Australia's role as a leader of globalization in the South Pacific region denotes its responsibility to respond to the challenging of opening up to its neighbors and of acknowledging the strides uniquely made by said neighbors. As Turnpin et al. contend, the realities in the larger global economy are also considerations of tantamount importance in the current scheme of education. Accordingly, the article by Turnpin et al. indicates that "universities operate in environments where knowledge and intellectual property are critical factors in economic development. Increasing global competition has meant that innovation, marketing, standard setting, quality control and networking have become as important to universities as to ?rms. Universities have responded to these challenges by adopting business principles and strategies, and by aggressively pursuing international markets." (Turnpin, 329)
Benefits:
There are also definable benefits in becoming a leader in this process of internationalization. This is because this process has also manifested as an expanded labor market for educators. The internationalization of education is not just an opportunity for developed nations to share their insights and advancements. For developed nations it a significant opportunity to be compensated for a high level of experience or insight in the field itself. As the report produced by the government's Department of Foreign Affairs and Trade (DFAT) indicates, "The Australia -- U.S. Free Trade Agreement represents a significant outcome for Australia's exporters of education services. Australia is already a net exporter of education services to the United States, and the FTA should provide a robust framework to support the continued growth in our education exports to...
The text contends that "if cultural and social rationales for internationalisation are important to an institution the development of improved intercultural understanding and communication should be key drivers of policy and practice in the area of internationalisation, internationalisation goals should be focused on all students, and strategies designed to develop skills, knowledge and values in all students." (Leask, 2) This reflects an opportunity for Australia not just to become more dexterous where education is concerned but also to become an inherently more pluralistic
society.
Conclusion:
The emphasis which this
discussion has placed on such opportunities by the government reflects the cultural thrust toward the advancement of globalization and Australia's prominent role there within. The ability of the nation to open its borders to allow its students to grow in the manner currently expected of its professionals will ensure that the next
generation of
leaders is prepared for an internationalized economy and
culture.
Works Cited:
Department of Foreign Affairs and Trade (DFAT). (2005). Education Without Borders:
International Trade In Education. Australian Government.
Knight, J. (1999). Quality and Internationalisation in
Higher Education. Organisation for Economic Co-operation and Development.
Leask, B. (2003). Beyond the Numbers-Levels and Layers of Internationalisation to utilize and support growth and
diversity. 17th IDP Australian International Education Conference.
Turpin, T.; Iredale, R. & Crinnion, P. (2002). The Internationalization of Higher Education-Implications for Australia and Its Education. Minerva, 40, 327-340.
