HE senior mgrs_Apr18 - Bournemouth University

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needs to be translated into concrete andsustainable policy and practice.• The goal of global citizenship is embeddedwithin each of the university’s corefunctions: teaching, research, and service.• The significance of employing communication,consultative, and dissemination processes(both internally and externally) that aredemonstrably inclusive and transparent.• It is fundamentally important to establishan appropriate balance betweencentralised and decentralised initiatives.• There is a need to allocate sufficientand sustainable resources to support theimplementation of these initiatives.• Universities need to introduce annualassessment processes to determine whetheror not specified targets and timelines arein fact being met.• Emphasis must be placed on the creationof an incentive and reward structure thatencourages and recognises successfulperformance.• Senior university administrators mustrecognise that the preparation of globalcitizens is an ongoing process not anend state.John Mallea,Past President and Vice-Chancellor ofBrandon University, Manitoba, Canada.Professor John Mallea is widely published in thearea of cultural pluralism and education. FormerlyPresident of the Comparative and InternationalEducation Society of Canada and Chair of theBoard of the Canadian Bureau for InternationalEducation, he has also served on the Board of theWorld University Service of Canada. John is nowHead of JRM and Associates (InternationalConsultants) where his consultancies includechairing several OECD National Reviews ofEducation, work on the African Virtual Universityfor the World Bank, and membership in aninternational team responsible for evaluating thenew system of Technological Universities in Mexico.He has also chaired three Institutional Evaluationsof Internationalisation and offered workshops onInternationalisation for senior leadership teams ata number of universities in Canada and Mexico.His interest in the idea of the ‘global university’is longstanding and is reflected in his currentthree-year project ‘Going Global: Innovations andBest Practices in Canadian Universities’ based onsite visits to more than ninety universities. His emailaddress is malleaj@gmail.com56The Global UniversityThe role of senior managers
How can Latin American universities benefitfrom internationalisation?Jocelyne Gacel and Ricardo ÁvilaA concise analysis of the state of highereducation in Latin AmericaBeyond the variables stemming from theirrespective national context, Latin Americanuniversities experience common characteristicsand problems. These stem from commonhistorical backgrounds and determine, to acertain extent, the current state and capacity ofLatin American universities to adapt and respondto the challenges of the 21st century.Tünnermann (1998) depicted the present LatinAmerican universities as a ‘heterogeneousnumber of institutions stemmed from a traditionalscheme inherited from Spain in 18th centurymixed with 20th century elements from Europeanand North American universities’.The first relevant and common characteristic liesin the academic model and organisationalstructure. Both refer to the 19th century, when theso-called ‘traditional’ or ‘professional’universities were established following theNapoleonic model, which was combined duringthe last decades with elements taken from NorthAmerican universities. In 1966, González(Tünnermann, 1998) maintained that LatinAmerican universities converged in more negativethan positive aspects, and described them asdogmatic and book- and memorisation-basedwhere no teaching of science or scientificresearch was taking place; lacking libraries andlaboratories, made up of professionalautonomous schools, in which a union spirit tookprecedence over a university one; with authoritieselected for short periods of time with a politicalrather than academic profile. Furthermore, thefaculty members were hired on a part-time basiswith tenure held for life. Students were part-time,participated in a decisive manner in theacademic and administrative governing bodiesand were looking for a diploma more thanknowledge. Today, little has changed. One couldtherefore argue that Latin American universitieshave entered the 21st century with problemsunsolved since the 19th century.But as the ‘knowledge society’ puts highereducation in the centre of the agenda to meet thethe challenges of the 21 st century, Latin Americancountries are striving to implement strategies toimprove the quality and competitiveness of theirhigher education systems. Against this a rapidgrowth (an annual average growth rate of 2.3%since 1985) in student enrollment can be noted,rising to the present participation rate of 33%,which is a great progress but still lags behind the56% of the OECD countries. Broader access tostudents with few resources has been possiblethanks to increased rates of participation inpublic education. This expansion has beenreached by different means, depending on thecountry. In Brazil, Chile, Colombia, and Peru, it isthe result of a growing privatisation of theuniversity sector. However, in Argentina, CostaRica, Ecuador, and Mexico, granting accessibilityto education for the less privileged groups in thepublic system has occurred. Despite suchincreases, dropout rates are very high: inArgentina 40% of the students leave the universityduring the first year and only one in fourgraduate; in Chile the rate is one in three, whilein Colombia and Mexico the rate is one in two(Marquis, 2003). Similarly, the postgraduate levelin general presents a limited offering and anaverage graduation rate of one in every twostudents. While the OECD countries have, onaverage, one doctoral program for every 5,000inhabitants, in Brazil the average is one inevery 70,000, in Chile one in every 140,000and in Colombia one in every 700,000(Holms – Nielsen, 2005:41).Notwithstanding a certain rise in funding by theGDP dedicated to education, the averagespending per student remains low. In Mexico$5,774 US dollars are allocated for every studentcompared with $11,254 US dollars in OECDcountries. The largest part of this money goes tosalaries and bureaucratic functions (OECD,2006) leaving few resources for innovation,internationalisation or research. Major problemspersist, such as student overpopulation,deteriorating facilities, scarcity of equipmentand laboratories, obsolete materials, deficientlearning, outdated curricula and lack ofcompetence in teachers. In Latin America as awhole, less than 26% of professors hold master’sdegrees (García Guadilla, 1998). But greatHow can Latin American universities benefit from internationalisation?57
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The Global UniversityThe role of se
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The Global UniversityThe role of se
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ContentsPREFACEBill Rammell MP and
Page 7 and 8: Of the four cross-cutting themes of
Page 9 and 10: eing explored by others (Jones & Br
Page 11 and 12: internationalisation conflicts with
Page 13 and 14: The internationalisation of higher
Page 15 and 16: second critical issue, which is our
Page 17 and 18: Leadership and internationalisation
Page 19 and 20: different parts of the institution
Page 21 and 22: developing a vision and direction,
Page 23 and 24: can easily become lost in the day-t
Page 25 and 26: enterprise/consulting) with the non
Page 27 and 28: What we have learned in the process
Page 29 and 30: e realised if the vision is support
Page 31 and 32: opportunities where the support nee
Page 33 and 34: Internationalising the curriculum a
Page 35 and 36: a multitude of disciplines. Of cour
Page 37 and 38: of the ‘diffusionist model’ exi
Page 39 and 40: leading and inspiring. Change of an
Page 41 and 42: Sustainable development: strategic
Page 43 and 44: leadership, rather than responsiven
Page 45 and 46: Sustainable development: drivers fo
Page 47 and 48: The University Mission is to create
Page 49 and 50: The role of universities in sustain
Page 51 and 52: ight that universities will ask cha
Page 53 and 54: The university’s role in developi
Page 55 and 56: Goals and Strategies:• Through th
Page 57: work in addressing issues of global
Page 61 and 62: increased demand for tertiary educa
Page 63 and 64: ecause other world regions are movi
Page 65 and 66: Fielden, J. (2006) ‘International
Page 67 and 68: Shiel C. (2007) ‘Developing and e
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HE senior mgrs_Apr18 - Bournemouth University

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