IIE Networker - Fall 2010 - (Page 32)

THE GLOBAL UNIVERSITY European Schools in America, American Schools in Europe: Outposts Along the Path to the Global University By Martha Merritt, Maureen Miller and Laura Montgomery WHAT DOES IT mean for a university to establish a “presence” abroad? With nearly every higher education institution in Europe and North America thinking about internationalization, it now takes more than just communications outreach and paper-based relationships to establish active, meaningful connections with students, faculty, and institutions in other countries. A growing number of universities on both sides of the Atlantic are exploring and expanding models of longterm, in-person, on-site representation in target countries. Yet because European and American universities differ in their priorities, institutional structures, and higher education systems, the means and goals of setting up a physical presence overseas vary from country to country and, in many cases, from institution to institution. European Approaches to Representation Abroad For many European universities, establishing a presence abroad has not been considered a way to provide on-site educational services to fee-paying customers; rather, it has been seen as a way to raise the profile of the institution and establish a local, personal contact point that helps disseminate information and foster formalized relationships with (prospective) partners. Several British universities, in particular, have developed a simple and direct means to achieve these goals: Hiring local, native professionals to attend study abroad fairs and conferences; field queries from students and parents; and visit campuses to help advance partnership negotiations. For example, in home offices in Denver, Scottsdale, and Dallas, individuals represent the University of Glasgow, Middlesex University, and Edge Hill University, respectively. The precise geographic base of operations is less important than the everyday availability of these individuals to North American contacts and the opportunity that they represent for face-toface interactions with students considering short-term or full-degree study in the U.K. “We are starting to get more questions from British universities who want to set up representation in the U.S.,” says Mary Catherine Scarborough, marketing advisor at The British Council. “Having year-round, in-country representation is proving to be key for maintaining quality relationships with American partner universities.” Other European universities have taken the next step and opened brick-and-mortar offices in the U.S., with New York emerging as the main geographic hub. The earliest examples of this model were alumni relations and fundraising offices set up in the U.S. by the University of Oxford in 1989 and Cambridge University in 2000. Meanwhile, as European universities have grown more interested in expanding their share of the global student market, their entities abroad have likewise evolved. The most recent, and most commercially oriented, example is IESE Business School of Spain’s University of Navarra, which in 2010 opened a center in New York that will offer global executive education programs. With even grander ambitions, SKEMA, a business school in France, plans to build on close ties with North Carolina State University to construct its own 40,000 square foot campus building in Durham’s Research Triangle Park, to be opened by the end of 2013. The German Approach: Liaison Offices As far as national representation in North America is concerned, German universities undoubtedly have the most concentrated presence. In 2005, with the support of the German Academic Exchange Service (DAAD), seven consortia of German universities opened liaison offices in the German Consulate General building in New York. The offices housed there collectively represent 26 German higher education institutions. In contrast to their British counterparts and to American university offices in Europe, the main purpose is not to attract fee-paying students (international students pay the same tuition fees as native students in Germany—around 500 euros per semester). Instead, the German approach to internationalization is to establish more formalized relationships and collaborations with outstanding American partners, which in turn enriches German universities and raises their international profile. The mission statements of the German liaison offices range from raising institutional profiles and recruiting students and researchers to building alumni networks and cultivating bilateral partnerships. As true “liaisons,” The University of Chicago Center in Paris. 32

Table of Contents for the Digital Edition of IIE Networker - Fall 2010

IIE Networker - Fall 2010
Message from Allan E. Goodman
IIENetworker University Presidents Interview Series
Ten Years On: Bologna’s Global Dimension and Its Limits at Home
A New Europe: Creating the European Higher Education Area
What’s New in Brussels? Visions for the EU and the European Higher Education Area
Trends in English-Taught Master’s Programs in Europe
Promoting Higher Education in Spain: The Creation of the Universidad.es Foundation
The Joint European/International Doctorate: A Strategic Tool to Enhance Worldwide Institutional Collaboration
More Europeans Seek Undergraduate Degrees in the United States
European Schools in America, American Schools in Europe: Outposts Along the Path to the Global University
Out of the Office and Into the World: A Personal Perspective on the Fulbright International Education Administrators Program
Applying European Approaches to U.S. Higher Education
Advertisers’ Index
IIE Program Profile: IIE in Europe

IIE Networker - Fall 2010