Internationalization of higher education in Australia: benefits and challenges

Internationalization Education

Educational internationalization is a function of globalization. The extension of trade borders and diplomatic engagement is also creating a greater need for the opening of educational borders. The discussion here considers this process from an Australian perspective, evaluating the need to remain abreast of advancing curricular and pedagogical techniques in the developed and developing world as well as addressing the opportunity for Australia to prove itself a leader in both globalization and educational progressivism.

The Internationalization of Education from an Australian Perspective

Education and society are inextricably linked. The progress, productivity and politic of a nation all are built on this singular cornerstone. The foundation for the ability of nations, states and communities to evolve, and often the incapacity for the very same, is in substantial part determined by the nature, accessibility and purpose of their respective systems of education. This is not, however, to make the assertion that there is a single or correct approach to achieving a successful relationship between education and society. The world is comprised of innumerable cultures, ideologies and nationalist identities, all of which predispose the peoples therein to a vast array of optimal teaching methods and educational systems. It can therefore be an invaluable endeavor in better understanding the ways in which society and education mutually affect one another within in a number of contexts. This concept refers to the increasing internationalization of global education standards, with the imperative to create a more globally open society and economy beginning in this important area. This justifies the heightened emphasis in Australian higher education on increased efforts at drawing in strategies evident from around the world as well as sharing its own strategies for curricular, pedagogical and practical education standards.

Definition:

According to the research provided by Knight (1999), though there are a number of different frameworks for approaching internationalization of education, it is necessary to arrive at a definition which focuses on both the 'international' and 'intercultural' dimensions of the process. Knight goes one to assert a definition of the process at the center of our discussion, indicating that "internationalization of higher education is the process of integrating an international/intercultural dimension into the teaching, research and service functions of the institution." (Knight, 16) This is the definition that will apply to the remainder of this discussion, though impacted by the understanding that globalization is a determinant effecter in how this process proceeds.

Challenges:

In many ways, this speaks to the multifaceted impetus to make strides toward an international approach to educational standards for a nation such as Australia. Globalization imposes challenges upon all participants to prepare for a new orientation with the requisite discomfort of adjustment. A failure to make this adjustment, the text by Turpin et al. (2002) represents a danger of falling behind the lines of progress. Especially in a higher education context, this is a considerable risk to the orientation of our future workforce, which will go out into a work pool not just of fellow Australians but of workers from all over the academic and professional world. Turpin et al. argue that internationalizing education "represents an extension of distance education, incorporating new forms of electronic communication, multi-campus communication and cross-sectoral alliances that cross national boundaries. From this perspective, the pressure on higher education to move into 'borderless education is generally viewed as a product of, or as a response to the process of globalization." (Turnpin et al., 327)

Most assuredly, this reflects Australia's view on the matter, which proceed from an interest in remaining educationally commensurate to both members of the developing world in Europe, Asia and North America, but also on pace with the rapid advancements occurring in Southeast Asia, Central Asia and Eastern Europe. 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 United States." (DFAT, xii)

Implications:

Leask addresses the fundamental implications of internationalization by applying a theory that focuses on the cultural imperatives of the process. 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.