Global Offices: 10 Critical Roles in Supporting International Education Growth
The pursuit of education across borders is not a novel phenomenon. Historical records are filled with accounts of knowledge-seekers venturing overseas to broaden their understanding of diverse disciplines, from religion and philosophy to architecture and military strategy. In fact, ancient formal institutions such as Taxila (India), Nalanda (India), and the Platonic Academy (Greece) were established to cater to this age-old thirst for global learning. Thus, international education is deeply rooted in the timeless human desire to expand one's mental horizons. However, in the past, this opportunity was largely confined to the intellectual elite. But with the transformative advancements in technology, transportation, and globalization, international education has gradually become accessible to the wider public, democratizing the pursuit of knowledge on a global scale.
International education equips students to be active citizens in an interconnected world. This immersive environment exposes them to diverse cultures, ethnicities, religions, and languages, fostering a richer academic experience. Embracing a global perspective broadens horizons and deepens understanding of our interconnected world.
The demand for international education is growing rapidly. In January 2019, ISC Research reported that there were 10,282 international schools, 5.36 million students (about twice the population of Arkansas) and 503,000 staff members around the world, with those numbers only set to rise as the demand for access to international education heightens. major countries to offer quality international education are the United Kingdom, United States, Australia, Canada, Germany and Singapore (Mellors-Bourne et al., 2013).
Burgeoning this demand, the internationalization of higher education has emerged as a strategic priority and a key objective for emerging universities and colleges. Knight (2003, p. 2) defined internationalization of higher education as "the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education”. Universities across the world are investing in infrastructure and human resources to facilitate the internationalization processes at their institutions (Paige, 2005).
While higher education institutions are constantly in the process of devising innovative internationalization strategies, the presence of a functional global office is growing to be a prerequisite for facilitating the internationalization of universities (Taylor, 2010). A well-structured global office may provide essential systemic support and framework for internationalization of universities. Under the structure and direction provided by the internationalization strategy, the international office could be an instrumental resource in the execution of international cooperation (Bhat & Inamdar, 2019).
Having global offices world-wide can help universities and colleges in following ways:
Enhancing international student recruitment: Global offices can serve as the primary touch points for prospective international students, providing comprehensive information on academic programs, campus life, admissions process, and visa requirements by participating in International Education Fairs and explaining the concepts in mother tongue.
Facilitating student and faculty mobility: Global offices can facilitate agreements with major universities, promote exchange programs, dual degree programs and facilitate seamless mobility for students and faculty across borders
Strengthening global partnerships: The global offices can identify and cultivate strategic partnerships with universities, research organizations, and industry leaders worldwide, fostering collaborative projects and joint programs.
Promoting global brand visibility: The presence of global offices in key regions can elevate the international profile and reputation of the institution, enhancing its recognition and appeal among prospective students and educators.
Ensuring cultural integration: Global offices can provide targeted support services, such as orientation programs, language training, and cultural adjustment workshops, to help international students and faculty integrate into the host university community.
Diversifying revenue streams: Beyond their core functions, global offices can also explore new avenues for revenue generation, such as offering customized executive education programs, providing consultancy services to external organizations, and enhancing the recruitment of international students - a lucrative revenue stream for many higher education institutions (Hou, 2023).
Supporting international students: Global offices can provide a range of support services to international students, addressing their unique needs and helping them navigate the academic, social, and cultural landscape of the host institution (Arthur, 2017).
Strengthening research collaboration: Global offices can facilitate international research collaborations, allowing faculty members to engage in cutting-edge, interdisciplinary research projects that address global challenges and advance scientific frontiers.
Fostering alumni engagement: Global offices can play a crucial role in maintaining strong connections with the institution's international alumni, leveraging their global networks and expertise to support ongoing institutional initiatives and promote lifelong learning.
Increasing institution’s resilience: The presence of global offices can enhance an institution's resilience in the face of global crises, such as the COVID-19 pandemic, by enabling swift response, facilitating remote learning and collaboration, and maintaining critical connections with international partners and stakeholders.
A global office enables international education institutes, colleges and universities to access talent, expand their market reach, provide better support, diversify student enrolment, foster collaborations, and enhance cultural understanding. These factors contribute to the overall growth, competitiveness, and sustainability of education institutions in an increasingly interconnected world.
Reference:
Arthur, N. (2017). Supporting international students through strengthening their social resources. Routledge, 42(5), 887-894.
Bhat, V. H., & Inamdar, N. (2019). Internationalization of Higher Education: The Dynamics of Educational Ecology. India: Manipal Universal Press.
Hou, R. (2023). Problems and Countermeasures of Internationalization of Faculty in Higher Education. EDP Sciences, 157. https://doi.org/10.1051/shsconf/202315704002
Knight, J. 2003. Updating the Definition of Internationalization. International Higher Education 33: 2–3. https://doi.org/10.6017/ihe.2003.33.7391.
Mellors-Bourne, R., Humphrey, C., Kemp, N., & Woodfield, S. (2013). The wider benefits of international higher education in the UK. https://dera.ioe.ac.uk/18261/
Paige, R. M. (2005). Internationalization of higher education: Performance assessment and indicators. Nagoya Journal of Higher Education,5,99-122.
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Roberts, D C., & Komives, S R. (2016). Internationalizing Student Learning and Development. Wiley, 2016(175), 9-21. https://doi.org/10.1002/he.20194
Taylor, J. (2010). The management of internationalization in higher education. In F. Maringe, & N. Foskett, Globalization and Internationalization in Higher Education: Theoretical, Strategic and Management Perspectives, 97-107. New York: Continuum International