work in a they maintain eye contact. Eye contact is culture regulated by formal rules, viewed as demonstration of attention and regulations and procedures. Germany has interest in the dialogue. individualistic culture and Germans demand respect. They expect highest Bibliography standards all times and do not tolerate unethical behaviour in business dealings. Trompenaars, F. & Hampden-Turner, C. (1998). Riding the waves of culture. Gifts McGraw-Hill.

Gift giving is very uncommon in Van Vliet, V. (2015). Trompenaars Germany. Cultural Dimensions. Retrieved (18th Jan 2019) from Tools Hero: Using Titles https://www.toolshero.com/communicatio n-skills/trompenaars-cultural-dimentions/ In Germany, it is generally customary to mention surname while addressing. Titles https://en.wikipedia.org/wiki/Hofstede%27 are very important to Germans. Care s_cultural_dimensions_theory should be taken to address people by their titles and not to use their first names. https://www.communicationtheory.org/cro ss-cultural-communication/ Business meetings and negotiations https://en.wikipedia.org/wiki/Cross- Meetings are scheduled well in advance. cultural_communication Meetings are well planned and organised with an agenda. Everybody is given ample https://www.daytranslations.com/blog/201 time to speak and interruptions are 8/03/same-words-different-languages- considered as rude. Business negotiations different-meanings-11021/ are very formal, and Germans adhere to dress code and they have a very good dress https://online.seu.edu/high-and-low- sense and they expect the same form context-cultures/ business counterparts. They follow consensual approach and they expect win- https://inktank.fi/10-english-words-mean- win situation in the end. something-else-languages/

Dining Etiquette https://southbourneschool.co.uk/blog/body -language-and-what-it-means-in-other- Fork should be held in the left hand and countries/ the knife in right hand. When finished, place the knife and the fork side by side on https://online.pointpark.edu/business/cultu your plate pointing to the centre, with the ral-differences-in-nonverbal- handles in 5 O’clock position. communication/

https://opinionfront.com/individualism-vs- collectivism

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

https://redbus2us.com/how-people-greet- https://en.wikipedia.org/wiki/Kinesics in-usa-etiquette-in-us/ http://pediaa.com/difference-between- https://www.toolshero.com/communicatio body-language-and-paralanguage/ n-skills/trompenaars-cultural-dimensions/ https://corporatefinanceinstitute.com/resou https://cw.iabc.com/2017/06/06/5- rces/knowledge/other/hofstedes-cultural- strategies-for-engaging-in-effective-cross- dimensions-theory/ cultural-interactions/ http://www.binschedler.com/2012/02/indul https://www.chrysos.org.uk/blog/top-ten- gence-restraint/ tips-for-effective-cross-cultural-communi https://businessculture.org/western- europe/business-culture-in- germany/business-etiquette-in-germany/

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

FLYING CAMPUS -TRANSNATIONAL TEACHING!

Dr. Shakti Vel Rani Principal, Vyasa Arts and Science Women’s College, Subramaniapuram

Introduction campuses were set up with explicit requirements but on the whole resources Good organization and effectiveness in the are managed through a centralized university education system had fashioned organization. The reasons for establishing an impact in the consolidations in higher multi campus program are to use the education. The factors like socio cultural resources located in different places other aspects, organizational structures, than the main campus, likelihood to have demanding curricula, remarkable amenities inter professional education, improved and student’s expectations had created recruitment and retention of the incredible demands on the education professionals in their appropriate location institutions. This had led to the formation and to meet the workforce needs. The of multi campus universities to provide an location of an institution may be outstanding learning and research independent from the main campus if the understanding among the assorted student location offers degree or certificate in community. The meaning of Multi educational programs and should be Campus University indicates having a permanent in nature. It should have the separate legal status and at least two autonomy in estimating its own budget, geographically disjoint campuses (Xie, hiring authority and its own faculty. Zhand, 2009). Multi Campus University to the world is not a new observable fact and Role of Multi Campus Universities originated in 1970’s in United Kingdom. There is a call for for the organizations to Video conferencing is used as a device for explore the requirements of present and multi campus education. This is a prospect in relation to the operating supplementary lead where in the faculty environment. It seeks to resolve the gap will be a professional in this field and thus between obtainable knowledge, skills and shrink the travelling costs. This will abilities and for the organization needed to always shrink remote student’s isolation utilise its optimum level (Mgijima, 2014). and eliminate geographical distance to. It also eliminates the problems like Exemplary teaching and evaluation will accommodation of the students, space for make certain the students to have authentic work, lecturing and education space, knowledge across the campuses. The library space, playing grounds and challenges in video conferencing are exclusion of the limited amenities. In different time zones, less face to face general multi campus universities are interaction and learner’s attitude results in distinct as institutions which are extended difference in the students learning with three or more geographically spaced experience (Matthew Ebden, 2010). Multi site to accommodate the population of the campus universities should surmount the students. These are classified as single challenges like intensification the campus university, the university with a connection between university and society, main campus and one or more small tackling the inequalities to access to higher satellite campuses and the multi campuses education, dipping the gap between university which comprise a number of administration and academic co ordination, dispersed campuses and each has a spiral the effectiveness of research and considerable student population. Thus planning actions, building strong

Internationalization of Higher Education: Opportunities and Challenges, ISBN: ISBN: 978-81-922178-7-1

impersonal relationships between academics and students (Romulo Pinheiro, The formation of multi campus 2017). The main role of the multi campus universities should have some constructive universities should allot financial capital to reason like to adopt the proposed various campuses, define the mission for reformation in education by the the whole campus, resolving the conflicts stakeholders, merger and collaboration in among the campuses, hiring the skilled operating the university (Yaohua Wu & professionals (senior, central and local Zhihui Wu, 2013). Universities having level) to run the universities, representing more disciplines when operating dissimilar the stakeholders interests, ensuring quality from the center campus including from the control and management of resources managerial institution to the laboratory efficiently in education and research that is comparatively independent can have activities (Johnstone, 1999). The methods decentralized management. In case of of communication are videoconferencing centralized management refers to the and webcam, live chat forums, online longitudinal leadership where in it is under discussion boards, appointments and exist the core campus the management is unified assembly etc are the most common and branch university grounds exist as its methods adopted in satellite campuses to secondary level. This table shows the few connect with other campuses. These list of branch campus as an example. methods are adopted to communicate with the faculties and between the students in other campuses. Institution Name Host Country Home Country University of Bologna in Buenos Aires Argentina Italy Moscow State University of Service and Tourism in Yerevan Armenia Russia Moscow State University of Economics, Statistics and Armenia Russia Informatics in Yerevan Armenian Institute of Tourism – Branch of Russian International Armenia Russia Academy of Tourism St. Petersburg Institute of Foreign Economic Relations, Armenia Russia Economics and Law in Yerevan French Fashion University ESMOD Australia France University College London, Australia Australia United Kingdom Carnegie Mellon University Australia Australia United States Webster University Vienna Campus Austria United States Lomonosov Moscow State University Baku Branch Azerbaijan Russia RCSI Bahrain Bahrain Ireland AMA International University-Bahrain (AMAIUB) Bahrain Philippines The British College of Bahrain Bahrain United Kingdom New York Institute of Technology Bahrain United States Grameen Caledonian College of Nursing Bangladesh United Kingdom Moscow State Social University in Minsk Belarus Russia Minsk Branch of Moscow State University of Economics, Belarus Russia Statistics and Informatics University of Kent, Brussels School of International Studies Belgium United Kingdom Limkokwing University of Creative Technology Botswana Botswana Malaysia

SKEMA Brazil Brazil France Manchester Business School, South America Centre Brazil United Kingdom Limkokwing University Phnom Penh Cambodia Malaysia Charles Sturt University-Ontario Canada Australia Islamic Azad University Canada Iran Northeastern University Toronto Canada United States New York Institute of Technology Vancouver Canada United States

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Fairleigh Dickinson University, Vancouver Campus Canada United States City University of Seattle in Canada (Calgary) Canada United States City University of Seattle in Canada (Edmonton) Canada United States City University of Seattle in Canada (Vancouver) Canada United States City University of Seattle in Canada (Victoria) Canada United States Sydney Institute of Language & Commerce China Australia Source: http://cbert.org Learning is the entry feature for continued Why International Branch Campus? existence and sustainability in this aggressive world in the national and In the past decade the number of international point for an individual (Gold international branch campuses had & Smith, 2003). Statistics show that many increased. The other names are satellite of the students prefer to attend a college in site, foreign campus and overseas campus. their home state, few hours to drive. The US Universities are leading in opening up reason behind are due to their financial branch campus in countries like Thailand, constraints, family responsibilities, Japan, UAE and Spain. Locations are characteristics of the individual and identified where already education hubs choices in their life style. This had led to are functioning. The driving factors are the much explosive demand for the multi full control over delivery, seizing the campuses. It’s a golden opportunity for the transnational education market, students who want to study aboard and the opportunities for external funding and the country which they are living is still flexible regulations in host countries. developing its higher education system and Every campus seeks to be the replica of the is not equal to the world class universities. home campus to have equivalent Due to mushroom of the universities, some educational experiences across the of the universities will have partnerships campuses. The benefits are apparently the and twinning agreements in awarding the students can save money; students can stay degrees to the students. Due to the with their family and friends, filling the growing mushrooms of the multi campuses local niches and getting world class some of them are having very limited life qualification from a reputed institution in span and few might be fatal. The reason their country is an added advantage for may be concentrating on the limited them. On the other side it is the most risky academic programmes and not having a forms of transnational education like the better understanding about the advantage level of investment, lack of university of perceived market. Normally branches control and the policies of the host country will offer limited curriculum based on the should be explored in advance to sustain in attractiveness of the enrollments, education market. Satellites campuses also infrastructure and which are inexpensive to serve as an added advantage to the main teach. Most popular programs are business campuses. Congestion in the main campus management and information technology will decreased as the students utilize the which needs low setup cost and having services offered in the branch campuses. significant demand worldwide. Ease in parking situations, reduce traffic in the campus roadways, costs for faculty, 10 Satellite College Campuses with staff and students will get reduced and Impressive Reputations closer the services to the students are making the universities to increase their According to the survey of Institute of revenues. International Education more than 3, 25, 000 are studying in American Universities Student’s Preference for the Satellites (www.forbes.com). By gaining the Campuses growing importance of international

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experience and globalization, the U.S learning, changing nature of workforce, universities are opening their branch blurring industry boundaries, changes in campuses overseas. The top American digital behavior and increase in overseas branches are NYU Abu Dhabi -- international competition. Industry Abu Dhabi, United Arab Emirates, NYU linkages with the degrees will be a Shanghai -- Shanghai, China, Georgetown mandatory to ensemble the needs of the University in Qatar -- Ar-Rayyan, Qatar, industry. Northwestern University in Qatar -- Ar- Rayyan, Qatar, American University in Hands on Cairo -- Cairo, Egypt, Georgia Tech- Hands Off Lorraine -- Metz, France, Temple University Japan -- Tokyo, Japan, Franklin University Switzerland – Lugano, Switzerland, Webster Vienna Private University -- Vienna, Austria, Saint Louis Scenar Scenar University Madrid – Madrid and Spain, io 1 io 2 Duke Kunshan University -- Kunshan, Cham Likely China. The table below shows the top pion case universities.

Rank Name of the University 1 Carnegie Mellon University, Silicon Governme Valley

2 Penn State Erie, The Behrend College Scena Scena 3 University of Michigan-Flint 4 The University of Texas Medical rio 4 rio 3 School at Houston Extre Altern 5 Texas A&M University at Galveston me ate case - case - 6 Tufts European Center 7 Indiana University-Purdue University Indianapolis Globalization of Education 8 University of Pittsburgh at Bradford 9 Idaho State University-Meridian Under the umbrella of globalization 10 Colorado State University-Global several changes in education are taking Campus place to meet the industry needs as well. Source: www.thebestcolleges.org The national boundaries had its own impact on the globalised higher education. To increase the efficiencies and The structural reforms by the government effectiveness, the universities are and the various agencies across the nation concentrating on the issues like the lab are acting as the driving force for facilities provided to the students, globalised education. The challenges for curriculum, managing the enrollment of globalised education are funding for the the students, quality assessment, annual students, need to attract the right talent and evaluation of the faculties, promotions and the international ranking for the other budget allocation for the upliftment institutions. Pressures from the external of the universities. environment are making the institutions to change their strategies, forcing to ensure International Branch campuses: New efficiency for the survival. Creating a Trends and Directions world class education are stressing to have mergers and research intensive oriented The future of the educational universities institutions. Some institutions are trying to depends on the increase in continuous centralize their functions like marketing,

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alumni relations, branding and media to solve the problems like implementing relations for creating competitive effective distance learning technology, advantage. having effective communication between the campuses, ability to provide equivalent Future of Multi Campuses services to all campuses, having adjustment if the students wish to move Universities are playing a different role from one campus to another, standardizing throughout the history of existence. the operations between the campuses, live Predicting the future is tough but still then meetings with the students and faculties, a partial prediction can be made in order to standardizing the testing and reporting of have sustainability. Center for post grades, making ease for the faculties to secondary and economic success had done travel between the campuses, and creating a study and identified that the student’s satisfaction with the program by the enrollment as full time will be having their students. According to BBC news in 2030 own limitations and they will be having the number of 18 year olds will push the their family obligations to. Following the demand up to 50, 000 for the higher same culture as in the main campus is an education. Hence the government and the advent and some of the satellite campus educational institutions should find to should have more autonomy to reveal the accommodate the students for their career local culture also. Due to the advancement advancement. Inventing some new courses in the technology the remote campus can and finding the job prospects will create replicate the home campus but with unique business opportunity for the existing culture. In malice of environmental institutions to attract the 18 year olds. The dissimilarity the transition from the core competencies of the institutions centralization and standardization will should depend on the organizational enlarge uniformity in policies, procedures strategy, resource management, across multiple locations. Cost communication, collaboration, advocacy effectiveness can be attained through and professionalism. economies of scale by consolidating the activities of the multi campus. Conclusion Universities will offer a flexible learning and tailor made to suit the lifestyle of the Multi-campus education in advanced individual work and other activities. teaching proffer a numeral benefits to Change is inevitable. To address the educationalist, student and the society changing workforce and the industry supported by these institutions. In order to expectation, there is need to offered mixed imagine the joint development, degrees and shorter cycle courses. This infrastructure sharing, and harmonizing change will also enforce the universities to advantages, a lot of universities prefer to offer degrees with industry partners. amalgamate. Due to forces of Exponential changes in technology are globalization, many higher education driving the universities to offer new course institutions are facing challenges in to cater the industry demands and attracting the students internationally. The workforce skills. Medium and large sized professors teaching from the main campus campus like to use the cloud management to the branch campus will the greatest services to reduce the operating cost. To problem of sustainability. By paying sustain in this competitive world the additional remuneration and offering other universities should focus on some of the benefits to the professors also will be major issues or problems related with difficult to lure overseas. Offering multi campus programmes. It will be education in branch campus by reflecting added advantage if the universities are able the main campus is also depends on the

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enrollment of the student’s quality. To provide an equivalent education offered by Johnstone, D. B. (1999). Management and the home universities, it is based on the leadership challenges of multi campus student’s selectivity and quality. The systems. In J.Gaither (Ed.), The multi success of the universities will be based on campus system: Perspectives on practice the strategies adopted for reaching the new and prospects (pp. 3–20).Sterling, VA: students. Finally the multi campus Stylus Press. universities should provide an excellent learning and research opportunity to cater Yaohua Wu & Zhihui Wu (2013), the diverse needs of the students with more “Management of Multi-campus digital and innovative pedagogies. The Universities in American and its major advantages of having flying campus enlightenment on Chinese Multi-campus includes increase in the number of Universities” International Conference on enrollment of the students, facilitate inter Education Technology and Management professional activities among the students, Science (ICETMS 2013), Published by utilizing the infrastructure facilities in Atlantis Press. other campuses, students will have choices in choosing the campuses, flexibility in Matthew Ebden (2010), “We’re on a steep viewing the lectures, opportunity to sue learning curve: The benefits and distance education technology, cost challenges of multi-campus university efficiencies in sharing the resources course delivery”, Research and between the campuses and more visibility Development in Higher Education Volume for the university located in different 33. places. www.universitybusiness.com/article/under References -radar-branch-campuses-take

Mgijima, N. (2014). Needs-based Nadine Zeeman & Paul Benneworth professional development of lecturers in (2017) Globalization, mergers and the Further Education and Training ‘inadvertent multi-campus universities’: Colleges: A Strategic imperative, The reflections from Wales, Tertiary Education Mediterranean Journal of Social Sciences. and Management, 23:1, 41-52, DOI: Vol.5 (2), 359-369. 10.1080/13583883.2016.1243256

Rómulo Pinheiro & Laila Nordstrand Berg www.forbes.com/sites/quanzhiguo/2018/0 (2017) Categorizing and assessing multi- 8/21/top-u-s-colleges-with-branches- campus universities in contemporary overseas. higher education, Tertiary Education and Management, 23:1, 5-22, DOI: Gold, J. and Smith, V. (2003) Advances 10.1080/13583883.2016.1205124. towards a learning movement: translations at work, Human Resource Development Johnstone, D. B. (2012). Higher International, 6(2) 139 - 154. educational autonomy and the apportionment of authority among state Center for Postsecondary and Economic governments, public multi-campus Success, “Yesterday’s Nontraditional systems, and member colleges and Student is Today’s Traditional Student,” universities. Paper prepared for the SUNY June 29, 2011. Available from Critical Issues in Higher Education http://www.clasp.org /admin/site/ conference, harnessing systems, delivering publications /files/Nontraditional- performance November 8–9, New York. Students-Facts-2011.pdf

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https://www.thebestcolleges.org/10- Rómulo Pinheiro and Laila Nordstrand satellite-campuses-with-impressive- Berg, “Categorizing and assessing multi- reputations-all-their-own. campus universities in contemporary higher education ” https://www.bbc.com/news/education- 43399089

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MENTORING IN HIGHER EDUCATION

Dr. Shakila M.K Director-MBA Guru Nanak College, Chennai

out of Telemachus. This associates with Introduction the fact that the growth and development of the protégé is fostered by the mentor. Mentoring relationship occurs in all walks The third inference is that mentoring is an of life. Be it in educational institutions or insightful process. Here, the wisdom of the be it at work place. It is a practice that can mentor is acquired by the protégé. It was be of greater help at various stages of Mentor’s mission to help Telemachus in professional life. Experience is one of the acquiring wisdom. The fourth inference is primary factors that help in mentoring. A that mentoring is a supportive and person with good amount of experience protective process. The advice of Mentor could invest time on a protégé to develop was considered by Telemachus and individual and organizational goals with Mentor. the protégé. Sometimes the mentor can be from the same organization or from Mentoring is defined as the objective different organization. The comfort and oriented relationship between a less confidence level decides on acceptance of experienced individual and a more a mentor and protégé than the association experienced individual. The less with same organization. experienced individual is called as a protégé or mentee and the more Definition of Mentoring experienced individual is called as a mentor. Mentoring is viewed as an The term, mentoring originated from the objective oriented long-term relationship Greek mythology, Odyssey by Homer. The between a guiding adult and a beginner Greek Goddess of wisdom, Athena which nurtures the professional or disguises herself as an elderly man called academic or personal development of the Mentōrin Odysseus’s Kingdom, Ithacaand protégé. Traditionally, mentoring is guides Telemachus, the son of Odysseus viewed as a dyadic, face-to-face, long-term on a journey in quest of his father and relationship between a supervisory adult ultimately for a new and fuller identity of and a novice student that fosters the his own in the perilous world(Anderson & mentee’s professional, academic, or Shannon, 1988; Herman & Mandell, personal development(Donaldson, Ensher, 2004). From Greek Mentōr and through & Grant-Vallone, 2000). Mentoring is a French and Latin, the term, mentor came th nurturing process, in which a more skilled into practice in middle of 18 century. The or more experienced person, serving as a character of Mentor in Odyssey clues us to role model, teaches, sponsors, encourages, make several inferences about the activity counsels, and befriends a less skilled or which bears his name (Anderson & less experienced person for the purpose of Shannon, 1988). The first inference is that promoting the latter’s professional and/or mentoring is an intentional process. personal development. Mentoring Mentor intentionally carried out his functions are carried out within the context responsibilities for Telemachus. The of an ongoing, caring relationship between second inference is that mentoring is a the mentor and protégé (Anderson, 1987). nurturing process. It was Mentor’s responsibilities to bring the full potential

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The Mentoring roles are attributed to mentoring process state that the providing their protégés two types of relationship between the presence of the functions such as career functions and mentoring relationship and the career psychosocial functions (Noe, 1988). outcomes of the protégés may be a Career functions involve mentor roles that function of the rising-star effect (Ragins, help the protégés learning the task or 1999; Ragins & Cotton, 1993; Wanberg et process and prepare them for hierarchical al., 2003). There are possibilities that the advancement. These roles include employees with high performance are coaching protégés, sponsoring their career more likely to undergo the mentoring advancement, increasing their visibility relationship than other employees. and offering them protection and challenging assignments. Psychosocial In other words, the mentors select the functions include mentoring roles based on protégés based on their competency and trust, intimacy, and interpersonal potential (Allen, Poteet, & Burroughs, relationships, and roles that promote the 1997; Olian, Carroll, & Giannantonio, professional and personal growth, identity, 1993). While the high performing rising self-respect, and self-esteem. This includes star employees are more likely to get the advice, friendship and role models. mentors, they also get high increase in salary, career satisfaction, and Outcomes for Protégé advancement expectations. It hints the Most of the researches on mentoring have inference that the significant relationship focused on career outcomes for protégés. between the mentoring relationship and the Such researches have found a positive career outcomes of the protégés may be relationship between the implementation due to the combination of the pre-existing of the mentoring process and career attributes of the protégés and the outcomes of the protégés (Noe, influences of the mentoring relationships. Greenberger, & Wang, 2002; Ragins, At the same time, the organisation may 1999; Wanberg, Welsh, & Hezlett, 2003). also play a significant role in the career It has been found that people with mentors outcomes of the protégés. It is also a fact receive more promotions and earn higher that high performing individuals may seek wages than their non-mentors. In addition the organisations which offer the to these instrumental outcomes, protégés developmental potential and support the report more career satisfaction, career career oriented culture. commitment, and job satisfaction and Outcomes for Mentor greater expectations for advancement than those without mentors. It was also found While several researches have explored the that the mentored individuals get more relationship between the mentoring and the promotions and earn higher salaries than outcomes for the protégés, little the non-mentored individuals do. In importance has been given to explore the addition, the protégés were found to outcomes received by the mentors in the possess more career satisfaction, career mentoring relationship. Studies by some commitment and job satisfaction than the researchers states that the mentoring non-mentored individuals (Allen, Eby, relationship offers the mentors with Poteet, Lentz, & Lima, 2004). benefits such as improved job There are several researches to support the performance, career success and significant relationship between the revitalization, recognition by others, a mentoring relationship and the career loyal base of support from their protégés, advantage for the protégés. However, and a sense of fulfilment and satisfaction some researchers with critical view on the (Allen et al., 2004; Mullen & Noe, 1999;

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Ragins & Scandura, 1997). These benefits are associated with increased Mentoring Skills Model organisational commitment and job satisfaction (Eby, Durley, Evans, & Ragins, 2006). As a result of this, mentors attain greater career success and faster promotion than non-mentors (Bozionelos, 2004). Similar to the rising-star effect which was discussed previously, the outcome for the mentors may be a function of pre-existing difference between the individual who choose to be mentors and those who choose not to be mentors.

Particularly, individuals who are high- performing and considered established stars which experience career success, Core Mentoring Skills positive job attitude and career attitude choose to become mentors. Such The core mentoring skills are the important characteristics and experiences and instrumental in the mentoring process differentiate the mentors from the which required to be applied by both the individuals who choose not to be mentors. mentor and the protégé. The basic core Thus, the significant relationship between mentoring skill is active listening. The the mentoring relationship and the other skills in the mentoring process or outcomes for mentors reflect the existing relationship build on this active listening difference between the mentors and the skill. If the mentor possesses the active non-mentors. Generally, several researches listening skill, he/she demonstrates that the have studied the mentoring relationship as concerns of the protégé are heard and a one-sided process focussing on the understood. If the protégé possesses this outcomes for the protégés alone giving less skill, he/she shows that the intentions of importance to the outcomes for the the mentor are well understood. These help mentors. The significance of the in building the trust over each other during relationship between the mentoring and the the mentoring relationship. outcomes for the mentors are yet to be researched in detail considering the pre- Building trust is the second most important existing characteristics of the mentors. skill for the mentoring relationship. The more the mentors and the protégés build Mentoring Skills trust on each other, the more each of them will be committed to the mentoring The mentoring process requires certain relationship and focussed on the outcomes sets of skills from the mentors as well as of the mentoring. However, the building the protégés. These skills can be trust is not an instantaneous process. It categorised as mentor specific skills and develops over time. Building trust involves protégé specific skills. There are some certain elementary actions such as keeping skills which need to be possessed by both the confidences, following through on mentors and protégés. Such skills are promises, respecting the boundaries of termed as core skills or shared skills of the each other, admitting errors and taking mentoring process (Phillips-Jones, 2003). responsibility for correcting them, etc. In the case of mentoring with cross- difference between the mentors and

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protégés, trust building is crucial for the assisting the protégés in finding the success of the mentoring relationship. resources such as books, websites, people and other sources of information, teaching Encouraging is another most valued core the protégés new skills, knowledge, and mentoring skill. Successful mentors attitudes, helping protégé to gain broader encourage their protégés. This perspective, demonstrating effective encouragement in turn increases the behaviours, etc. confidence of the protégés. At the same time, the encouragement from the protégés The ability to inspire the protégés is one of helps the positive reinforcement on the the skills that differentiate the effective mentors, keeping them more focussed and mentors from the others. Inspiring skill motivated during the mentoring involves setting themselves as examples relationship. Such encouragements can be by the mentors and helping the protégés done in ways such as complimenting each experience the other inspirational other on accomplishments, pointing out situations and people can help them get the positive traits, expressing thanks and excited and motivated on to the future appreciations, making the other feel their paths. This include doing inspiring actions significance. to help the protégés to improve, helping the protégés to observe others, arranging Identifying the goals and current reality is inspirational experiences, etc. another core mentoring skill which includes having personal vision, specific While giving the positive feedback to the goals and good understanding of the protégés, the willingness and ability to ground reality by both mentors and give the corrective feedbacks also makes protégés. The mentors, being clear on effective mentors. When the mentors these and having discussion with the observe the unfavourable performance or protégés about their visions, goals and mistakes by the protégés, the mentors career objectives would help both to travel should let the protégés what the mentor in the same direction towards the ultimate perceives and suggest the better ways to objective of the mentoring relationship. better handle that situation. It would help From protégés’ side while asking for the the protégés understanding their positions assistance or advice from the mentors, they and also building trust over the mentors. should understand their tentative goals, Before providing the corrective feedback, strengths and the type of development the mentors should have already discussed required. This would help the mentors to with protégés on how they would like to be aware of your requirements and tailor get such feedback. the information shared by the mentors to the protégés. Another peculiar characteristic of successful mentors is their willingness and Mentor Specific Skills ability to protect their protégés from disasters. Preventing the protégés from Almost all mentors do some kind of making unnecessary mistakes when they teaching or instructing in certain ways as a learn to take risks is one of the tasks of the part of mentoring. The mentors. Managing risk is based closely on instructing/developing capabilities are the aforementioned core skill of building essential in formal mentoring. However, trust. Managing risk involves helping the the mentoring process will usually be more protégés recognize their risks involved, informal by conveying ideas and processes making suggestions to avoid risks, etc. to the protégés. These capabilities include Managing risk is considered as the

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extremely important skill in the mentoring Showing initiative by the protégés is the relationship. new approach in mentoring relationship. Traditionally, some mentors attempt to Creating the visibility for the protégés is a lead the relationship and expect the general task performed by the mentors. It protégés to follow them. In latest means opening the right doors for the approach, the mentors expect the protégés protégés to meet new people and to to lead the mentoring relationship to drive demonstrate themselves to the right the mentoring process from the beginning. audience. This include purring the goods In either approach, the mentors expect the words about the protégés to people who protégés to take some amount of initiative could help them, introducing protégés to and observe the thing the protégés do on appropriate contacts, ensuring that their own to develop themselves. Showing protégés’ abilities are noticed by others, initiative involves the tasks such as etc. The mentors would probably open the knowing when and when not to show doors for the protégés only when they are initiative, asking appropriate questions, confident that the protégés are ready to go pursuing the resources, taking informed through. risks, taking the ideas of the mentors and showing creative ways of using them, etc. Protégés Specific Skills However, there are varying amounts of the initiatives that the mentors like their In most of the cases the mentors are protégés to take. selecting the protégés and the mentors and the protégés are fixed by third persons. In Following through on the tasks assigned some cases, protégés would get the option by the mentors is an important skill which to select the mentors. In such case, serves the base of the mentoring protégés should be very active in relationships. More often, the protégés negotiating with several mentors and who are not following through on the tasks selecting the appropriate ones who can are replaced with new protégés who do. help them succeed. Acquiring the mentors The demonstration of this skill involves involves the tasks such as identifying the keeping all agreements made with the desirable pool of mentors, conveying the mentors, completing the tasks on the specific needs and goals, negotiating the agreed time, trying out the suggestions of mentoring arrangements and agreeing on the mentors and giving the reports, goals and expectations, etc. persistence with the difficult tasks, etc.

Protégés who learn quickly are preferred Managing the relationship is the main and liked by most of the mentors. The responsibility of the protégés, even though mentors want the protégés to learn the mentors take the lead on the mentoring everything they can as quickly as possible. relationship. After all, it the development This includes the tasks such as applying of the protégé and they should take the the pre-acquired knowledge and skills in responsibility of the process and its learning, careful observations, indirect outcome. This skill can be well performed learning from the actions of the mentor, with the tasks including staying up to date etc. During the beginning of the mentoring with the mentors on issues, goals, and relationship, the protégés should display satisfaction, analysing the status of the strong learning attitude and willingness to mentoring relationship and making consider new ideas. suggestions as required.

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Mentoring Process Regardless of the method used, the mentor and protégé make the final decision about The mentoring process can be explained in mutual benefits, learning needs and five phases such as purpose, engagement, learning styles. Academic performance of planning, emergence and completion the candidates and information from other (Wheeler & Cooper, 2016). teachers could definitely assist the decision Five Phase - Mentoring Process making on understanding on skill set of the candidates. It can also help the mentor to see and suggest for platforms that could offer opportunities for development to the candidates. Few special cases like candidates with learning disabilities would need extra attention and mentors with high level of patience and empathy. The progress on the candidates’ performance has to be recorded and intimated to the parties concerned. The ability and skill set of the candidates have to be assesses through various models. Observation, interviewing the candidate, conducting psychometric and personality assessment Purpose tests can help understand the type of personality of the candidates. These The Purpose informs all phases of the observations would help to identify the mentoring relationship and is the needs of the protégés. touchstone of continuous evaluation. You have a clear intent for a mentoring Planning relationship that fits your vision, goals, and career plan. New challenges or During the planning phase, the mentor and responsibilities or the desire for protégé develop an action plan with enrichment can generate interest in objectives, milestones, resources, mentoring. A protégé can seek experienced timelines, and an assessment of their mentor for support and encouragement. specific mentoring relationships. It is also Personal rapport is a major factor which when they discuss the terms of the could bring in cohesiveness between two relationship and what their expectations individuals. What a mentor needs is to are. This component is called a "mentor developa rapport with the candidate which relationship". It's a framework that guides would help the candidate voluntarily the discussion about how the individuals becoming a protégé and to seek for advice. can be mentors and protégés. If such agreements are defined from the outset, the Engagement mentors and protégés often do not have a breakdown. Once the information of the Engagement is the first step in mentoring protégés is collected and the needs are relationship which focuses on finding the identified, the goals of the mentoring right mentor or being the right mentor. process needs to be set up by the protégé This can be done informally, as an offer or and the mentor. This goal setting process a request on anyone of choice, or formally, also includes, having the discussion on the through a program with a selected group of mentoring agreement to cover the shared candidates to choose from and a systematic roles and specific roles. The outcome of way of finding the mentor or protégé. this phase would be the career plan

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designed for the candidates suiting the can decide that both are ready to move skill set. forward. Feedback on the progress of the candidate has to be kept posted to the Emergence parents and also the candidates for framing further plan of action. With increase in During the emergence, the mentoring stress level of people it is advisable for relationship develops slowly. The every institution to have a counselor for objectives are clear, there is a plan and the professional intervention. mentor facilitates the growth and development of support, encouragement References and challenge. However in the diagram, the arrow between planning and Allen, T. D., Eby, L. T., Poteet, M. L., origination runs in two directions. The Lentz, E., & Lima, L. (2004). Career mentors and protégés anticipate and then benefits associated with mentoring for think about opportunities and actions. protégés: A meta-analysis. Journal of They evaluate how intellectual property Applied Psychology, 89(1), 127. relations are going. A mentor journal accompanies the preparation and Allen, T. D., Poteet, M. L., & Burroughs, evaluation of each session and helps them S. M. (1997). The mentor’s perspective: A decide whether they will come back to the qualitative inquiry and future research action plan, action plan or mentoring agenda. Journal of Vocational Behavior, agreement. Planned mentoring sessions 51(1), 70–89. can be conducted with the set objectives in mind. Step by step development can be monitored. Customized training Anderson, E. (1987). Definitions of assignments can be framed and mentoring.Unpublished Manuscript. implemented. For example if a candidate Anderson, E. M., & Shannon, A. L. wants to take up a HR job, he /she can be (1988).Toward a Conceptualization of provided an opportunity to take up Mentoring.Journal of Teacher Education, internship in a company for the same. 39(1), 38–42. Special operation workouts can be https://doi.org/10.1177/002248718803900 assigned to the candidates like 109 interviewing Entrepreneurs, training School students can be planned to hone the skills of the candidates. During the Bozionelos, N. (2004). Mentoring mentoring sessions, the self-driven provided: Relation to mentor’s career development of skills by the protégés, their success, personality, and mentoring performance on the tasks, their attitudes received. Journal of Vocational Behavior, and the other factors relating to their set 64(1), 24–46. goals are being observed by the mentors. Donaldson, S. I., Ensher, E. A., & Grant- Completion Vallone, E. J. (2000).Longitudinal The final phase is an opportunity to examination of mentoring relationships on celebrate your accomplishments, redefine organizational commitment and citizenship the relationship and reflect on your next behavior.Journal of Career Development, steps. But they may decide that the 26(4), 233–249. frequency or intensity of mentoring interactions can be reduced, so that their Eby, L. T., Durley, J. R., Evans, S. C., & meetings can continue as needed. But they Ragins, B. R. (2006).The relationship

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between short-term mentoring benefits and long-term mentor outcomes.Journal of Vocational Behavior, 69(3), 424–444. Phillips-Jones, L. (2003). Skills for Successful Mentoring: Competencies of Outstanding Mentors and Mentees. Herman, L., & Mandell, A. (2004).From CCC/The Mentoring Group. Teaching to Mentoring: Principle and Practice, Dialogue and Life in Adult Education. Psychology Press. Ragins, B. R. (1999). Gender and mentoring relationships: A review and research agenda for the next decade. Mullen, E. J., & Noe, R. A. (1999). The mentoring information exchange: When do mentors seek information from their Ragins, B. R., & Cotton, J. L. protégés? Journal of Organizational (1993).Gender and willingness to mentor Behavior, 233–242. in organizations.Journal of Management, 19(1), 97–111.

Noe, R. A. (1988). Women and mentoring: A review and research agenda. Academy of Ragins, B. R., & Scandura, T. A. (1997). Management Review, 13(1), 65–78. The way we were: Gender and the termination of mentoring relationships. Journal of Applied Psychology, 82(6), 945. Noe, R. A., Greenberger, D. B., & Wang, Wanberg, C. R., Welsh, E. T., & Hezlett, S. (2002). Mentoring: What we know and S. A. (2003).Mentoring research: A review where we might go.In Research in and dynamic process model.In Research in personnel and human resources personnel and human resources management (pp. 129–173). Emerald management (pp. 39–124). Emerald Group Group Publishing Limited. Publishing Limited.

Olian, J. D., Carroll, S. J., & Wheeler, M. M., & Cooper, M. Giannantonio, C. M. (1993). Mentor (2016).How to build a successful reactions to protégés: An experiment with mentoring relationship. managers. Journal of Vocational Behavior, 43(3), 266–278.

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TRANSFORMATION OF HIGHER EDUCATION FROM ANCIENT PERIOD TO MODERN EDUCATION SYSTEM IN INDIA

Prof. Dr. Muhammad Mahboob Ali Dhaka School of Economics (Constituent Institution of the University of Dhaka) “Education is the best friend. An educated person is respected everywhere. Education beats the beauty and the youth”- Kautilya

The history of ancient India was started was a kind of school in ancient India, from the vedic civilization which was the inhabited in scenery, with students living history of the northern Indian subcontinent in nearness to the teacher. During ancient between the end of the urban Indus time period, India was clearly familiar Valley Civilisation and a second with the highest objective of life is self- urbanisation commenced in the central realization and therefore aspire at Indo-Gangetic Plain c. 600 BCE teaching has always been the .The education system of the accomplishment of such a completeness of ancient episode has restricted being. Objectives of the education were characteristic and individuality which were to offer excellent training to young men not found in any other country in the and women in the concert of their social, world during that period .Dilksha Kasyap economic and religious responsibility. The described that in ancient India, education Vedic system, tutoring of a child originates was perfect and complete because of this at the age of five with the ceremony called sacred personal relation between the Vidyarambha. A high standard of learning teacher and the taught which we are awe- and culture was reached by Indian women fully lacking in recent times. during the Vedic age. Like boys, girls had to undergo the upanayana The prehistoric Indian education system is ceremony.(Sourcehttps://ithihas.wordpress based on development for life change. .com/2013/08/28/ancient-indian- Starting from the childhood “Guru” takes education-system-from-the-beginning-to- the responsibility not only rear up the 10th-c-a-d/). “Shishya” but also transforming form unskilled to skilled human being. Gurukul

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The eventual objective in ancient education created under leadership of Guptas enabled system was in all-purpose expansion of the pursuit of scientific and artistic student. The education was alert mostly on endeavours in the empire. the religious aspects. It was paying concentration mainly on the religious Country-specific parameters relevant to the duties, warfare, moral, social, Indian situation include regional and psychological and political acquaintance as international diversity, outreach, gender well as expansion. The history of equity and inclusion of disadvantaged education began with teaching of sections of society. Participation in the traditional elements such as Indian India Rankings 2016 was voluntary. religions, Indian mathematics, Indian However, the existing scheme of teaching, logic at early Hindu and Buddhist centres with its western method and substance. of learning such as ancient Taxila (in India had a rich tradition of education. But modern-day Pakistan) and Nalanda (in “Bihar has been a major centre of learning India) before the common and home to the universities era. Islamic education became ingrained of Nalanda (one of the earliest universities with the establishment of the Islamic of India dating back to the fifth century) empires in the Indian subcontinent in the and Vikramashila. The tradition of Middle Ages (Shrikant Umarye ). learning, which had its origin from the time of Buddha or perhaps earlier, was lost ..The teaching-learning system of ancient during the medieval period when it was India was unique in the world .Teachers believed that marauding armies of the can be segmented in the following criteria: invaders destroyed these centres of Acharya;Upadhyaya; Charakas ; learning.” Bhikkhus; Sadhus ;Yaujanasatika ;Sikshaka. Indian higher education (Source: https://en.wikipedia.org/wiki/Education_in_Bihar). currently the third largest in the world, is Xuanzang, Hwui-Li argued that all the likely to surpass the US in the next five students of Nalanda studied the Great years and China in the next 15 years to be Vehicle (Mahayana) as well as the works the largest system of higher education in of the eighteen (Hinayana) sects of the world. With nearly 145 million people Buddhism. In addition to these, they in the college-going age group in India , studied other subjects such as one in every four graduates in the world the Vedas, Hetuvidyā (Logic), Shabdavidy will be a product of the Indian education a (Grammar and Philology), C system. The Hindu-Arabic numeral hikitsavidya (Medicine), the works on system, a positional numeral system, magic (the Atharvaveda), and Samkhya. originated during Gupta rule and was later transmitted to the West through the Arabs. At that time this Bihar provides lifelong Early Hindu numerals had only nine education pattern with humanistic symbols, until 600 to 800 CE, when a approach. Foreign students also symbol for zero was developed for the participated in the education system. numeral system. The peace and prosperity

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Note: The life of Buddha depicted in a Pala-era scroll in aforesaid figure. The script used in the scroll is an ancestor of the Bengali language.

Shivani V. described that three different was not given and base on the belief types of institutions were in vogue which that religion is the fundamental basic imparted education to the people in rights of the human being and each doe Ancient India: never hamper others belief and attitude. “In medieval period the quality of i) popular system under which the education was quite high which could teacher, as a settled householder, produce great scholars. The teacher admitted pupils of a tender age and were devoted and committee to their imparted instructions to them; a) academic and teaching activity which advanced education to the students who was regarded as sacred and as a were not satisfied with the knowledge mission. Students were similarly highly acquired as students and were popularly disciplined, humble and morally known as academies; b) representative accountable for their activities” thinkers of the country of various (Source: Nikita Iyer). schools were invited to meet and exchange their view for instance A drive towards Platinum epoch with Congress of Rishis in Brihadaranyaka vision of rainbow power of India Upanishad. Women are also able to get organized through stable educational education in the ancient india such as improvement is an excellent opportunity Gargi , Maitreyi , Maya etc. "Outside to exchange long cherished Quality Higher the religious framework, kings and education-learning attainable by UGC, princes were educated in the arts and India .This is a unique opportunity to share sciences related to government: politics views of academics, industries, (danda-nıti), economics (vartta), entrepreneurs, research scholars, and philosophy (anvıksiki), and historical policymakers, politicians, to exchange traditions”(https://en.wikipedia.org/wiki their views for better India and to turn /History_of_education_in_the_Indian_s India Economy in no.1 within next 20 ubcontinent). years. This will also commensurate with sustainable development goal - ii) Islamic institution of education in India 4.Nowadays definition of the quality included traditional Madrassas higher education and learning has been and Maktabs which taught grammar, changed and in the money centric society philosophy, mathematics, and law education leads to employability plus skill. influenced by the Greek traditions Governance in the educational institute inherited by Persia and the Middle needs to be strengthening though UGC, East before Islam spread from these India is vigilant. The main aspire and regions into India . However, during function of UGC, India in higher Islamic education terrorist education educational institutes is to supply funds to

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universities and coordinate, determine & has viewed to ensuring standards of maintain the ethics in organizations of higher education in public and private tertiary level which was established in the sector higher education institutions. For year UGC Act 1956. As quality is the activities of the higher educational determined by demand and supply in the institutions after monitoring and market so following points are very evaluating their activities and performance important: approaches, ethics, morals, is being needed. The responsibilities in attitude, democracy, internationalization ensuring quality education, accrediting the and community involvement. A graduate higher educational institutions and its when enter into the job market or self – curriculum and programs, formation of employed he/she must have the quality of separate official recognition committee for entrepreneurial skill. Currently govt. of each discipline, determining the conditions India is trying to replace UGC ,India by of the endorsement and confidence Office of the higher education of India. certificate and cancelling the endorsement and confidence certificate under “While UGC has been vested with grant- reasonable ground. The technique and giving powers, HECI will have no funds to training of learning, particularly as an dole out.” The modern scenario has more educational topic or hypothetical thought teachers for whom teaching isn’t vocation refers to pedagogy at higher educational but an occupation institutes, which is going through (http://timesofindia.indiatimes.com/articles transformation to object based teaching- how/22304311.cms?utm_source=contentof learning system.Tertiary education in interest&utm_medium=text&utm_campai India, currently, has been facing many gn=cppst) deeply rooted and intertwined challenges. These include, inadequate enabling India has a long cultural heritage of Higher environment for improving the quality of education. With the advent of time there is education, teaching and research, weak lot of changes. Education, being the most governance and accountability, poor fundamental need of any developing planning and monitoring capacities, and country, should be the number one priority insufficient funding. All these drawbacks for India .However; Indian Govt. as well can only be mitigated by developing a as private sector both are trying to improve quality culture and ensuring good practices teaching –learning process. Currently in higher education institutions (HEIs) Education index (Calculated using Mean which present govt. is gradually trying to Years of Schooling and Expected Years of improve. Professional Bodies, Schooling) is improving. International accreditation councils are also working in some higher educational Government of India has approved the institutes of India. K.S. Reddy and Xie international standard benchmarking of Qingqing Tang commented that overall, education with an objective to ensuring world university rankings and standards of quality in higher education research metrics of Indian universities are both at the public and private universities found to be far behind those of Chinese in the country. Along with being an universities. Learning online is the future; internal assessor, Government will also act some even argue that computer-assisted as an external assessor to change the learning through technology such as structure of University Grant Commission interactive whiteboards , blended learning of India. Government of India has the goal and access to interactive online content and vision to have quality education at and virtual learning environments will higher institutions to enhance quality in become the norm for the future educational teaching, learning and research. The UGC perspective worldwide and India will have

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to play vital role so that it can led in future framework should work as a education process. Government of India, complementary factor. To improve quality Ministry of Human Resource education conveniences for the local and Development developed National international students and faculties, Institutional Ranking Framework on 29th graduate employability at the domestic and September, 2015. According to Times international benchmarking with yardstick, Higher Education World University social responsibility to optimize social Rankings 2019 top higher educational welfare, inclusiveness towards global institutes are: Indian Institute of Science, world with humanistic approach and free Indian Institute of Technology Indore, from any sort of terrorist actives. Indian Institute of Technology Bombay, Education must be free from terrorist Indian Institute of Technology Roorkee. activities. Modern education must be Five top Indian Higher educational included with Internet facilities so that institutes of India ranked by QS ranking social awareness and amenities with are Indian Institute of Technology Bombay human relations and use of artificial (IITB), Indian Institute of Science, Indian intelligence and machine learning must be Institute of Technology Madras (IITM), incorporated. For long time I am Indian Institute of Technology Delhi advocating for BIMSTEC regional (IITD, Indian Institute of Technology university to be set up in Bangladesh– Kharagpur (IIT-KGP).Journal listed by though currently Myanmar is not properly UGC, India is an excellent task. behaving with Bangladesh. However, India Internationalization of the higher education should find out root of ancient education can improve the quality of the education of system and cultivate its good part in the India. MTC Global, India can take the modern education system through challenge and find out opportunities to synchronizing for the betterment of the develop a structured framework for society and self-employed and education improved educational factors. To attain must be used for developing proper human economic strength as no.1 in the world, guidance as a people of the globe. Indian educational management must be improved. Regional and international

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WHY INTERNATIONALISATION OF EDUCATION? Kalyanlakshmi Chitta

educational institutions to set up branch Section 1-Introduction campuses abroad.

The phenomenon of internationalization of Current trends pertaining to India’s role as higher education has emerged as one of the a destination reveal that there has been a most consequential and debated steady rise in the number of international developments in the education space, students in the post-2000 period, which attracting attention across the board-from has propelled India to a noticeable position academicians to policy-makers. Even as on the list of popular destinations. evidences of international academic co- However, experts point out that this rise operation and collaboration can be traced has not been commensurate with either the back to ancient times, the process has scale of expansion of the domestic assumed significance as an education system or the quantum of institutionalized phenomenon since the increase in the number of international closing decades of the 20th century. The students in general. Initiatives towards inclusion of education as a tradable service promoting India as an educational hub under the General Agreement on Trade in have been contested on grounds of Services (GATS) of the World Trade shrinking resources available to the sector Organisation (WTO) has in effect and increasing demand for higher ‘dislodged’ education from its tradition education within the country itself. position of being a public good to being Notwithstanding the contestations, an re-oriented as a quasi-public good that emerging view is that attracting foreign could be negotiated within the operational students to India is a beneficial proposition framework of a typical market structure. for reasons like promoting diversity on Forces of globalization have had their University campuses and enhancing impact on various premises of the Indian accountability in service provision as also socio-economic and cultural realities and visibility on the international scene. the area of education has also felt the Therefore, weighing the relative costs and repercussions. This paper analyses the benefits of inward student mobility is opportunities that the process of central to determining the appropriate internationalization envisages for the approach in this respect on part of Indian higher education sector and stakeholders like policy-makers, host attempts to margin out the scope for India institutions and local student counterparts. to benefit as a service-provider under modes II and III of the GATS structure and Internationalisation by way of foreign also as a recipient under mode III. universities setting up offshore campuses Specifically, the paper tries to answer the has emerged as a landmark yet question whether inward student mobility controversial development in the realm of into India should be encouraged and education, particularly from the viewpoint discusses the rationale for the standpoint of the host nation. The possibilities inferred therein. Further, the paper encompassed herein as so complex and attempts to understand the relevance of the nearly conflicting in nature that it is most common arguments put forth by difficult to describe them as advantageous advocates of FDI in higher education in or otherwise without a concerted the Indian context. Finally the paper also deliberation on all the relevant aspects in explores the possibilities for Indian this regard.

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The main objective of Government The paper is organized in the following policies towards allowing the entry of manner. The present section is foreign education providers appears to be introductory in nature and sets out the to engineer a systematic upgradation of the basic areas of inquiry that the paper seeks domestic education sector in conformity to analyse. Section 2 tries to understand with international standards to enhance the present trends in international student efficiency and further facilitate the mobility into India and the potential penetration of the element of globalization benefits encompassed therein. Section 3 to the sphere of higher education. Implicit analyses the relevance of some of the most in this move is the expectation of a common arguments put forth by advocates positive spill over effect on the quality and of FDI in higher education in the Indian efficiency of service being provided by context. domestic institutions, making them Section 4 explores the opportunities that globally competitive in the first instance the possibility of setting up branch and translating into a synergy effect on the campuses envisages for Indian institutions overall quality of education in the ultimate and the benefits they are likely to witness analysis, besides bridging the gap on the herein. Section 5 is in the nature of a supply-side. Therefore, understanding the conclusion. role that foreign universities, if allowed to enter the Indian education sector, can play Section 2: Student Mobility Into India- in elevating the qualitative and quantitative Some Reflections progress of the sector would be a significant line of analysis. It would be The phenomenon of student mobility and useful to consider the prospective global academic exchange is not a recent implications of the presence of foreign one in the Indian context. India is universities for critical parameters of renowned as one of the oldest civilisations Indian education like expansion in in the world and the country’s ancient institutional capacity, qualitative progress, knowledge system has received attention contribution to employment generation and and recognition at the global stage. the competition likely to arise with their Renowned scientist Albert Einstein has entry. referred to the contribution of the Indian traditional knowledge system in the Indian institutions are already making their following words, "we owe a lot to the presence felt in the international education Indians who taught us how to count, space as service-providers through their without which no worthwhile scientific branch campuses. Factors such as brand discovery could have been name and reputation built up by Indian made". Evidence to this is also provided institutions over the years, particularly in by the fact that as early as in the 7th other developing countries and the century B.C., Takshashila (known as uniqueness of courses like yoga that they Takshila today), one of India’s oldest and are capable of offering are likely to propel most celebrated centres of learning India’s image on the international scene. attracted around 10,500 students from Though present information in this respect across the globe enrolled in over 60 is limited, the opportunities encompassed disciplines including logic, law and herein are tremendous. Therefore, grammar, philosophy, religion, medicine, understanding the nature and extent to literature, drama and arts, astrology, which Indian institutions can benefit from mathematics and sociology (Tilak 2010). their offshore operations would be rather Similarly, Nalanda University, whose insightful. establishment dates back to the 4th century

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B.C. and which is considered a landmark regarding the number of international in the evolution of the global knowledge students studying in the country with system, also attracted students and scholars considerable variation in the numbers from Korea, Japan, China, Indonesia, quoted by different organisations, which Tibet, Persia and other parts of the globe. may be attributed to the varied While some of these established centers of interpretations of the term ‘International learning continued their work during the students’. It may be pertinent to note here medieval period, some famous centers of that there is no consensus even among Islamic learning like Delhi, Lahore (now international agencies compiling data on in Pakistan), Rampur, Lucknow, student mobility across borders. For Allahabad, Jaunpur, Ajmer and Bidar also instance, the UNESCO Institute of attracted scholars and students from other Statistics has defined international students countries (Snehi 2013). However, the as “those who have crossed a national or traditional structures of India’s indigenous territorial border for the purpose of education system did not last. With the education and are now enrolled outside establishment of British political and their country of origin” (UNESCO, 2011). economic hegemony over India during the It needs to be noted here that the UNESCO 18th century and the subsequent definition includes only those students introduction of an education system on who are enrolled in courses and programs Western lines, traditional structures of of more than one year duration. Another education suffered a fatal setback (see important source of information on Doyle undated). This also meant that there international student mobility, the Institute was a reversal in India’s role on the of International Education (IIE) does not international educational scene, from being apply the one year criteria in its data a provider to being a recipient (Education compilation and considers any student Commission Report 1949), a trend that has studying on a temporary visa that allows continued into the post-independence academic course work to be undertaken, as period as well. This is evident from the an international student. In the Indian fact that India today ranks second on the context, the Ministry of HRD, Government list of source countries for international of India regards every student entering the students with an estimated 2 lac students country on a student visa as an from the country travelling abroad to international student irrespective of the pursue higher education in 2011(IIE program of study or its duration. The 2013). On the question of India’s role as a Association of Indian Universities (AIU) provider it may be noted that India does follows the UNESCO definition while the feature in the list of destinations for UGC has adopted the IIE version. international students though India’s Accordingly, the AIU lists only those position in the list is not very impressive. students enrolled with Indian Universities Before turning to a discussion of the trends and colleges for post -higher secondary in student mobility into India, it may be programs of more than one year duration first useful to place the phrase as international students in its database and ‘International students’ within a definite leaves out students registered for short conceptual framework. duration certificate or diploma programs in subjects like English language or computer training. The AIU also leaves out students 2.1 ‘International Students’ Defined In entering India under ‘Study India’ the Indian Context programs and also students registered for academic courses offered by Indian open Powar & Bhalla (2014) point out that there Universities who are residing outside India has been general confusion in India from its data compilation. In accordance

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with the IIE definition, the UGC includes after which it witnessed a sharp decline by even those categories of students who are almost 50% in 1996-97 and remained not covered by the AIU in its database. stagnant till the end of the decade. The trends witnessed a reversal thereafter, once An important issue in this context is again rising steadily to 21,206 in 2007-08 brought out by Powar & Bhalla (2014) that and stood at around 45,500 in 2016. information on international student However, experts point out that this enrolments in India compiled by both the growth has not been commensurate with AIU and the UGC suffers from roughly either the volume of increase in 10-15% under-reporting since a large international students in general or the number of Universities (including the quantum of expansion of the domestic established ones) are found to ignore education sector (Shah et Al 2011; Powar requests for information on international & Bhalla 2012; Lavakare & Powar 2013) students enrolled with them. Powar & India today has the world’s third largest Bhalla further point out that there are higher education system with more than technical issues as well in arriving at the 800 Universities and 37,000 colleges actual figures for international students in enrolling 20 million students in 2018. India. For instance, most Universities This, considered alongside the information place Tibetan students in the category of that the number of international students international students in their database. travelling abroad for higher studies stood Though this practice is conceptually sound at 4.3 million in 2011, the presence of since India regards Tibet to be an integral international students in India is rather part of the Chinese territory and to that insignificant. extent these students can be considered as Chinese students, there are other issues On the question of sending countries, it that need to be addressed in this context. can be observed that there has been a Most of the Tibetan students enrolled in steady rise in the number of countries from Indian institutions belong to families that which students have travelled to India for have sought political asylum in India, are higher education from around 90 in 1988- treated as ‘political refugees’ and have 89 to over 165 in 2018. The country never visited Tibet. Therefore, it has been profiles include developed countries like argued that these students should be the US, Canada, Australia and also regarded as Indians or at best ‘stateless’. European countries which apart from Dilemmas over contentious issues like this being technologically advanced and also contribute to the confusion over the economically strong, also have good actual numbers of international students in educational facilities as also from India. Hence, for an analysis of trends in developing countries from Africa, West inward student mobility in India what is Asia and South East Asia that have limited important is not the absolute figures but educational infrastructure. the broad trends indicated by inter- temporal variations in the data compiled In this context Powar & Bhalla (2014) by the same institution. point out that information on international student enrolments in India compiled by 2.2 Trends In International Student both the AIU and the UGC suffers from Mobility Into India roughly 10-15% under-reporting since a large number of Universities (including the Databases of the UGC and AIU reveal that established ones)are found to ignore the number of international students requests for information on international coming to India registered a steady rise till students enrolled with them (also see the mid-1990s to stand at around 13,000 Agarwal 2006). This is perhaps indicative

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of the lackadaisical approach of Indian arguments, an emerging view in this universities, particularly the public respect is that international students make universities towards the question of a significant contribution to academic, international students as also the general social and economic premises of a nation confusion prevailing among policy-makers and to that extent should be encouraged. and institutions about the importance of Some of the benefits arising from the having them on board. presence of international students on local campuses may be summarized as follows: 2.3 Should International Student Mobility Into India Be Encouraged? 2.3.1 Contribution To Building Cultural And Intellectual Resources Debates over the impact of cross-border education in any form on indigenous Since international students bring in a knowledge and cultural diversity often cross-cultural perspective on issues of provoke strong positions and sentiments. common academic concern, they constitute On the positive front it is argued that an important resource for host nations. As modern information and communication Altbach (1989) points out, international technologies and the movement of people, students are “one of the most important ideas, and culture across national elements of the international knowledge boundaries promotes the fusion and system; they are the carriers of knowledge hybridization of cultures. Others contend across borders; they are the embodiment of that the same forces are eroding national cosmopolitan cultures and are one of the cultural identities and leading to cultural most visible and important parts of the homogenization, most often in the form of worldwide exchange of knowledge”. Westernization. And still others speculate that cross-border mobility of students, 2.3.2 International Students’ Role In providers and programs will only increase Shaping Perceptions About Host cultural tensions within host institutions Nations and countries. Therefore, the issue of international student mobility is marked by International students serve as effective a great deal of controversy. ambassadors for the host country and play a significant role in shaping perceptions A crucial question specific to international about the host nation’s culture and socio- student mobility in the Indian context is economic realities in the rest of the world. whether its promotion is desirable from the In the immediate analysis the presence of viewpoint of national education policy. international students contributes to This question assumes significance in view strengthening academic ties between the of the demand-supply gap in institutional sending and receiving nations as their capacity within the domestic education positive feedback on their learning and system which poses as a constraint on living experience serves as the most expansion of educational opportunities for effective endorsement of the host nation’s local students. On this background, critics education system and helps project the of internationalization of higher education nation as a suitable destination for future strongly argue that education policy in aspirants. However, it may be useful to India should focus on national priorities note that the spill over effect of these and have questioned the rationality of academic interactions may be far more determining quotas for international extensive in that it contributes to building students in premier institutions like the the right image of the nation as a whole National Institutes of Technology (NITs). and fosters appreciation of the nation’s Notwithstanding the validity of these policies and practices in the rest of the

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world. As pointed out by Powar (2014), operation may be seen as the motivation the good political relations that India for Western countries to take measures shares with African countries may be towards faculty and student exchange as attributed to a considerable extent to the for instance the European Union’s fact that many influential African leaders Erasmus Mundus programme. However, in were educated in India. The educational case of low income countries like India support given by India generated where resource constraints do not permit enormous goodwill for the country among institutionalized measures towards sending African leaders. Similarly, the influence local students abroad, attracting India has exerted in Afghanistan in the international students to its campuses may post-2004 period is in no small measure provide this much-needed international due to the fact that former President exposure. This is because the presence of a Hamid Karzai was educated in India. large number of international students on (Sharma 2014) Powar further notes that campuses fosters a cosmopolitan promoting better understanding amongst environment and helps create greater the SAARC countries is one of the reasons awareness among local students about behind the establishment of the South global issues. This in turn better prepares Asian University in New Delhi. In sum, them to participate and engage more since there is growing recognition that effectively in an increasingly competitive education serves as an effective medium global economy. This may also enhance for dissemination of culture and values, the employability of local graduates in the international students can potentially international labour market and thereby spread goodwill for India in their home enable them to benefit from the ever- countries and help in developing an expanding operations of multinational understanding and better appreciation of corporations. Indian culture abroad. Indeed as pointed out by Rajkhowa (2014), while the 2.3.4 The Role of International Students economic contribution of international In Enhancing Visibility In World students to a nation’s economy can be Academic Rankings monetized, what is equally, if not more importantly and yet not easily quantifiable The international dimension of a is the intangible benefits through soft University has been identified as an diplomacy, relationship building, human important parameter in academic ranking capital resources, etc. that international of world Universities. For instance, the students help build between nations Quacquarelli Symonds (QS) World (Adams et al 2011). academic Rankings considers international faculty ratio and international student ratio 2.3.3 The Role of International Students as important constituents of its ranking in Academic Co-Operation And criteria with a weightage of 5% each. Collaboration According to Powar (2014), one of the reasons for Indian Universities not As the influence of the forces of featuring in the top 200 Universities in globalisation extend to various sectors of world rankings is their poor record as the economy, a nation’s success in the regards International students and international political economy critically international academic co-operation. depends on its interaction with the rest of Therefore, it has been suggested that the world at various levels, of which opening the education system for global exchange of knowledge and ideas is an research in collaboration with more important component. The recognition of international students could lead to greater the importance of this academic co- international recognition, better

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publication records and greater visibility local business, besides its academic amongst peers who rank the Universities. environment. Therefore, attracting international students to local campuses may provide an 2.3.6 Contribution to India’s Emergence opportunity for Universities in India to in the International Political Economy improve their relative position in academic rankings. In sum, the presence of There is increasing consensus that if India international students on Indian campuses has to emerge as a force-to-reckon-with on can effect stimulation of the academic, the international scene it must acquire pre- research and overall environment in the eminence in the field of education. India domestic education sector which in turn cannot compete with the developed world can propel India’s visibility on the global on the military front and in spite of India’s academic, social, political and cultural rapidly expanding economy; India is not scene in the long term. an economic power either. Similarly, despite the presence of a sizable educated 2.3.5 Contribution of International and skilled middle class all social Students to Revenue Generation indicators show that India has a long way to go before she can be ranked among International students contribute to developed countries. India’s rather poor revenue-generation in direct and indirect standing on the human development front ways. Since host institutions are permitted with an HDI value of 0.586 and a rank of to charge differential fees from 135 in 2013 reveals that India has not been international students (which is typically able to make much noteworthy progress on higher than the fees charged from local the human development consideration students), they are able to generate either. In this scenario, it may be pertinent additional revenue for developmental to note that the field in which India can purposes. This is particularly important for gain pre-eminence and be seen as a Indian institutions in the wake of shrinking significant global actor is the development public expenditure on higher education. of human resource. This is evident from Besides, international students also the remarkable strides India has made in contribute by way of purchasing local the area of space technology where the goods and services during their stay in the country is considered to be in the same country. This possibility has been league as some of the most advanced highlighted by the figures put forth by the countries in the world including the US US Government that has estimated an and France . The augmentation of India’s annual gain of $24 billion due to research capabilities require academic international student enrolments. Wit collaborations and intellectual and material (2010) has highlighted the importance of resources. The entry of international higher education as a revenue source while students can help achieve this end through succinctly stating: “Cross-border higher their expertise and intellectual and material education in New Zealand generates more contributions. . International students in earnings than the export of wine; in Indian higher education institutions will Canada more than lumber and coal; and in enhance the diversity of Indian campuses United States more that automotive and and over the years international students financial services ... For Australia it is the would help enhance India’s visibility and fourth export product after coal, iron and presence on the world social cultural and recently gold”. Therefore, India needs to education space, notwithstanding the attract international students to its tremendous opportunity for soft diplomacy University campuses to give a boost to that goes with overseas students returning home from India.

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The above discussion brings out that consider the opportunities that the though arguments against promoting prospective entry of foreign universities international student mobility into India on entails for the Indian higher education grounds of the gap between demand and sector. supply of institutional capacity for local students are not entirely baseless, the case 3.1 Government of India’s Policy for promoting it also quite strong which Outlook for Allowing Branch Campuses suggests that stakeholders like policy- of Foreign Universities makers, educational institutions and local students need to re-orient their position In the Indian context, consistent with the vis-à-vis international students so as to neo-liberal reforms in overall national reflect a more accommodative approach. policies, the Government has clearly indicated towards opening the higher Section 3: Foreign Education Providers education sector for Foreign Direct in India- The Opportunities Investment (FDI). As a measure towards Encompassed autonomously adopted commitments towards liberalization under Mode III of An emerging form of internationalization the GATS structure, the Government of higher education that has drawn a lot of appears to be chalking out the roadmap for attention in recent times is by way of allowing the entry of foreign education universities setting up offshore campuses providers into the area of higher education. outside their country of origin. This route The introduction of the Foreign of service provision designated as mode III Educational Institutions (Regulation of (commercial presence) under the GATS Entry & Operations) Bill 2010 may be framework has been recommended for low seen as a step in this direction. income and developing countries with limited educational infrastructure by The legislation lays down (vide sub- organizations like the World Bank to section 8 section 4 of the Draft Bill) the supplement domestic efforts to improve detailed procedure for recognition and the basic indicators of education such as notification of foreign education providers Gross Enrolment Ratio (GER), seeking to set up their campuses in India, institutional capacity and quality of service subject to scrutiny of such applications provision. The main objective of host made by them by the concerned statutory governments towards allowing the entry of authority in India. Experts point out that foreign education providers appears to be the bill seems to have a two-dimensional to engineer a systematic up gradation of agenda-firstly to transform the prevailing the domestic education sector in unregulated market in higher education to conformity with international standards to a regulated global market with a view to enhance efficiency and further facilitate check unfair practices in the sector and the penetration of the element of secondly, the entry of foreign institutions globalization to the sphere of higher is expected to address the issues education. Implicit in this move is the constraining the growth of the Indian expectation of a positive spill over effect higher education sector like poor quality of on the quality and efficiency of service service provision and shortages in being provided by domestic institutions, institutional capacity (Chattopadhyay making them globally competitive in the 2010, Gurukkal 2011). It may be useful to first instance and translating into a synergy understand the policy outlook for allowing effect on the overall quality of education in the entry of foreign universities with the ultimate analysis, besides bridging the reference to the most common arguments gap on the supply-side. It may be useful to

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put forth by advocates of FDI in higher university-level institutions has witnessed education. a dramatic rise in the post-independence period increasing from 20 in 1950-51 to 3.2 Arguments in Favour Of FDI in 864 in 2016-17 (Government of India Higher Education –The Indian 2017). During the same period the number Perspective of colleges has gone up from 500 to 40026 while the number of students enrolling Arguments in favour of FDI in higher with post-secondary institutions has risen education are centered around the from 21.4 lacs to approximately 100 lacs. expectation that branch campuses of Besides, there were another 11669 foreign universities can contribute standalone institutions also recognized by significantly to the qualitative and the concerned statutory authorities in quantitative progress of the higher 2016-17. education sector of the host nation. Following are the most common Prima facie, the trends observed in these arguments put forth by advocates of FDI capacity indicators appear as a significant in higher education alongside their achievement. However these achievements relevance in the Indian context. need to be considered in perspective. Gross Enrolment Ratio (GER) which 3.2.1 The Argument of Expansion Of broadly refers to the proportion of Institutional Capacity population in the relevant age group of 18- 23 years enrolled in higher education

courses is a more appropriate indicator of Altbach and Jayaram (2010) have noted the degree of access to higher education that the 15-35 years age bracket in India for eligible candidates. Therefore, a comprised of a population of 350 million consideration of GER in higher education in 2010 and on extrapolation estimated may provide more useful insights in this these figures to stand at 485 million by regard. GER in higher education in India 2030. Sudarshan & Subramanian (2012) has gone up from 0.1 in 1951 to 11 in 2001 note that providing affordable, good and stood at 20 in 2018. quality and globally relevant education to these mounting numbers of aspirants is Based on a comprehensive study of one of the biggest challenges confronting enrolment rates in higher education across policy-makers. They further argue that the world alongside the corresponding unless a suitable mechanism is put in place stage of socio-economic progress of the in this regard, India would face a ‘tsunami’ nation in question, Trow (1973) classified of aspirants approaching higher education education systems across the world into without the institutional capacity for the categories of elite, mass and universal accommodating them. Such a situation, in states. Specifically, Trow suggested that the words of Narendra Jadhav, former countries with GER less than 15% could member of Planning Commission of India, be categorized as elite state; countries with would lead to a ‘demographic disaster, just GER ranging from 15 to 50% as mass adding mouths to feed, not hands that can systems and countries with GER greater work’. It may be useful to consider the than 50% as universal systems. Brennan current scenario of institutional capacity (2004) elaborated further on this and put it in perspective with respect to the classification by summarizing the associated indicator of GER. characteristics of the three systems.

Accordingly, elite systems may be Information on educational infrastructure generally understood to focus exclusively in India reveals that the the number of on shaping the mind and character of the

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ruling class and preparing students for constraint on effecting increases in student broad elite roles in government and enrolments. For instance, based on a society while mass higher education is comprehensive study of GER and understood to undertake transmission of institutional capacity of districts all over knowledge and prepare students for broad the country in 2007, Sachidanand Sinha technical and economic roles and universal has noted that a significant degree of higher education is concerned with commonality can be observed between the adaptation of the entire population to rapid list of districts having GER in higher social and technological changes . education below the national average of According to this classification, higher 12.4, (according to the National Census education in India remained an elitist Survey, of 2001) and those having a low aspiration till the Eleventh Plan period colleges/per lac population index (Sinha (2007-12) and has now broken ranks to 2008). This may be considered indicative enter the segment of mass education. Even of a crude cause-effect relation between as these figures are a commendable relatively less institutional capacity and achievement in them, their implications for low GER. Sinha therefore concludes, national goals would become more “While remoteness and social conspicuous when considered as a cross- characteristics could be associated with country comparison. The UGC Report enrolment in higher education in more 2009 notes that the GER in higher than one ways, the relation between the education in developed countries stood at two variables may not always yield a around 54.6% while the corresponding linear relationship, yet it would not be figures for countries in transition was 36.5 incorrect to suggest that, other things % and the world average was 23.2%. remaining the same, availability of educational facilities and infrastructure Referring to the development experience supports such as hostels, laboratories, of developed countries, the UGC Report libraries, and teachers play an essential notes that sustained economic growth role in promoting educational access at all requires a minimum of 20-25% enrolment levels “On this background it may be in higher education. In this context Tilak argued that while India’s aspiration to (2012) notes that the critical threshold emerge as a force to reckon with in the level for GER in higher education for any international political economy depends country aspiring to become a socially, critically on the extent to which the higher economically and politically advanced education sector is able to impart usable nation is 30 to 40%. This considered and useful skills among its recipients, the along-with the fact that the number of associated target of achieving higher students completing higher secondary levels of GER depends on the availability education in India in 2018 stood at about of educational infrastructure at the basic 1.2 crores suggests that there is a long way level of analysis. This view is also to go before India achieves a satisfactory supported by empirical studies that level of student enrolment in higher suggest that the pursuit of higher levels of education even in quantitative terms. GER will require a corresponding expansion of institutional capacity. For In analyzing the determinants of GER, it instance, in order to estimate the tentative may be useful to consider the role of number of universities and colleges availability of institutional capacity at required to accommodate the target of 5% various stages of education. In this respect increase in GER in higher education experts have expressed the view that other contemplated by the 11th five-year Plan, things remaining the same, deficiency in Bhushan (2008) employed alternative institutional capacity may pose a severe measures to arrive at the tentative estimate

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that the target rise in GER required a during the 11th five-year Plan to stand at corresponding rise in the number of around 47610 crores. institutions to the tune of 378 universities and 2602 colleges. It needs to be noted The Majumdar Committee (2005) here that despite the expansion of observed that in order to achieve national institutional capacity planned in the public educational objectives public expenditure sector, given the enormous scale of on higher education needs to be raised to at expansion required to catapult GER to least 1.5% of GDP. The report suggested desirable levels, the facilitation of its that the total annual budgetary further expansion will require a allocation for higher education supplementary role to be played by the (including technical education) needs to private sector. It therefore follows that an be raised to Rs.455.52 billion from its then increase in student enrolments in higher level of Rs 103.83 billion. Thus, the education requires a substantial Committee worked out a resource gap of corresponding expansion in institutional Rs 351.69 billion. capacity of the sector in which the private sector may have a noteworthy role to play. Another noteworthy aspect of the This argument may be extended to suggest allocation to education that needs to be that foreign Universities may also considered here is the intra-sectoral contribute to expansion of institutional allocation to various segments of the capacity alongside the domestic private sector. For instance, of the 5450 crs sector. allocated to the sector as a whole in 2001- 02, 3609 crs were channelized towards 3.2.2 The Investment Argument development of the elementary education sector which increased to 3800 crs in The National Policy on Education (NPE) 2002-03 out of 5920 crs allocated to the 1986 has emphasized the need to allocate sector. With the passage of the 86th around 6% of GDP towards the education Constitutional Amendment Act 2009, that sector to facilitate its expansion in line made Right to Education for children in with national objectives. (Kothari the age group of 6-14 years a fundamental Committee Report 1964-66; CABE 2005; right and a fundamental duty, the National Knowledge Commission 2006). Government expressed its commitment to universalisation of elementary education in Data shows that Central Plan and terms of access retention and achievement. budgetary allocation to the education In pursuit of these objectives the sector in absolute terms has increased over Government launched programs like time. However, total allocation as among others, the Sarvashiksha Abhiyan, percentage of GDP continues to be way the District Primary Education Program below the desired level of 6% of GDP as (DPEP), and the National Program of envisaged by various policy documents. Nutritional Support to Primary Education (Mid-day Meals Scheme). A substantial The Investment Gap In Higher part of the allocation to the education Education In India: Some Estimates sector is diverted towards these programs. It therefore appears that the focus of Based on the expenditure patterns arrived education policy is presently on at by the Moily Committee (2006) and by universalisation of enrolment rates and making simplifying assumptions about retention in elementary education. In this growth rates of enrolments, Bhushan scenario Governmental allocation of (2008) estimated the investment gap resources to facilitate expansion of the higher education sector appears to be a

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difficult proposition, thereby creating private (domestic and foreign) providers. room for private and foreign investment in In this context it is argued that the scope of the sector choice extended by such a set-up to students will foster competition and It has been argued that foreign providers therefore improve quality. Furthermore, can contribute to the domestic economy in the application of corporate managerialism another way-by reducing the outflow of in the governance structure of the scarce foreign exchange. In this context government-aided institutions would help McBurnie & Xegores (2001) have noted, achieve efficiency and deliver quality “Foreign providers build the capacity of education. In the ultimate analysis the higher education system within the resources will be allocated efficiently at country which can have the effect of the economy as well as at the firm level. In reducing the number of students who go fact advocates of privatization of higher abroad to study, thus reducing the net education argue that the realities of currency outflow.” This is particularly “massification” of higher education, relevant in the Indian context since , as decline in public funding, and increased pointed out by Rajkhowa (2014), IIE competition for enrolment have created a estimates show that Around 1.95 lac “quasi-market situation within and Indian students travelled abroad in 2012 to between the public and private sectors” pursue higher education costing the (Slaughter & Leslie 1997; Teixeira et al national exchequer around US$ 4-6 billion 2004, cited in Altbach & Peterson 2007) in lost revenue. Therefore, there is a need to create quality infrastructure within the Public policy towards education in India in country that will help retain the students the post-independence period was in presently travelling abroad, in which conformity with the accepted norm of foreign providers can play a noteworthy public provisioning as also consistent with role. the overall policy of the Government to establish a socialistic pattern of society by 3.2.3 The Competition Argument bringing practically all areas of the economy into the folds of the public Chattopadhyay (2010) notes that the sector. This is evident from the fact that Foreign Educational Institutions Bill 2010 the Government sought to virtually is in tune with an ideology that treats nationalize the then existing private higher education as a private or at least a educational institutions which thereafter quasi-public good to be delivered in the received public grants. (Noric Report market, a paradigm based on a ‘supposed’ 2006; Kumar 2013). However, over a emphasis on “efficiency” expected bring period of time with an increase in the about “reform” and an improvement in the number of such institutions, fiscal poor indicators of higher education. (also pressures of funding them mounted on see Gurukkal 2011; Tilak 2010)While state Governments which along with the theoretically the ideal market set up to policy decision to divert resources derive the potential benefits from allocated to the education sector towards efficiency is one characterized by perfect achieving universal elementary education competition, what the advocates of became the driving force for allowing marketisation of higher education argue is private initiatives in the sector in order to for framing policy measures so as to facilitate the expansion of institutional simulate a market-like situation in the capacity in higher education to nature of a ‘quasi-market’ which will accommodate increasing numbers of ensure freedom of choice to ‘consumers’ student enrolments. (Noric Report 2006) that is, students; and also producers that is Also, Since traditional economic theory

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emphasizes the positive correlation the problem. For instance; Agarwal between competition and efficiency which (2006) notes that “Due to the in turn started becoming a central government’s ambivalence on the role of preoccupation of domestic educational private sector in higher education, the policy due to concerns arising out of the growth has been chaotic and unplanned.” disorientation of educational output from The regulatory system has failed to industry requirements, internal resource maintain standards or check exploitation. crunch and the inherent inefficiencies Instead, it has resulted in erecting arising out of protection extended to the formidable entry barriers that generate public sector; subjecting higher education undesirable rents.” (see Tilak 2012) In to the norms of efficiency through the spite of such irregularities, the private introduction of an element of competition sector has been found to thrive on firstly, became imminent (Bhushan 2004). Also, a the increasing demand for higher debate over the potential benefits of public education and secondly, the inability of the subsidization of higher education emerged public sector to accommodate the growing with experts questioning the rationality of demand due to its limited capacity the policy. On this background a policy (Mahajan 2012). Another perspective in decision towards the introduction of an this respect is explored by Altbach (1999) element of privatization into the sector was that , private education is flourishing in taken. developing countries like India because it is offering the “products” that students The entry of private providers into the want to “buy” because they earn returns higher education sector appears to have from the market, ensuring a better fit had a mixed impact on the sector. On the between the economy and education. It one hand it has made a significant may be appropriate to describe this contribution to expansion of institutional scenario as one which is progressively capacity and enrolment rates. However, getting market-driven and the prevalent the functioning of private providers has at market imperfections are resulting in times appeared to have a counter- inefficiency. Therefore, an effective productive effect on the sector. Experts strategy to correct these inefficiencies is have argued that there are genuine through the introduction of competition. concerns about many of the private Sabharwal (2014) makes an interesting institutions being substandard and observation on the impact of competition exploitative. Also, since private provision on the quality of service provision. of educational services is driven mainly by Referring to the fallout of the commercial considerations, (Bhushan mushrooming of private engineering 2013; Naik 2013; Tilak 2012; Mahajan colleges in South India in particular and 2012; Altbach 2010) a number of the impact of competition between them, distortions have been created. Sabharwal notes that, “We are already Furthermore, trends indicate that these seeing early signs of the benefits of institutions are skewed towards competition and choice in engineering; professional programs like engineering and there are 50 colleges in the South that got business management where, after less than 10 admissions this year and the accounting for operating costs, it is coaching mandi business in Kanpur and possible to earn substantial margins of elsewhere fell by 40 per cent last year profit. Besides the problems arising out of because 100,000 engineering seats of Uttar the inherent commercial nature of Pradesh Technical University went on functioning of private institutions, experts stream. It is estimated that 30 per cent of have also raised concerns about education the engineering seats in the country are policy itself being responsible for part of empty and many poor quality engineering

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colleges are shutting down while the good expansion has always been a challenge ones are raising faculty salaries.” This confronting Indian education policy. It trend suggests that competition is indeed may be useful to begin with a brief making a mentionworthy contribution to discussion of the quality assessment and maintenance of quality of service maintenance mechanism in Indian higher provision, particularly in the private sector. education and status of Indian universities This argument may be carried one step with respect to these parameters. forward to suggest that the strategy of competition would be more effective if it In its Report on the structure and working came from a segment of institutions whose of the Indian education system, the Noric functioning is similar to that of private Study Group has noted that the quality institutions. Since the operations of foreign assurance mechanism in India is embodied providers are also driven by commercial in legislations aimed at regulating all areas interests (Altbach 2002, Scott 1998, Hira and disciplines of higher education as also 2002), their functioning may be generally professions. The authority to establish understood to be similar to that of private Universities is vested in the central and providers. Therefore, advocates of FDI in state legislatures wherein Central higher education argue that entry of Universities can be established only by an foreign institutions would drive private Act of Parliament while state legislative providers to take appropriate measures to assemblies are authorized to enact enhance efficiency to stay in competition, legislations to establish state Universities. thereby improving the quality of service Besides, various apex institutions have provision. Therefore, the entry of foreign been entrusted, either by an Act of providers has been advocated on the Parliament or by an Act of Legislative grounds that they can drive improvement Assembly or by central or state in the quality of service provision. governments, with the responsibility to regulate the standards of education in 3.2.4 The Quality Argument particular fields. For example, the University Grants Commission (UGC) As noted by Healy (2008), the concern of was established by the UGC Act, 1956, to policy-makers with respect to the quality coordinate and maintain standards of of domestic educational services has had a university education. These measures may major role to play in formulating policy be considered as the built-in mechanisms initiatives towards internationalization. for maintaining quality in higher “The small number of well-known education. However, by the decade of examples is, for the most part, the outcome 1980s the view that the built-in of pro-active policy initiatives by the host mechanism of quality assurance was governments, seeking to invite in inadequate to address the quality concerns prestigious foreign institutions to in Indian higher education became widely accelerate the development of their own prevalent. (see Anthony 2002). On this domestic higher education sectors”. Kirp background the National Policy on (2003) notes that “Prestige is a scarce Education (NPE) 1986 laid emphasis on commodity; the losers far outnumber the the recognition and reward of excellence winners and winner-take- all which in performance of institutions and makes branding particularly important in checking of sub-standard institutions. higher education.” Palshikar (2010) points Consequently the Program of Action out in this context that striking a (PoA) 1986 stated, “As a part of its reasonable balance between quality and responsibilities for the maintenance and quantity or in other words ensuring quality promotion of standards of education, the maintenance in the midst of quantitative UGC will to begin with take the initiative

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to establish an accreditation and the regulations from qualification of the assessment council as an autonomous NET and SET. Similarly, under the UGC’s body”. After 8 years of continuous new regulations for admission to the Ph.D. deliberations on the issue the UGC program , Universities are required to established the National Accreditation and select candidates on the basis of an Assessment Council (NAAC), in 1994 to entrance examination. However candidates assess the standards of quality of higher who have qualified the NET or SET are education institutions in the country. exempted from taking the entrance examination. This amply indicates that the Quality Status Of Indian Universities UGC technically treats teaching and research aptitude inter-changeably. This is Based on a comprehensive study of the also clear from the inclusion of research quality status of Indian Universities, activities and scores attributed to them Qamar (2008) has noted that out of the being an important component in the then existing 317 Universities under the computation of the Academic Performance UGC purview, only 164 were recognized Indicators (API) score which is treated as as eligible to receive development grants the criteria for measuring performance of from the UGC under Sections 2F and 12B college and University teachers. This in 2006 while the remaining 153 suggests that the UGC does not Universities did not meet the minimum differentiate between teaching and investment in physical facilities and research aptitude and performance infrastructure criteria laid down by the registered in one area is treated as the UGC to receive its assistance. Out of these criteria for assessment of the other. 164 Universities, only 128 had got (Palshikar 2010) Further, it may be argued themselves accredited by the NAAC by that even if one considers the criteria to be 2006 and only 32% of them could secure accurate or at least indicative of quality in A or above level of grating, while another the respective areas , the above 52% secured B or above Grades and the information clearly shows that the quality remaining 16% Universities were status of Indian institutions is rather categorized in the third group having concerning. obtained Grade C or above. Furthermore, experts also observe that the The Quality Assurance Mechanism – expansion of the higher education sector in Some Limitations India has been quite chaotic and unplanned. For instance, Béteille (2005) It may be noted here that the criteria observes that “the drive to make higher adopted by the quality assurance education socially inclusive has led to a mechanism in its assessment and sudden and dramatic increase in numbers accreditation process itself is questionable. of institutions without a proportionate This may be illustrated by making increase in material and intellectual reference to some of the policies adopted resources. As a result, academic standards by the UGC for quality maintenance in have been jeopardised.” Summing up the teaching and research. The UGC has situation, Kapur and Mehta (2004) argue stipulated the qualification of the national that the existing laws regulating higher or state-level eligibility test (NET/SET) as education in India tend to promote adverse the criteria for appointment of college selection by in effect deterring genuine teachers at the undergraduate level. investment in education while favouring However the UGC regulations 2009 those who are adept at manipulating the exempt candidates who have been awarded system. doctoral degrees under relevant clauses of

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As mentioned earlier, an important given her demographic dividend and the argument put forth by the advocates of large number of skilled personnel like FDI in higher education is that the entry of scientists and engineers, could effectively foreign Universities will result in an challenge “North’s” monopoly in hi- improvement in the quality of service technology sectors by producing provision. Given the state of Indian innovative products and services. institutions on the quality front it is expected that the entry of foreign Skill-development is crucial to India’s Universities will result in an improvement aspiration to emerge as a global leader in in quality in the overall education system the services sector and education has a due to factors such as competition and central role to play in this process. linkages in the system. Advocates of FDI in higher education argue that courses offered by foreign 3.2.4 The Employment Argument providers can be instrumental in realizing the benefits offered by these opportunities It has also been argued that the entry of in the international labour market. This is foreign providers can contribute to because transnational programs, besides employment generation by way of directly awarding the degree, also have the creating opportunities to academic advantage that they are oriented towards professionals as also by indirectly global rather than local forms of enhancing access to opportunities in the knowledge and practices which bestows international market for services. It may be students who receive this education with useful to consider these opportunities in better cross-cultural skills and enables perspective. them to adapt to the work environment in different countries without much Experts point out that the increasing difficulty. This may also have a juggernaut internationalization of business activity effect wherein the spill over effects of the facilitated by the revolution in information synthesis of knowledge systems may and communication technology (ICT) has extend to engineering a further had major ramifications for basic premises diversification, modernization and of the labour market like wage structures internationalization of the domestic and work environment with perhaps the business sector and thereby enhance the greatest consequence being the quasi- pace of globalization which in turn may be integration of labour markets cutting expected to create further employment across national boundaries. Bhagwati opportunities. (see Mcburnie and Zegores (2004) points out that advanced countries, 2001) given their demographic profiles and supply-side shortages in their labor Another important concern related to the markets, have a major requirement for scenario of employment in the country skilled professionals. In an era of may be pointed out in this context. The increasing globalisation, countries are National Association of Software and understood to compete for markets by Services Companies (NASSCOM)– creating and attracting technically skilled McKinsey Report (2005) found that a talent. Bhagwati adds that for a country mere 25% of technical and 10 per cent of like India with a large population and huge non-technical graduates, passing out of the capacity to generate skilled professionals Indian education system, are actually at home and by education abroad, out- employable. In this context, Sudarshan & migration of professionals is an Subramanian (2012) note that the fact that opportunity and not a threat. In the opinion most companies have to spend huge of Freeman (2005), a country like India, amounts of time and money training fresh

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graduates can be seen as an indicator of others in Malaysia, Singapore and the skill-set gap between what industry countries in the West” Experts observe that wants and quality of output emerging from the decision of Indian institutions to move the higher education institutions. their operations abroad may be seen as a Advocates of FDI in higher education result of the interplay of ‘push’ and ‘pull’ argue that foreign institutions with the factors. On the positive front, given the professional orientation of their academic measures taken by host Governments to programs can play a significant role in develop specific locations as educational addressing this concern. hubs (as for instance in Dubai and Malaysia), these centres offer encouraging It is further argued that FDI can contribute prospects for long-term growth thus makes to the creation of employment offshore campuses an attractive opportunities in another sense too by proposition. On the other hand, since most offering teaching and research positions to Indian institutions with offshore campuses qualified persons. This effect is are found to be private ones, stringent particularly important for the Indian higher operational regulations and the education sector where the restrictions Government’s ambivalence on the role of imposed by state Governments on the private sector in the domestic recruitment of faculty have resulted in education system act as factors driving contraction of employment opportunities these institutions to take the offshore route. for qualified personnel. This section seeks to make some preliminary suggestions on what could be The above discussion brings out that entry the nature of the approach of policy- of foreign universities in Indian higher makers and educational institutions in education could potentially make a positioning India as a noticeable player in significant and positive contribution to the international education space as a Indian higher education in terms of provider under the mode of commercial indicators like institutional capacity, presence under the GATS framework. quality of service provision and employment generation. However, caution Measures Indian Institutions Could also needs to be observed in ensuring that Take To Position Themselves As the presence of foreign universities needs Providers In The International to be regulated in a manner compatible Education Space with the academic practices and environment prevalent in India in the As mentioned earlier, Indian institutions nation’s best interests. have already registered their presence on the international scene in the area of Section 4: Presence Of Indian educational service provision. Given the Institutions Abroad: An Overview rapidly expanding size of the Indian education system and the attention it has Analysis of Indian educational institutions drawn at the international level, India has with offshore campuses reveals that India the potential to emerge as a major player in has a noteworthy presence in the area of the field of educational service provision. overseas service provision. In fact as In order to translate the potential pointed out by Sharma (2012;cited in opportunities into achievements, Indian Tiwari & Yeravdekar 2014), “India leads institutions need to take appropriate overseas higher education provision from measures to ensure the courses they offer non-Western countries, with at least 17 are relevant in the host nation, should campuses abroad, 10 of them in the United reflect adaptability and dynamism in the Arab Emirates, four in Mauritius and courses they offer while remaining

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compatible with the academic environment dance forms. Since many Western and practices of the host nations. Some countries have shown a keen interest in specific measures that may be adopted by these subjects, offering programs in them Indian institutions in this regard may be in an institutionalized manner is likely to summarized as follows: attract attention even in developed countries. Therefore, a possible Institutions need to identify countries that arrangement for Indian institutions may be have education systems that are to offer programs in conventional structurally similar to the system in India disciplines like engineering, management, so that the programs offered by them can sciences and humanities in other fit into the structural framework of host developing countries and offer programs nations. Countries in Africa, South Asia based on traditional Indian knowledge in and South East Asia that, like India have developed countries. been under Western imperialism and have therefore inherited education systems Indian Universities that have established a introduced by them, may be potential certain reputation in the international regions Indian institutions may explore market for educational services and are seeking to set up the branch campus There is a need to identify factors that are building on this reputation need to ensure likely to influence compatibility between that they maintain the same quality of the academic environment and practices of service in the course content and delivery Indian institutions and those prevalent in mechanism on their branch campus as they host countries to ensure that the branch do on their Indian campus. campus is not misplaced in the operational framework of the host nation. Factors like The above discussion brings out that the medium of instruction, relative level of possibilities to play the role of service- development, affordability, alignment of provider in the international education interests of branch campuses and that of space entails tremendous opportunities for the national educational policy of host Indian educational institutions. While nations, and other socio-economic and factors like the reputation built up by cultural factors may be of relevance in this Indian institutions in areas such as context. For instance, offering programs engineering, management studies and in disciplines where the host nation lacks medicine are likely to propel India’s ability in institutional capacity may be of greater to translate these opportunities into relevance. achievements, it is important that Indian institutions take appropriate measures to In addition to core academic programs, live up to the expectations of host nations. institutions should also offer preparatory courses to facilitate greater participation in Section 5: Conclusion the host nation. For instance, while opening branch campuses in countries The phenomenon of internationalization of where English is not the first language of education, particularly higher education the masses, institutions should offer short has emerged as a development that any duration programs in spoken and written nation exposed to forces of globalization English to prospective students. can neither ignore nor seek isolation from. It is a part of the reality of present day Institutions may also explore the education that has come with definite and possibilities of introducing programs based realizable opportunities as also with its on Indian traditional knowledge like yoga, share of challenges. Therefore, ayurveda and Indian classical music and determining the nature and degree to

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which the education sector can be opened the economy in general through the living to global forces, the pace at which costs they incur during their stay in the internationalization could be integrated in country. On this background, it may be order to ensure that the accommodation of argued that the presence of international foreign providers in the domestic students in Indian institutions is likely to education space is smooth and does not have an effect that is more positive than create much disturbance and also the areas, negative for the Indian cause. Therefore, disciplines and locations where they their there is a strong need to put an entry may be permitted are some issues institutionalized mechanism in place to that policy-makers need to address. This promote student mobility into India paper looked at the possibilities that through appropriate changes in policies at internationalization encompasses for the Governmental, regulatory and Indian higher education with specific institutional levels. reference to the channels of inward student mobility, entry of foreign universities and On the question of the contribution that the possibility of Indian institutions setting offshore campuses of foreign universities up offshore campuses. in India can make to promote the interests of Indian education, it may be inferred that The paper highlights that despite the the various benefits identified by validity of the arguments against advocates of FDI in higher education promoting international student mobility prima facie appear valid in the Indian into India on grounds of the gap between context. Presence of foreign providers is demand and supply of institutional expected to play a supplementary role capacity for local students are not entirely alongside the domestic public and private baseless, the case for promoting it also sector in the expansion of institutional quite strong. Specifically, the contribution capacity to facilitate an increase in that international students make to enrolments in higher education. They are enhancing diversity on campus and also expected to contribute to enhancing bringing in a global perspective in the quality of service provision indirectly classroom discussions can have a through the element of competition their significant spillover effect on quality of entry into the sector will entail as also service provision. Furthermore, directly through the quality of the international students serve as effective programs they will offer. Furthermore, ambassadors for the country they study in foreign providers are also expected to and facilitate strengthening of socio- contribute to the expansion of employment cultural and even political ties between opportunities in both direct and indirect their home and host countries. Presence of ways. Even as these possibilities appear international students on campus can go a favourable in the Indian context, given the long way in helping their Indian unique complexities associated with the counterparts develop a more profound Indian education system, the paper understanding of issues of common maintains that a careful examination of the concern and foster better appreciation of relative costs and benefits of the globally relevant issues. Besides, the prospective entry of foreign providers possibility of charging differential fees needs to be undertaken before any concrete from international students offers an measure towards implementation of any opportunity for Indian institutions to policy that would open Indian education to generate revenue to supplement shrinking foreign universities. public funding. Apart from this direct benefit to the host institution, the presence of international students also contributes to

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Current trends reveal that India has a Altbach, P. G. (2002): “Knowledge and noteworthy presence abroad with at least education as international commodities: seventeen branch campuses in countries The collapse of the common good” like the UAE, Malaysia and Nepal. International Higher Education, 28, 2-5. Institutions like the Manipal Academy of Global Education (MAGE) and Birla Altbach, Philip G. and N. Jayaram (2010): Institute of Technology and Science “Can India Garner The Demographic (BITS) have set up branch campuses that Dividend”, The Hindu, 1 December, have been well received by the students http://www.thehindu.com/opinion/lead/can and Governments of host nations. Given -india-garner-the-demographic- the increasing recognition that Indian dividend/article924112.ece (last accessed institutions are getting on the international 21 February 2019). scene, there seems to be a vast potential for them to explore the opportunities of Antony, S (2002): “External quality setting up branch campuses. On the basis assurance in Indian higher education: of a preliminary discussion of the Case study of the National Assessment and possibilities encompassed herein, an Accreditation Council (NAAC)”, important suggestion for Indian International Institute for Educational institutions aspiring to establish branch Planning, Paris. campuses outside India that comes to the forefront is that they need to ensure that ASHE (2013): “Annual Status of Higher their operations are compatible with the Education in States and UTs in India, academic environment and practices of 2013”, Confederation of Indian Industry, host nations. Ministry of Human Resource Development, Government of India, Deolitte New Delhi, 2013 References Béteille, A. (2005): “Universities as Adams, T, Banks, M. & Olsen, A, (2011): Public Institutions”, Economic and “Benefits of International Education, Political Weekly, Vol XL No. 31, July 30, Enriching Students Enriching pp 3377-3381. Communities”, In Making a Difference: Bhagwati, J. (2004): “In Defense of Australian International Education, edited globalization”, Oxford University Press, by D. Davis & B. Mackintosh, Sydney, New Delhi, p208-218. Australia, New South Publishing, 2011, pp. 9–46. Bhushan, Sudhanshu (2008): “ Financial requirements in higher education during Agarwal, Pawan (2006): “Higher Eleventh Plan period”, in UGC Report on Education in India: The Need for Change”, Higher Education in India: Issues related Working Paper No 180 in Working Papers to Expansion, Inclusiveness, Quality and Series of Indian Council for Research in Finance, University Grants Commission, International Economic Relations, June New Delhi, pp. 215-276. 2006. Bhushan, Sudhanshu (2008): “Universities Altbach, P G, (1989): “The New and colleges requirement for 15% Internationalism: Foreign Students and enrolment target during the Eleventh Plan: Scholars”, Higher Education, 14 (2), pp An estimate”, in UGC Report on Higher 125-136. Education in India: Issues related to Expansion, Inclusiveness, Quality and

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A SWOT ANALYSIS ON INTERNATIONALIZATION OF HIGHER EDUCATION

Dr. Saikumari. V Professor & Head of the Department Department of Management Studies SRM Easwari Engineering College, Ramapuram, Chennai.

Abstract investigate the SWOT analysis of internationalization which describes the Internationalization is the most important internal and external factors with positive factor which has emerged as one of the or negative impact of the global higher central theme of higher education. In education system. The study helps to recent years globalization has changed highlights the issues and challenges of many new challenges to the Indian global education system and to speed up education system. India has opened its the internationalization of higher door to the foreign contributors in the education. The global education system fields of education and facing many should be up-to-date and technical skill, challenges in globalization. technology and knowledge towards global Internationalization has many possibilities education should be developed among to global players in the education sectors. students. Developing countries like India are developing their higher education system Keywords: Internationalization, Higher globally. The positive, negative, issues and education, Globalization, Education sector, challenges on internationalization of higher studies, Knowledge, Technology, higher education can be identified by Education system. SWOT analysis. The purpose of the study is to analyse the trends on Introduction internationalization of higher education and to explore the international education Indian education system has sustainable system of India. International education improvement in the higher education system is most welcomed globally but still system in both quantitative and qualitative it needs to identify basic mechanism and .Globalisation is defined as the process of practices by international education international integration arising from the system. The aim of the study is to analyse interchange of world views, products, the strengths, weakness, opportunities and ideas, and other aspects of culture change thread on internationalization of higher to the higher education system. In recent education. Internationalization of higher years, internationalisation is one of the studies helps students to understand the most important factors in global higher global polices, strategies and standard education system and it influences the which may help them to develop global education system globally. In the global knowledge. Present education system is knowledge race, higher education is one of focused on academic examination but not the way for the impact of globalization. on holistic development of the students. Internationalisation has changed many Quality of higher education can be institution and universities in economic developed through internationalized and cultural backgrounds of education curriculum, recruiting international sector. Internationalisation is the key task students/staff and establishing of leadership and management of higher international research collaboration education. Higher education has become programs for students. This helps to more international in the past years and

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many students choosing their higher Globalization has brought in a number of education to study and to enrol in foreign changes in the world today changing in to educational programs and institutions in a global market. The positive contribution their home country. of the Globalisation in India in form of the Most of the global institution has used opportunities, the evolution of information internationalisation strategies for technology has enhanced the relationship improving the education system and to between economic development and accomplish an international society’s higher education. Highly skilled and requirements. Higher education in educated people became an important internationalisation helps to solve many pillar in economic growth and became global challenges such as raising the responsible for improvement in higher number of international students, education. employing international scholars, The points to be taken in concern to this improving branch campuses overseas, development are: conferencing and upholding cross campus research cooperation and can reduce  Parity in the Benefits of national sovereignty, identities, security, globalization to the different stability, peace, culture and ideological sections of the society. impacts. The internationalisation of higher  Its role in creating greater social education has several issues such as equality. recruiting international students, joint  Its role in disturbing the indigenous programs, seeking international culture, tradition and values. accreditation, becoming world-class universities, developing international The industrial and education sector have a quality assurance systems and becoming strong relationship among them can be an educational hub. Most of the students important for the sustainability. In India, are motivated to attract more international quality of higher education was also an institutes to come and study. important agenda of the government Nowadays, higher education is expressed reform. In the recent span, Indian reform as an ‘International service’. policies gave much weight to the quality of Internationalisation of education system higher education. Indian education helps to helps to bridge gap between the local and improve their social and economic life. international education system together. This technological development To enhance the institution’s capabilities encouraged universities to interact we have to improve the quality of research effectively with students from different and teaching methodology towards global nationalities. Higher education systems stand. Significance of Education system around the world, have encouraged the use helps student mobility to improve and to of technology, enhanced individual’s enhancing mutual understanding between capabilities, and responded to future countries. By promoting education system demand in order to compete in a global to international level helps to improve market. skills and knowledge. Global education system helps to route the economic The webs of globalization hit Indian prosperity, reduced income inequalities Higher Education System formally just and social cohesion. India is gradually after introduction of General Agreement emerging way for foreign students. The on Trade in Services (GATS) on and from growth in the number of foreign students 1st Jan. 1995 by the World Trade in India has been impressive. Organization (WTO). Actually, General Agreement on Tariffs and Trade (GATT) was replaced by GATS comprising of a

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comprehensive legal framework of rules system from the hands of global effects and disciplines covering 161 service without facing it boldly. In such a burning activities across 12 classified sectors. situation, Strengths, Weaknesses, GATT was introduced in 1947 for creating Opportunities and Threats (SWOT) a credible and reliable system of analysis may act as a guard which can international trade rules; ensuring fair and protect Indian higher education from equitable treatment of all participants and global effects as well as may also help to promoting trade and development through extend and strengthen the market of Indian progressive liberalization. As on today we higher education in inland and abroad have more than 300 universities, through systematically matching internal institutions of higher learning and deemed strengths and weaknesses of the existing universities, out of which 130 deemed to system with external opportunities and be universities, 13 institutions of national threats of GATS. SWOT analysis, being importance, 41 central universities, 274 an instrument of strategic management, as state universities, 5 institutions established how to minimize the weaknesses and under state legislation act and about threats through capitalizing strengths and 26,885 colleges in India. Education opportunities of Indian higher education System has increased sixteen-fold in terms system in global context is the theme of of the number of universities and thirty this article. three-fold in terms of the number of colleges, in comparison to the number at 1.1. Objective of the research: the time of Independence.  To examine the globalization scenario Higher education internationalization has of education in India. been understood in terms of the  To find challenges for Indian interchanging of ideas cultures, education system. knowledge, and values.  To generate interest and awareness Internationalization is a significant among students about their future indicator for quality in higher education career. which has been attracting the interest of  To analyse the strength, weakness, scholars throughout the world. The opportunity, threat on purpose of this study is to develop a internationalization of higher framework of internationalization for the education. higher education sector. This paper includes a higher education institutions 1.2. Limitation of the research: (HEIs) internationalization SWOT analysis  Time limit. for decision making. However, there are  Data variation and availability. some issues and challenges regarding HEIs internationalization context. Education 2. Challenges for Globalization of system should seek comprehensive, Education in India: attractive and supportive student packages to engage a larger number of international The knowledge and technical skills of this students. Developing countries, is striving work force have to be regularly updated to take its higher educational system to a and they should be up- to- date in their higher level of performance. This study is technical know-how. The students coming among few attempts is conducting SWOT out of our institution should be capable of analysis within HEI in India. meeting the challenges of the modern industry and technologies. They must have Now a day, we have no other alternative skills such as interpersonal skills, team which can save Indian higher education work skills, self-esteem, goal setting skills,

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leadership and creative thinking. facilities, production –cum-training centre, Development of these skills is a part of seminar and conferences, continuing curriculum in many international education, guest lectures, Rand D facilities institution and global standard. Some of International collaboration and Difficult to the challenges of the globalization are: adapt new technology.

2.1. Government plan 2.5. Infrastructure facilities

Government plays a major in education Infrastructure facilities, Restructuring of system. Government plans expenditure on education system, Positive attitudes different sectors of education with the towards national integration, Research allocation of 3.5% of the total GNP that activities Updating knowledge, there is a decline in allocation towards Consultancy, More Autonomy, higher and Indian education. Strengthening of multi institutional integration. The reposition of Indian 2.2. Traditional setup education in response to global force driving challenge in a knowledge based It is still our education system dominated economy. by the traditional set up of rules, regulations and statutes within economy 2.6. Skilled labour and that offer little scope for quick improvement in its present work-system The combination of globalization and with flexibility. technological developments has enabled highly skilled Indian personnel living in 2.3. Curriculum developing countries to provide service for The curriculum today is out of touch with industries in developed countries and realities and practical knowledge. Globalization affected the world Curriculum should be improved to global population in different and unequal ways. standard. The curriculum does not provide knowledge that can be utilized to enhance 2.7. World market local resources through which employment could be generated in addition to improve Rapid technological change makes skills the existing conditions. obsolete very quickly and demands higher levels of initiative and more frequent 2.4. Industry retraining.

The challenges of globalization need to be recognized by both industry and 2.8. Restructuring of Indian education educational institutions without delay. For this both the industry and educational The era of rapid scientific and institutions to wheel and work toward the technological advancement that we live in creation of India incorporated with has spawned a communications revolution capabilities of operating as a major player that is pervading every region of the world in the global. Partnership may be and creating a global information society. developed in one or more areas like faculty development, faculty exchange, 2.9. Entrepreneurship training curriculum development, resources support, institution of chairs, institutional Entrepreneurship training is considered a evaluation, service to industry, adoption of valuable tool for inspiring motivation, institution, project assignment, testing and creativity and innovation. In addition,

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entrepreneurial skills are expected to equip Indian Education graduates with the ability Counselling is necessary to understand and to generate employment opportunities appreciate the talents of students and through the creation of new businesses. trainees, and to help them explore career Expectation of further Training of alternatives. Guidance and counselling Technical Education graduates at their must define career development as a place of work or at a public or private systematic process during which institution. individuals develop their vocational awareness, employability and maturity. 2.10. Counselling

3. SWOT analysis

FIGURE 1: SWOT of Higher education

3.1. Strength  Simply strength means a resource, skill or other advantages relative to Some of the strengths of Indian education competition and the needs of system are: markets a firm serves or anticipates  India has got very rich and learned serving. education heritage.  Indian education system gives the  Indian education system moulds greater exposure to the subject the growing minds with huge knowledge. Indians are rich in amount of information and theoretical knowledge. India has knowledge. more strength of resources and man

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power (NASA, MAC).Cost of higher education institutions. Therefore, education is very low. we can produce more and highly qualified  Number of higher education students. By making more Autonomy institutions in India is more Curriculum should be made more realistic, comparing to developed countries. practically biased and job oriented.  Indians are interceded in normal Students will be regarded more as a education and higher education. customer. To provide highly technically skilled labour to the country 3.2. Weakness  Opportunity is a major favourable The weaknesses of Indian education situation in the firm’s environment. system are:  Identification of a previously  Lack of adequate up-gradation of overlooked market segment, curriculum. changes in competitive or  No benchmark and no common regulatory circumstances, course content and no common technological changes etc. may be exam procedure national wide. considered as opportunity.  Rigidity in curriculum and Lack of multidisciplinary courses.  From the perspective of higher  Lack in accepting immediate education, India is now considered changes. Learning is job oriented as the second largest country all  Weakness is nothing expects over the world but only about 6% limitation or deficiency in of it has access to higher education resources, infrastructure, Skills, as compared to 88% in Canada capabilities and interpersonal 81%in USA, 52% in UK, 19% in relationship that seriously impedes Thailand and 11% in Indonesia. So effective performance of an the necessity of higher education in organization. India is beyond the question.  Insufficiency of resources, lack of skills and capabilities may be  Indian education policy now directs recognized as the symptoms of that the institutional activities weakness. needed to be oriented to the five  Lack of academic industry core values and theses are solidarity has pushed Indian higher contribution to national education in the dark of depression. development, fostering global Most of the oldest universities in competencies among students, India are still reluctant to the inculcating a value system among collaboration of academic world students, promoting the use of and industrial world. research and technology, and quest  Reservation policies in India in for excellence. one hand ensure educational opportunities for the disadvantaged  The concept of promotion of and backward groups within Indian women’s participation in Indian society. higher education is being considered now seriously by the 3.3. Opportunities NNAC also. It is a fact that women constitute around half of the total India has rich resources of human as well population of the World and simply as physical. In India enough number of they are considered as the better half of the society. So, only the

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active participation of women in institutions. academic world can give a complete shape of Indian higher  The global effects introduce the education system. concept of commodification of education and it changes our 3.4. Threats culture, ethics of social welfare and even the quality of Indian higher The threats of Indian education system are: education.  Lack of interest and interaction from the industry in developing 4. Conclusion: and collaborating in the research field. The concept of globalization of higher  Threat from within of deteriorating education induces new challenges and, standards of education due to lack therefore, a universal skill set is required to of benchmark in terms of quality of overcome these challenges. Higher institutions. education in India is in need to find out  Loss of quality standards by Indian parameters which would be useful for the institutions as more and more smooth drive towards internationalization. students opts for education abroad. India can enhance and improve the quality  Lack of team work and Attitude of of higher education by developing the people who fail to work internationalized curriculum, recruiting collectively on a common platform international students and staff, offering  A Threat is a major unfavourable global scholarships and funding and situation in the firm’s environment. establishing international research It is the main impediment to the collaboration programs. The study firm’s current or desired position. proposed SWOT analysis for the  The global effects challenge the internationalization of higher education in traditional ideas of the Indian India which illustrates the internal and academic institutions as well as to external factors which are positively or the national and even institutional negatively impacting the higher education control of education. system. Moreover, study suggests imperative recommendations and activities  The global effects create a helpful to speed up the internationalization differentiation among the same process. The study is useful for the higher degrees obtained from foreign education institutions to understand the universities, from costly private fundamental needs of internationalization domestic institutions and from as well as it is useful for policy makers in govt. funded institutions. developing long-term strategies.

 The global effects on many occasions generate a great 5. Reference: possibility of cheating of Indian students from the sub-standard Barrie, S.C & Prosser, M. (2017), “Aligning research on student learning courses of abroad. with institutional policies and practices on evaluation and quality assurance”, Paper  The global effects raise a presented at the 11th ISL Conference, possibility of loss of foreign Brussels, 4-6 September. exchange due to increasing interest

of parents to get their children admitted to foreign educational

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Adair, J. and Kagitcibasi, C. (1995) What's Happening to Academic Work?" in National Development of Ninth World Congress on Comparative Psychology: Factors Facilitating Education: Tradition, Modernity, and Post and Impeding Progress in modernity (Sydney) Proceedings, 1996) Developing Countries, Taylor & and John Smyth, ed., Academic Work: The Francis, Erlbaum. Changing Labour Process in Higher Education (Buckingham: Society for Ardakani, F.B., Yarmohammadian, Research into Higher Education and Open M.H., Abari, A.A.F. and Fathi, K. University Press, 1995 (2011) ‘Internationalization of higher education systems’, Ellet, C. Loup, K. Culross, R., McMullen, Procedia – Social and Behavioral J. and Rugutt, J. (1997), “Assessing Sciences, Vol. 15, pp.1690–1695. Enhancement of Learning, Personal learning Environment, and Student Chalmers, D. and O’Brien, M. (2004) Efficacy: Alternatives to Traditional Education development units and the Faculty Evaluation in Higher Education”, enhancement of university teaching, in Journal of Personnel Evaluation in Education Development and leadership in Educatio n, Vol.11 Higher Education, Kim Fraser (ed), 2004 Hannan, A. & Silver, H. (2000), Cameron, K. & Smart, J. (1998), Innovating in Higher Education : “Maintaining Effectiveness Amid Teaching, learning and Institutional Downsizing and Decline in Institutions of Cultures, Society for Research in Higher Higher Education”, Research in Higher Education and Open University Press, Education, Vol.39, No.1, pp. 65-86 Buckingham

Zakaria, M., Janjua, S. Y., &Fida, B. A. Chalmers, D. and O’Brien, M. (2004) (2016). Internationalization of Higher Education development units and the Education: Trends and Policies in enhancement of university teaching, in Pakistan. Bulletin of Education & Education Development and leadership in Research, 38(1). John Smyth, Higher Education, Kim Fraser (ed), 2004 "Globalization and Higher Education:

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ETHICAL ISSUES IN INTERNATIONALIZATION OF HIGHER EDUCATION Dr. Sandeep Poddar Assistant Professor-S.P.D.T. Lions Juhu college of Commerce

Introduction approaches in institutional policy and practice, and ultimately in teaching. The A variety of globalizing influences have common goals in the internationalization drastically changed the environment of and global citizenship education literature various institutions of higher education in will be supervised in order to investigate the past few years . Increase in the global and find the potential future path and mobility of students has quite literally success of this area of scholarship. To brought the world to global campuses. Begin with a brief discussion of terms, the Existence of over 200,000 international ethical dilemmas constitute for higher students is the only one factor that is education in a globalized context where contributing to increased cultural diversity the mobility of educational resources, on Global campuses. Cultural diversity in paradigms and students have become large number derives from steady growth common place strategies for many in the presence of Indigenous students and institutions. It also discuss the challenges new global students . Evaluating by the of fitting the global citizenship numbers, it would be revealed that higher perspectives within internationalization in education is poised to become a site of higher education and suggest future intercultural and global exchange. possibilities also it relates ethical However, number of scholars warn that challenges in relation to the process of looking at quantitative factors alone may globalization concerning international cover the continuation of potentially education and the mobility of international hegemonic or assimilative traditions students globally. It lays emphasis on five inherent in the academy. As Apple has areas of justice, such as, social and stated , higher education frequently political justice, administrative justice, continues to welcome “an entire set of distributive justice, cultural justice and historical assumptions about ‘tradition,’ ecological justice. These areas of justice about the presence of a social consensus cannot be segregated from one another, over what should count as legitimate given the interaction among international knowledge, and about cultural superiority” students from different cultures, which do .Although many argue that will have not all share the same level of cultural, impressive effect around economic and political power and internationalization is designed to divert influence internationally. While attention from competitive, market emphasizing on the importance of all the motivations, others believe that the areas where justice is called for, it is internationalization of higher education argued that one of the area pertaining to offers potential opportunities for real ecological justice enjoys most importance changes in terms of curriculum and in relation to the others, given the growing learning outcomes in the form of global indications that all of the world’s citizenship education .This explores the inhabitants face an uncertain future on the links between international education and planet in the face of originating in eco- global citizenship education in order to systemic degradation. If this is not taken understand the inherent convergences and care of educationally, all the others would divergences, and to consider how they can be addressed in vain. be linked and connected to achieve ethical

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Current Scenario Political Justice in a “Globalized” World When it comes to university education, In the current context of globalization at there are distinguishable (and distinct) many levels of human existence, which social ideals set up in different models of includes economic, cultural, political, what the university supposedly entails to technological and ecological, one cannot all rooted, significantly, in distinct cultural afford to ignore the impact of such in the form of city such as those of Athens, globalization on education, especially Berlin, New York ,Calcutta and many where international exchanges in higher more . This is interesting valuable, given education are concerned. What’s the the graphic manner in which it invites a interests specifically, in this regard, are critique of contemporary ethical ethical issues which pertains to the consciousness. “Athens”, is of the model internationalization of education in such as of the university, for instance, signifies the largely globalized world, especially if one universalistic idealistic of rationality as is considering that globalization entails organizing principle of society, regarding the weakening of former barriers among both theory and political customs among nations in economic, cultural, social and the ancient Greeks, but what it hides is the political terms, in this way increasing the fact that the society structured by this reciprocal “flows” among them .This is the conception of reason was one shot through case in spite of the fact that, at the level of with inequalities to all sorts—Neither the political, increased security-awareness women nor slaves could co-determine their post-9/11 which has placed major own places or potential contributions to restrictions on, and obstacles in the way of, society. Nevertheless, as Arendt (1958) travel and immigration among different has shown, Athens did give us the model countries. In brief, its argued that what one i.e. democracy, even if its own version might call “higher education ethics” is not was a limited democracy, and foreigners merely a subspecies of applied ethics, were mostly regarded as barbarians insofar as ethical considerations (barbaroi: those who spoke an concerning internationalization of incomprehensible, “rebarbative” babble). education cannot omit addressing While the “Berlin” model of the university fundamental philosophical (ethical) emphasizes the unchallengeable cultural questions. To be in position to (literary as well as scientific) role of the conceptualize the application of questions institution .One conspicuous in an age of (or answers) regarding justice, for globalization, insofar as universities face instance, to an increasingly international the task of having to reflect both the local global student collective, entails a rigorous and the universal in their faculties, the interpretation among all levels of ethical “New York” model represents one side of reflection, from the most abstract to the a more realistic appraisal of the function of most materially specific, because of the universities, that of the role of the market fact that international contact between in current knowledge-production in the students and educational agencies contemporary era, where as the other side (including lecturing staff) unavoidable being reflected by the “Calcutta” model includes a confrontation among different which emphasizes the educational cultural values. Compared to dominant or requirements of the developing world. political systems within which they may The reason is, firstly, that contemporary find themselves from time to time. Rather universities (especially in the Western than diminishing the need for ethical world) are increasingly market oriented in intervention, however, this makes such the sense that knowledge itself, unlike in intervention, at a rigorous philosophical former eras, is treated as a commodity with level, all the most urgent. Social and the result that there is constant animate

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mutually between the private sector of many decades. That this emerging new entrepreneurship and the university as order is characterized by the dominant training ground for future entrepreneurs. order of the so-called capitalist states being Needless to mention , this doesn’t totally constantly challenged by the capture the role of contemporary countervailing power of what Hardt and universities (even or particularly , in global Negri (2005) called as “multitude” (the countries itself!), insofar as essential vast numbers of people who, despite of disciplines co-exist with the market-related their social, cultural and individual ones in these institutions—the New School differences, share the common of for Social Science and City College, New producing modes of resistance against the York, to mention but two of these. At the hegemony of Empire), may not seem to be other end of the scale, the “Calcutta” immediately relevant currently. And yet, university-model represents the organic one cannot leave this out of any process required for the so-called “Third consideration of education in a global World”, to which one could add its hopes context given the fact that education and fears, given the unequal development inescapably involves questions of power witnessed in the latter compared to the and dominance and the concomitant “First World”. Against this background, implications of less powerful cultures the author would approach the question of yielding to the pervasive, stronger, power social justice in respect to the totally of Empire in cultural (including linguistic), different university-ideals as actualized economic and political terms .Therefore, in within the contemporary world in such a light of the critique on the part of these way as to do justice to the complexity of thinkers, social justice in an international cultural variation and the social (including context will remain a mere mirage unless educational) interaction among different the “New York” model of the university is cultures. Insofar as particular universities, somehow brought into rapprochement with which are socially very differently situated the “Calcutta” as well as the “Athens” and (compare South Africa and the US, “Berlin” models, in this way yielding a Canada, Japan or Norway, etc.), would truly “postmodern” university where social emulate totally different models, rather justice is strived for (however elusive it than affirming that each of these models is may be) by reconciling local and global equally “legitimate” (which can no longer economic, political, social and cultural be done in a situation where there is needs and values in a forum of well cultural heterogeneity existing side by side mannered international institutional with a tendency towards global debate and restructuring. What this homogeneity , the author would argue for a requires is that the economic weight of consideration and negotiation of their market-related, advanced computerized complex intertwinement at the scientific knowledge á la New York’s Wall Street be and disciplinary level. In other words, in a mediated with the universalistic world characterized by extreme socio- epistemological demands of the Athens economic inequalities among nations (and model with the creative cultural and within nations), the legitimacy of each of scientific ideals embodied in the Berlin these models, taken by themselves, should model, as well as the developmental be subjected to radical theoretical-ethical requirements and implications of the so- critique, and those aspects of each that can called Calcutta model. Universities in a play a meaningful role in the present, postmodern, globalized world cannot postmodern world, should be placed in avoid representing and negotiating the what Adorno would possibly decision a sometimes conflicting characteristics fecund “constellation”. Such a critique has attached to these four divergent notions of been in the process of being articulated for the being of universities. Until this is

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seriously catered, only social injustice will some of the important areas of be served as a worldwide at universities administrative activity where the needs of with the powerful nations (from which one international students can and should be cannot be separate by the economic power met, namely, marketing claims on the part of the multinational corporations) of universities competing in the reinforcing their power, even as they international arena, entry requirements, expose international students to the programme quality, accreditation wandering and degree of validation agreements and feedback systems. All of demands of the humanities, the natural and these, which are administrative measures social sciences in their theoretically most aimed at the optimization of success on the sophisticated contemporary form. Having part of international students, should be imbibed these intoxicating educational seen in conjunction with the requirements sources of information and potential of social justice addressed above. In other enlightenment, probably as many of these words, something like “programme international students opt (if this is quality” cannot be divorced from the possible) to stay in the country where their question whether “quality” is solely graduate studies took them, as those who determined in terms of Western criteria, by return to their countries of origin with the which the author does not mean only hope of reaping the benefit of their studies intellectual criteria on which the leading by investing their newly acquired universities in Western countries can knowledge at home. In the case of the seldom be faulted, but also cultural and latter, such intentions can only be succeed economic criteria of inclusion and with great difficulty in uplifting local exclusion. As soon as one admits that society, given the cultural and educational inclusiveness should be entrenched as a differences, at an institutional level, guiding principle, however, it impacts on between the home country (the less intellectual criteria as well not merely in privileged nations) and the host country, in terms of so-called standards (which are this way, perpetuating the gap that exists often exclusive in terms that go beyond between them Moreover, the “New York” intellectual ability), but also as far as model for universities observes an ethical linguistic accessibility and cultural critique more urgently than any of the preconceptions are concerned. Too often, others by themselves (although such a administration becomes the self-justifying critique ultimately has to be inscribed into discourse of bureaucracy, without critical a more encompassing critical field), given questions being taken seriously regarding the economic (and therefore, also political) the underlying (often unjust) principles in international hegemony of “First World” which such administration is grounded, countries in a globalized and still with the result that administrative injustice globalizing world. This is related to occurs in the guise of exclusion. The distributive justice that is addressed below. economic disparities between the “First Administrative Justice in a Globalized Word” and the “Third World” are such World .Its believed that was right when its that, even if thousands of international indicated that a consideration of the ethical students are annually accommodated at requirements pertaining to what he termed universities in “First World” countries, “administrative justice”, which the author those who return to their countries of would rather think of in terms of the origin do not seriously challenge the justice pertaining to international economic (political and cultural) movement of students at a tertiary level, is hegemony of the “First World”. Moreover, just too many to enumerate and address in the real or true binternational educational detail within limited space. By and large, openness or hospitality on the part of those considerations will be list reflect countries is usually a double-edged sword:

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On the one hand, it empowers international homogenization and fragmentation. And students regarding their chosen disciplines, with linguistic domination comes cultural while on the other, it serves to export (very domination, to which many of the world’s easily) the system ideas or discursive less powerful, sometimes, fragile cultures constraints implicit in the teaching of are simply not resistant. It is true of course many of these disciplines, namely, a fusion that such homogenization offers the of liberal democracy and late capitalism— advantage of all cultures being able to something that easily serves the purposes avail themselves of the knowledge- of the dominant powers. has taught us, it is dissemination that is occurring by means power that usually prevails and not of the largely global accessibility of critical-ethical reason (as constraint to the English as a medium. But the threat posed technical embodiments of instrumental to linguistic diversity by this phenomenon reason). This is no reason to give up on should not be underestimated, especially such critical-ethical reason, though there is when one remembers that every extant a more emergence need for its cultivation language represents a system or repository among students internationally than ever of indigenous knowledge accumulated before. This may seem innocuous or even over centuries. To lose any of these desirable to some, but some of the world’s languages is tantamount to lose cultural leading thinkers, that have warned against and epistemological biodiversity. On the a premature triumphalism regarding the other hand, the typically postmodern global embrace of this union of liberal fragmentation of culture is accompanied democracy and advanced market- by a salutary recognition of difference and capitalism, for instance, on the part of otherness , lacking in modernity where a Francis Fukuyama. The point is, its hierarchical subordination of the cultural warned that one can all too easily confuse (colonized and racial) other was the rule. the freedom to satisfy one’s material- This should, ethically speaking, be good economic needs with political freedom, news for all cultures and both genders, if it blinding oneself to the surreptitious growth was not for the sad fact that new global of the power of multinational corporations hierarchies are already in the process of to the point where they hold democratic establishing themselves—hierarchies that political leaders and parties in thrall, and have consequences for international insidiously undermine true political students as well. By and large, these freedom; regarding the ownership of hierarchies seem to have an economic media companies by vast conglomerates, basis. In his shockingly demystifying an ownership that largely determines what book, The Enemy of Nature, Kovel (2007) is printed and broadcast in the media). This pointed out, for instance, that poor nations question has too many sides and are still (even increasingly) being ramifications to pursue here; suffice it to exploited by rich ones and that whatever say that distributive justice, as an ethical the international gains of the women’s consideration, cannot be divorced from movement may have been, today the questions of hegemonic power-relations in socio-economic position of women in the world, and fresh perspectives on the especially those cultures where the effect center of power, the “New York” model of of gender-sensitive legislation has not been the university, should be encouraged in an felt (or where such legislation has not even international educational context. Cultural occurred) is worse than ever. One of the Justice in a “Globalized” World This kind reasons for this is that women in many of justice is intimately related to those “Third World” cultures are more kinds briefly discussed above. As subservient workers than men, and indicated, it displays at least two faces, therefore, preferred as employees by namely the countervailing ones of cultural factory (sweat shop) bosses. The irony is

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that these factories are often set up in these such as the decreasing of the ozone layer, countries by companies based in “First the pollution of the oceans to the point World” countries because of the cultural where people cannot swim in their waters differences involved, according to which in many areas (such as the coast of Florida exploitation of workers in these “Third in the US) without risking contamination World” countries is easier, and profits by noxious bacteria, the accelerating higher than in the home countries of such extinction of animal and plant species the companies. Clearly, then, otherness does world over because of global warming as not necessarily mean mutual respect; often well as human destruction of natural it means exploitation of the cultural other, habitats and many other such instances today no less than during the heyday of (too many to address here). His argument imperialism. In such a situation, it is which is carefully and persuasively imperative that international educational constructed in the course of the book is authorities constantly test themselves in that the main culprit regarding the relation to the question, whether they are destruction of nature is the economic providing the educational means for not system known as (neoliberal) capitalism, only the advanced technical training of mainly because of the fact that it rests on international students, but also for their the principle of unrestrained growth. In critical-intellectual development. fact, the process known as capital implies such unlimited growth. Although there Concerns Raised was a call to limit growth during the 1970s (ironically on the part of the capitalist One of the plagues of the present world- elites themselves; Kovel (2007) on the order (to borrow a phrase from Derrida report of the “Club of Rome” of 1972) (1994) in “Specters of Marx”) is the point out nothing has come of this neglect of critical-intellectual education in exhortation; on the contrary, growth- favor of mere technical training—What the figures have multiplied and actual young American philosopher, Farhang economic growth has accelerated in Erfani has aptly, in the course of a lecture advanced capitalist economies worldwide, in South Africa (in 2005), called the with the result that it has reached the point training of mere “labourers” instead of the where no one even talks of limiting it any education of (responsible and informed) longer (perhaps because of a feeling of “citizens” by universities. Ecological unlimited power, or conversely, a feeling Justice in a “Globalized” World It would of helplessness in the face of the ostensibly be irresponsible on the author’s part not to insurmountable ecological and related add another kind of justice under the rubric social problems facing the world today; of ecological justice, although (given its see Beck’s (1992) illuminating, if tremendous importance) it really deserves disturbing, book, Risk Society, in this a lengthy discussion of its own. Briefly, regard). The ethical reaction are, or should this entails ethical considerations regarding be, obvious, especially in the context of an the increasingly apparent fact of the international educational context. Perhaps, destruction of natural ecosystems by this is considered as the best place to start human development. In the book by Kovel addressing these issues, which bear on the (2007; Olivier, 2005b, 2009) mentioned future survival and morally justified and earlier (The Enemy of Nature, subtitled continued living of the people of this The End of Capitalism or The End of the planet also for the survival of all other World), a grim picture of the state of living creatures on it. It cannot be nature emerges, with Kovel inexorably emphasized too strongly: unless the listing all the evidence of nature’s leading powers of the world symbolized devastation at the hands of human beings, by the “New York” model of the

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university takes in to consideration the may be added the depletion of the fish- ecological crisis seriously enough to start populations in the oceans through rampant implementing an alternative to energy- over-fishing which threatens biodiversity, through-oil, for example, and put as well as many other critical issues may everything into according to the limit of be added. This is, to the author’s mind, the economic growth in a judicious manner most urgent educational challenge faced (which does not threaten livelihoods), it is by educators today. Without attending to actually a real possibility that humanity ecological justice, therefore, promoting the will have to take responsibility for the utter other kinds of justice referred to would be devastation of all natural life on this an empty gesture, given the real possibility planet, as well as of the human cultures that the world in which they have to be that have developed in dependence on pursued may not have a future. In a certain nature. sense, in the interest of life itself, it must be given priority over the other ethical Conclusion considerations at every level of education internationally across the globe. It concludes with a call on the educators, especially at tertiary level, of the nations of the world to attend to the urgent need for a References radically different approach to education as far as priorities are concerned. This Arendt, H. (1958). The human condition. entails the realization that international Chicago: The University of Chicago Press. education at tertiary level (but also lower levels) would be futile if the precondition Beck, U. (1992). Risk society: Towards a is not satisfied that human beings be new modernity (M. Ritter Trans.). London: educated with regard to the indispensable Sage publications. requirements on the part of living ecosystems globally, which consists of the Derrida, J. (1994). Specters of Marx: The maintenance and preservation of intricate state of the debt, the work of mourning and interconnections among all living beings the new international (P. Kamuf Trans.). and their inorganic environment. Instead of New York: calibrating educational institutions worldwide for the promotion, through the Routledge. Ethical Challenges Regarding “New York” model type of the university, Globalization of Higher Education of optimal economic development through growth, such development should be Foucault, M. (1980). Truth and power. In pursued in such a way that it does not C. Gordon (Ed.), Power/knowledge: impact so negatively or destructively on Selected interviews and other writings ecological conditions as to place the very 1972-1977 (pp. 109-133). New York: survival of life on earth in peril. To return to the author’s previous example, if the Pantheon Books. Hardt, M., & Negri, A. destruction of rainforests were to continue (2001). Empire. Cambridge, Mass.: unabated for economic purposes, the Harvard communication and identity. capacity of the planet to maintain a viable Communicare—Journal for biosphere (through carbon-absorption and Communication Sciences in South Africa, oxygen-generation) for all living creatures 26(2), 36-55. may be impaired irreversibly. To this, it

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THE FACULTY AND STUDENT MOBILITY Dr. Natika Poddar Associate Professor-St. Francis Institute of Management and Research

Introduction The recent causalities have affected two regions experiencing some of the highest As per the report of the British proportion of international student Council, economic drivers which are recruitment – the UK and US – due to national growth, wealth distribution Brexit and Donald Trump’s election as US including household income these are all president respectively. which have significant influence on student mobility. Because of which many The former has led most of the students to experts and theorists expect to observe a perceive Britain as ‘unwelcoming’ to direct correlation between GDP per capita many migrating students, particularly in with respect to tertiary enrollments. The the case of EU nationals. Brexit may strongest annual average growth rates will enforce new emerging policies in the near be seen in Asian economies, especially future that may make it difficult for in countries like China (+6.0%), Vietnam international students to study in (+5.4%) and India (+5%). This has Britain. It remains to be seen whether resulted in an ever-interesting topic of Theresa May’s recent detailing of her discussion – whether international student ‘hostile environment’ immigration policy mobility will begin to migrate from West may have any counteracting effect on to East. Britain’s international student applications. The increasing and growing number of West to East individuals affected by this, who in some of the cases have lived in Britain for In fact, a number of Asian and other decades, may be a deterrent in itself for countries are now making a tremendous international students who would and extra ordinary efforts, initiative to themselves wish to avoid the potential exploit this emerging gap in the market turmoil. and strengthen their brand as one of the Similarly, in the US, Trump’s halting of all world’s most desirable international the refugee admissions and temporary student destinations. travel ban on seven Muslim-majority countries in 2017, has led to a drop in In support of this idea, the same students international student applicants, especially who had traditionally left their native from the Middle East. country and travelled to Western institutions, are most likely now to stay in Opportunities Available In Less the Eastern hemisphere. This is due to Familiar Study Destinations Eastern institutions experiencing and The political implications and unrest in seeing a development in their local terms of international student mobility capacity and greater institutional exposure gives opportunities for other western as a result of international partnerships regions especially in Canada and with other countries in higher education. Australian countries to capitalize and take full advantage of their more inclusive Impacts of Political Change immigration policies.

If we take into account that there may yet Politics have always been a vital role in be possibilities of further immigration international student’s decision-making. policies to be implemented, or legalities

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around proposed plans made definitive, in another continent is expected to pioneer the coming years from the US and UK, the demand for higher education i.e. other well-established student from Africa. With a huge increase and growth in different countries could close the gap and population, Africa ranks fifth out of the top emerge as the more popular international 10 most quickly growing 18 to 22-year-old student destinations. populations to 2025 (As per source: British Council). These new developments need Due to the increase in student mobility higher education institutions to start higher education institutions also the recognizing and evaluating the shift in governments should adapt their student mobility and adapting their recruitment strategy in order to attract marketing activities to target and tap international students and stay competitive African students to study abroad. in the market. Recently, the British Council published a trend report, National Internationalization Strategy highlighting the changes in higher education. There were some of the The growing demand for higher education striking trends observed that will attracts the attention of governments to accompany the higher education industry implement a national internationalization into the future. strategy and makes it possible for international student recruitment a priority Shifting Demographics in Higher on a national level. By implementing and Education regularizing the policies that help attract a higher number of international students, The United States, United Kingdom and these strategies would also boost the Australia are the destinations that offer national economy i.e. new human capital the most English-taught programmes. will helps to create expertise and leverage However, due to the rapid and increasing domestic economic growth. These policies growth in student mobility, educational are designed in a way to represent the institutions around the world try to meet national brand that will attract up to compete with these countries. The international students by offering them, for demand for higher education will increase example, financial aid, international in Asia especially in , mostly due to the student housing, less strict visa-policies or powerful and growing economy of China cooperation with companies. Governments and India (As per source: Asia has set up international student recruitment Rising report by Study portals). Asia will targets mainly to stimulate international witness the highest growth of tertiary cooperation and diversity on domestic students in the near futures to come – campuses but also to remain preparing to shift focus from sending their internationally competitive as the number students to study abroad but also to of mobile students tends to increase at a welcome them on their own campuses. rapid speed. With this huge transformation and change, student recruitment efforts need to be English as a Medium Of Instruction directed towards to prospective students (EMI) coming from and going to study in Asian countries. While this huge shift is foreseen With the increase in student mobility and to happen in the near future, the Asian the governments’ policies to tap and attract young population is expected to decrease more international students, EMI gains in dramatically over the next decades, importance for higher education implying that the demand for education in institutions. Not only is English the these countries will decline. However, second-most prevalent language spoken

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(following Mandarin), it is also the official  Exchange programmes: The research language at various universities student typically completes a 4-6 and institutions worldwide. Thus, it comes months course or work placements as no surprise that programmes with EMI abroad. The course/work placement are getting more popular and intensive should be a part of the student’s worldwide. While English-taught educational programme. The programmes are predominantly offered in exchange should be either English-speaking countries, Central and organized through programmes Western Europe, as well as Asia Pacific, such as bilateral agreements, etc. or they also follow tight on providing their should be organized by the students with English-taught study options student’s own initiative. and opportunities. This trend is reflected  Short-term study programmes and and seen in most of the internationalization summer schools: The student companies that seed their interests in a should be able to complete single global context. Thus, more and more courses abroad within his/her field companies are shifting and changing their of study and perhaps earn credits to working language to English and placing its educational programme. the focus on both international audience agreements concerning exchange i.e employees and clients. So having programmes and short-term study above average English skills as a programmes should be made university graduate can give students between the individual higher advantages and opportunity in the education institution and a foreign international job market. higher education institution.

For higher education institutions, the future holds and up rise for changes in Internationalization of Higher trends that are waiting to be mastered. Education Following up on these trends forces institutions to act accordingly to strengthen Challenges faced due to Globalization can and sharpen their position in the be only resolved and faced only by the increasingly competitive landscape of internationalization of higher education .Its international student recruitment. It importance is observed in the place where requires essentially taking the shifting it occupies in the institutions and the trends of international higher education national agendas in all over countries into account, one of these being to reach world wide. At the first construction of the and meet the target of right future students European Union and the Erasmus has across borders with the right study contributed exclusively to the programmes. Europeanization of higher education that later became a broader and more inclusive Suggestions Based On Best Practices globalization. The internationalization is part of the strategic plans of various There are three types of mobility options universities. It has contributed to this many for students in higher education is or to factors, including the challenge of be developed and framed: competing in the global arena. We are now in a globalized world, where through  Degree programmes: The student technology and informatics, knowledge should be able to complete a full has become an important factor of educational programme and gain a production. We are walking towards the diploma or degree. knowledge society, towards a planned society. So we are living in a world that is

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in a constant change, in all the respects, a this context, academics and students are competitive world where preparation considered as the most visible and becomes our best tool. There are two terms important elements of internationalization, i.e globalization and internationalization, becoming the quintessential protagonists which is used to describe the trends of of this process, because they not only are global relations intensification of recipients of knowledge, but also interaction and exchange, global producers of it forming what are networking in the fields of social considered as the personification of a communication, and transnational global network which has made the harmonization models and social internationalization of knowledge and structures. Both of these terms refer to a research in an economy but especially in social context, which extends to more and an integrated global society. Mobility has more in different parts of the world. The been a phenomenon that has its existence very most first of the terms, globalization in the very beginning of the first is the result of the internationalization of universities. European universities have an the economy first, which is through the international character and Christian, the formation of economic blocs and the fore most prestigious teachers attending establishment of new business these centers, and imparted his teachings relationships, with the use of information on topics of interest. They used a common technologies in specific case such as language such as Latin, curriculum and Internet that allows to buy-sell standardized tests systems, which allowed transactions with countries far away or students to begin their studies traveling on better yet, with everyone. It is essential to a stadium and continue one after another understand that globalization is and ensured the recognition of studies in multidimensional, encompassing all countries of Christendom. In addition to economic, political, social, cultural and completion of studies, students returned to educational course. The great advances their home countries with a large number and development in science and of new experiences, ideas, opinions and technology have led globalization through political principles, which came to occupy information flow. Internationalization important positions so that they could refers to integration of the international apply and disseminate the knowledge dimension in education, i.e. globalization acquired .Mobility has evolved and taken serves as a catalyst for the new reforms in the world, there is internationalization of education. It is thus currently a large number of programs such for this reason that the educational models as Erasmus, which promotes mobility in are increasingly adapting and getting Latin America and specifically in countries accustomed to the demands brought about such as Mexico that has shown very by globalization such as trade and positive results in the past because economic openness, which makes the mobility academic looked like something educational landscape in a process of designed mostly only to members of permanent change. certain elites. Nowadays mobility has taken a vital role due to new circumstances What are the Implication of and a demand of a globalized world that Internationalization of Higher has become a country strategy for human Education resources training. It is also a challenge, because it is an activity that has not been The internationalization of higher recognized as a tool and source to improve education has been a reality since the late higher education but also is a potential, twentieth century and has been since it allows taking advantage and emphasized, prioritized in this century. In opportunities to strengthen the higher

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education system and thus have a better corporate governance efforts of place internationally. By that, college big business. students and future professionals can  An open awareness to adapt to compete in the international market both as strong changes and a very trade ideas. Internationalization also refers competitive environment where to the need to increase the level of global thinking is an essential competitiveness in global trade markets, requirement. with the internationalization of human  An awareness and ability to resources to achieve a strategic element. prospective in terms of However, it is very rare mention of international economic scenarios internationalization as an opportunity to and foreknowledge of future achieve extraordinary financial income waves of technology such as through the sale and export of educational biotechnology and services, as is the case with some of the nanotechnology, and others. North America, European, Asia and  Think globally, act locally. Oceania. This situation is consistent with  Ability to negotiate, establishes the fact that the region, in general, is more partnerships, share and exploit import than export of educational services. knowledge.

The student with international vision Conclusions must possess following characteristics The immediate prospects and future of the  A freehold defining tools of the internationalization process in information society and new International countries depend largely on updated , advance communication the progress of development of higher technologies. education system itself. While there are  Ability to drive in advance those positive signs towards an improvement, ideas that are introduced on the since markedly increased coverage rates, internet (e.g. contextual the level of academic preparation, the advertising and specialized social number of researchers, the place of networks, etc.). evaluation in all levels of education,  A creative capability, capacity, infrastructure, etc.., The generating internationally Internationalization countries delay competitive ideas and knowledge accumulated in the eighties, has not yet to efficiently carry out projects been passed to close the gap with arrangements of ideas and developed countries. According to the strategies, among others. World Bank for some of the countries are  A receptive mind and not going to keep pace with developed understanding of the values of countries, if not go twice faster to catch up multiculturalism. to them. Well, in the knowledge society  Attitudes to teamwork, these differences could worsen. It is negotiation and relevant potential therefore crucial that decision maker’s geographic mobility. international educational policy, besides  Professional Adaptability to learn trying to overcome delay levels of their new skills and knowledge. education systems, is also aware of the  Understanding the knowledge major trends in education in the world. In society and innovation variants. this regard, it is noteworthy that the  Awareness of business ethics and international countries and emerging credibility as stronger countries from Asia and Oceania have international values within the been placed at the center of their

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educational priorities internationalization, References new curricula, and new ways of teaching and producing knowledge. Failure to http://www.spentamexico.org/v8- follow these new trends could mean for n2/A3.8(2)48-63.pdf countries to have an education that is competitive and consistent with the http://freetrade.tamiu.edu/pdf/conf/18Conf requirements of the 21st Century. This is Sessions.pdf why the internationalization of higher education rather than being an option is a https://www.slideshare.net/ACBSPAccredi must for international countries, as it is a tation/dr-jbc-presentation-2015 key strategy to give graduates the opportunity to compete and succeed in the https://www.qs.com/how-is-international- new global context. In other words, some student-mobility-changing-in-higher- of the International countries is making a education/ new type of educational backwardness. For it is not enough to achieve a higher quality International students and Global mobility education, it is imperative that this is in in higher education by Bhandari, keeping with the big trends of the world Rajika, Blumenthal, Peggy and the internationalization of education, mobility and academic exchange are ultimately the most important of these trends.

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INTERNATIONAL CURRICULUM

Sneha Ravindra Kanade Assistant Professor, Garden City University, Bangalore

internalization of education particularly “Education isn't learning of facts, however instruction could be a method of group coaching the mind to assume.” Albert action a global or intercultural dimension Einstein into the teaching, analysis and repair functions of the establishments. Learning may be outlined as Associate in Nursing open system facilitating the Internationalization of education has information transfer across varied levels gained paramount importance within the and strata of society. For over a decade, recent times thanks to enlarged the internationalization of education has international quality for studies moreover been a first-rate agenda globally for as employment. However, the discussion creation of additional opportunities for revolves around completely different education and employment. World is teaching designs across the world thanks shrinking nowadays with international to create by mental act cultural trends. opportunities and thence sacred text sciences have justifiably quoted it as Research Methodology “Vasudhaiva Kutumbakam” (One World, one family). This analysis is explorative in nature and unfurls varied dimensions of Internationalization of education is internationalization of upper education. absolute to involve a rigorous employment Secondary information from varied of assorted disciplines so as to unfold sources like Journals, websites, web site similar quality of education to develop a documents, analysis journals etc. worldwide manpower. The endeavour has applications and uses across the world Objectives with a concept to provide similar and needed ability set. The technological 1) To study the internationalization of changes also are a serious contributor. education across the globe. 2) To suggest the measures for smooth As per information provided with by UN internationalization of education. agency, there's rise in range of scholars opting to check in abroad locations. {the range the amount the quantity} had Results and Discussions doubled from a pair of002 to 2012 particularly the enrollment of Most of the days the characterization of internationally mobile students whose upper education is restricted. but number surged from 2 million to four educational quality, multi-cultural million. The internationally mobile academic got wind of, space specific students gift a pair of the worldwide academic inputs. The impact native or tertiary population. national of academic internationalization could also be of less concern in developed There square measure varied views offered nations, but of preponderant importance on the internalization of education giving for developing and underdeveloped rise to numerous faculties of thoughts. one nations. amongst the college of thoughts says that

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An international schoolroom promotes measure internationally knowledgeable cooperative information through multi- and cross culturally sensitive. the scholar ethnic settings. There square measure quality permits them to transfer to distinct number of issues that square measure surroundings, wherever they'll perceive the determined like performance of the connections between the native scholars thriving in ism surroundings. surroundings during which they live, and therefore the international surroundings. The internationalization of upper education The internationalization of education may be helpful in sustaining and growing additionally facilitates in engendering the science and scholarship through dynamic “international characteristics” fostered in educational exchanges; and building social students that square measure fascinating in and economic capability in developing a very international economy like countries. The western universities square international-mindedness and open measure establishing powerful mindedness, second language ability, international networks and associations to flexibility of thinking, tolerance and mobilize ability and skill in favor of respect for others. This development transfer of data, advanced policies and additionally develops moral commitment international analysis for enhancing to permit students to look at their implicit investment and measure impact. Moreover, and express beliefs and develop a way of they're exploitation e-technology and responsibility and civic engagement. social media as necessary and powerful tools for increasing public access to Other Rational relevant data for aiding talent enlisting and retention. during this means, access is As the nation-state developed and with-it provided to instruction in countries colonial growth, political rationales came wherever native establishments cannot to the fore. By replicating European meet the strain. The positive aspects of models of upper education within their internationalization embrace improved colonies in the Americas, Africa, and Asia, educational quality, internationally the EU nations were trying to find directed students and employees, and political, cultural, economic, and national and international citizenship for educational dominance—a dominance that college students and employees from continues to be a problem nowadays. underdeveloped countries. For developed countries, revenue generation and brain Economic rationales square measure gain square measure potential advantages. expressed in many ways: a stress on In each respect as well as quantitative internationalization to satisfy the strain for relation of international students, a contemporary, additional international franchiser of educational programs to labor force; joint international R&D comes foreign suppliers or quality guarantors, to be competitive within the new Western developed countries gain the most technologies; Associate in Nursing the money advantages. bigger concentrate on promoting instruction internationally—viewing Other key advantages of instruction as an export trade goods. internationalization embrace diversifying The political and economic rationales that and enhancing the training surroundings square measure presently pushing for the good thing about domestic students, instruction establishments to become the University, and therefore the nation. additional international square measure Further, it's the potential to vary the lives principally factors external to those of international students because it helps in establishments. This doesn't mean that manufacturing graduates WHO square universities haven't any internal incentive

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to become additional international. the event of foreign campuses on its soil, tutorial surroundings itself has modified however rather encourage international radically within the past fifty years. student quality and educational exchanges. instruction has become additional At this juncture, though, India has deregulated, privatized, and market nevertheless to satisfy the conditions that directed, with additional numerous may facilitate any facet of financial gain sources. The entrepreneurial internationalized instruction. The university of nowadays has its own “Achilles’ heel” of Indian instruction is its reasons to become additional international poor quality, as well as infrastructure, yet again. The recent stress on skilled teaching strategies, faculty, curricula, etc. education, on continuous education, and For these reasons, Indian universities on new areas like environmental studies square measure graded low in world and data science needs a comparative and university rankings, and, this contributes to international dimension. Demand for this the shortage of interest from stress comes not solely from outside the internationally mobile students. Quality of establishment however additionally from food, safety, accommodation and security school and students. in India also are cause for concern. an additional deterrent is that study visas Indian Scenario issued for international students in India don't yield any employment inside the The gift, India is by no means that able to country once educational programs square actively participate within the flowering measure completed. situation of worldwide education. weak by a crisis of its national instruction, the Apart from some universities, like Manipal country has not given priority to University and interdependence internationalization. native authorities International University, the bulk of don't acknowledge the advantages of those academic establishments in India square processes, and, as a result still have measure merely not equipped to host a interaction in dialogue concerning major range of foreign students. this is international strategy on the policy front. often thanks to out-of-date curricula with For many years, the country has tried to very little concentrate on international open its doors to foreign academic trends, the absence of adequate suppliers so as to boost national capability. accommodation for international students, despite the fact that the market looks to be or employees to wear down foreign student economically enticing, Indian governing affairs, etc. bodies systematically fail to agree on regulative problems that may create new Nonetheless, foreign students do come initiatives potential. As Associate in back to India, principally from South Asia, Nursing example, the Foreign Education western Asia and continent. per the suppliers Bill, 2012 has been blocked on Association of Indian Universities (AIU), multiple occasions. This regulative 30,423 international students were framework would enable foreign registered in academic programs in India establishments to work their campuses in in 2014-15. the foremost common India. the most recent initiative could be a destinations for foreign students in India set of pointers titled ‘The University square measure the state of state, followed Grants Commission Promotion and by Delhi and geographical region. the Maintenance of Standards of educational subsequent “pull factors” influence the Collaboration between Indian and Foreign choice to settle on India as a study academic establishments laws, 2016’. One destination: unique native culture and may argue, that India mustn't pursue the traditions, cultural and non-secular

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diversity (foreign students with similar accomplished. In alternative words, it's one identities realize it straightforward to issue to manoeuvre inside one continent or adjust), availability of ICCR scholarships principally same surroundings and another (Indian Council for Cultural Relations), issue altogether to manoeuvre to low fees, low living expenses. completely different surroundings and be Interestingly, the survey I recently exposed to unacquainted with traditions conducted among foreign students within and culture. it's very true within the Indian the state of Kerala, disclosed that that they context wherever a global student should had chosen India, as a result of there have regulate him/herself to new realities, been restricted opportunities for instruction overcome challenges, get recent views, in their home countries, scholarships were and enlarge personal horizons. Cultural offered, and that they wanted to expertise a exchanges between foreign students, distinct culture. moreover as between the international population and native folks square India cannot contend with developed measure equally necessary. Admittedly, countries in attracting foreign students, native residents might not invariably be however it's its own distinctive blessings receptive to completely different cultures that manifest themselves on the cultural and reluctant to open themselves to and political fronts. At present, South Asia alternative traditions. of these factors is one amongst the additional troubled combined might ultimately contribute to regions within the world and during this developing a generation of additional distressing situation, the cosmopolitan and broadminded tykes. internationalization of upper education may play a major role through intra- Overall, there square measure various regional student quality wherever India secondary effects ensuing from the participates as a key actor. The state of internationalization of upper education— a Kerala, for instance, presently hosts thirty- number of them aren't invariably achieved, five students from Islamic State of others could also be subjective and Afghanistan (22% of the full range of troublesome to live. it might be helpful to international students in Kerala). within look at effects on the far side the the same state there also are fifteen traditional goals and advantages of students from Asian country, WHO aren't Internalization of Higher education, to solely registered in degree programs, check however broader effects might vary however additionally receive temporary supported specific internationalization refuge from the tragic events presently ways and geographical location. flowering in their home country.

Conclusion References

Secondary effects of Internationalization Internationalization of Education in India: of Higher education in India square Emerging trends and Strategies . (2010). measure accomplished in 2 ways: foreign Asian Social Science. students from completely different backgrounds act and influence one another Marilia Costa Morosini, M. G. (2017). within the host country; foreign students Internationalization of Higher Education: and members of the area people have a A Perspective from the Great South. mutual impact on each other. Perhaps, this Creative Education. is often additional apparent in “North to South” student migration, the total potential of that is nevertheless to be

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Mitra, S. K. (2010). Internationalization of Theodoridis, D. (2015). nternationalization Education in India: Emerging trends and of higher education – Teaching challenges strategies. Asian Social Science. in an international, multicultural classroom. Pedagogical Essays. Parikh, D. M. (2016, January 21). Internationalizing higher education in Wit, H. d. (n.d.). Changing Rationales for India finding an equitable approach. the Internationalization of Higher Retrieved from The association of Education. International Higher commonwealth universities. education.

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