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Slides used during my participation at the Annual Meeting of EAIE in Copenhagen. Sep. 2011
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Francisco Marmolejo
9/16/2011
1
http://www.conahec.org
http://www.arizona.edu
Francisco Marmolejo
Consortium for North American Higher Education Collaboration
The University of Arizona
EAIE 2011 Annual ConferenceCopenhagen, Denmark. September 15, 2011
…Implications for international higher education
Francisco Marmolejo
9/16/2011
2
http://www.conahec.org
http://www.arizona.edu
John Hudzik
It shapes institutional ethos and values and touches the entire higher education
enterprise.
It is essential that it be embraced by institutional leadership, governance,
faculty, students, and all academic service and support units.
Not only impacts all of campus life but the institution’s external frames of reference,
partnerships, and relations.
The global reconfiguration of economies, systems of trade, research, and
communication, and the impact of global forces on local life, dramatically expand the
need for comprehensive internationalization and the motivations
and purposes driving it.
COMPREHENSIVE
INTERNATIONALIZATION
John Hudzik
Francisco Marmolejo
9/16/2011
3
http://www.conahec.org
http://www.arizona.edu
What are the longer-term possibilities for building toward comprehensive internationalization at universities in the region?
Are there examples of institutions moving in this direction?
What are the major barriers that will need to be overcome?
What are the major forces or factors that are encouraging institutions to become more internationalized
Francisco Marmolejo
9/16/2011
4
http://www.conahec.org
http://www.arizona.edu
Chile Mexico Brazil
Government control Decentralized Highly centralized Dual centralization
Ownership Private/public Public/Private Private/Public
Selectivity By tiers: By “ownership”:
Public institutions
Private
By “control”:
Federal
State
Private
Leadership Elected and appointed based on
type of institution
Elected (public)
Appointed (private)
Elected (public)
Appointed (private)
Internationalization Marginal Medium Low
Reliability on part time faculty
Low: Public
High: Private
High in both public an private Low: Public
High: Private
Historical roots Spanish Spanish/French Portuguese
Quality Assurance Institutional Based on academic programs Based on performance of
graduates
Francisco Marmolejo
9/16/2011
5
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http://www.arizona.edu
COUNTRY 1990 2000 2005
Argentina 32,527 37,032 39,302
Bahamas 255 304 324
Barbados 257 267 272
Belize 187 226 249
Bolivia 6,573 8,329 9,275
Brazil 147,940 170,693 181,604
Chile 13,099 15,211 16,136
Colombia 34,970 42,321 46,039
Costa Rica 3,049 4,023 4,453
Cuba 10,750 11,050 11,200
Dominican Republic 7,110 7,130 7,210
Ecuador 10,264 12,646 13,798
El Salvador 5,110 6,279 6,875
Guatemala 8,749 11,385 12,952
Guyana 795 926 961
Haiti 6,916 8,357 9,151
Honduras 4,879 6,485 7,347
Jamaica 2,369 2,576 2,693
Mexico 83,226 98,881 106,147
Nicaragua 3,827 5,071 5,773
Panama 2,398 2,856 3,067
Paraguay 4,219 5,496 6,216
Peru 21,569 25,939 27,947
Puerto Rico 3,380 3,915 4,091
Suriname 402 417 426
Trinidad and Tobago 1,215 1,294 1,324
Uruguay 3,106 3,337 3,455
Venezuela 19,502 24,170 26,468
LATIN AMERICA 438,643 516,616 554,755
Latin
America
16.5 % 7.6 %
Francisco Marmolejo
9/16/2011
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1997 2009
Tasa Bruta 7,8% 24,7%
7,8%
24,7%
0%
5%
10%
15%
20%
25%
30%
Tasa Bruta de Cobertura
Gross enrollment rate in Brazilian Higher
Education
1997 2009
En Sector Privado 689 2.160
En Sector Público 211 252
689
2.160
211
252
0
500
1.000
1.500
2.000
2.500
Número de Ins tuiciones en la Educación Superior - Brasil 1997-2009
Out of 2.412 HEIs in Brazil, only 252 are public
Public vs. private higher education institutions
in Brazil
Francisco Marmolejo
9/16/2011
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Undergraduate Enrollment 1983-2009
Graduate Enrolllment 1983-2009
Source: Aliaga y col., SIES, Junio 210
Chile
Francisco Marmolejo
9/16/2011
8
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http://www.arizona.edu
Source: OECD (2011). Education at a Glance 2011.
Proliferation of joint/dual degree arrangements
Massive private investment on education
Towards more international quality assurance frameworks
The role of rankings and international accreditation
Increased use of technology as means for “virtual” mobility
Still issues to be resolved with credential/credit recognition
Some good practices. Some hope
http://conahec.org
Francisco Marmolejo
9/16/2011
9
http://www.conahec.org
http://www.arizona.edu
The endless dichotomies
Differences in history, structure,
responses.
Francisco Marmolejo
9/16/2011
10
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http://www.arizona.edu
Francisco J. MarmolejoFrancisco J. MarmolejoFrancisco J. MarmolejoFrancisco J. Marmolejo
Executive DirectorExecutive DirectorExecutive DirectorExecutive Director
Consortium for North American Higher Education Collaboration (CONAHEC)Consortium for North American Higher Education Collaboration (CONAHEC)Consortium for North American Higher Education Collaboration (CONAHEC)Consortium for North American Higher Education Collaboration (CONAHEC)
University of ArizonaUniversity of ArizonaUniversity of ArizonaUniversity of Arizona
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