Positioning Europe in a Global World: A Case Study of Ireland

• In Event: 49.046 - Internationalization Efforts Around the World

Abstract

The Lisbon Agenda set a vision to make Europe “the most dynamic and competitive knowledge-based economy in the world” (Lisbon European Council, 2000). By the end of the decade, there was concern “Europe is no longer setting the pace in the global race for knowledge and talent…” (Europa, 2011, p. 2). Europe 2020 was the policy response, setting a strategy for “smart, sustainable and inclusive growth,” and incorporating the EUR 80bn Horizon 2020 research programme (2014-2020).

The Bologna Process had been predicated on the ideas of free movement of students, faculty and workers across national boundaries, and anticipated the need for enhanced convergence across national systems in order to compete internationally. Today, the European Higher Education Area (EHEA) is firmly implanted as a key component of official EU strategy for economic competitiveness. But mobility within Europe is no longer sufficient. Estimates across Europe suggest there will not be enought people at appropriate qualification levels to meet labour supply and demand requirements, especially around STEM skills. Because this reality threatens the strategy for growing knowledge-intensive sectors, it has elevated the importance of internationalization strategies at EU, national government, and higher education levels (Curaj, 2012).

Ireland presents an interesting case study of this phenomenon. Despite the severity of the economic crisis and high unemployment in the country, the economy is growing again and huge skills gaps are appearing. Estimates suggest an on-going demand for skilled labour over the next 20 years which will barely be met by the number of graduates.

Internationalisation had previously been of minor concern to HEIs. Issues were presented in terms of a conflict between domestic and international students, and government took 100% of income raised through international fee income. Today, Irish government policy, “Investing in Global Relationships,” puts internationalisation in wider framework. It is concerned with raising the total number of international students as a means of raising additional income, but also as a traded service. International graduates are now considered the new diaspora, part of “investing in global relations.” Today, positioning Ireland as an attractive location for mobile capital is dependent upon having sufficient talent.

This paper will look at internationalisation as part of economic recovery and global positioning, and how higher education and science policies are used to attract, retain, encourage, and promote talent (Hazelkorn & Ryan, 2013). The paper will focus broadly on EU policy, and use Ireland as a case study. Questions being addressed include:
• To what extent is internationalisation an economic strategy? What types of policies are being pursued, and to what effect?
• Is there an inequality between supply/demand side and the balance between international higher education as an economic good but also as a wider social good?
• Given the economic determinants, what is the experience of international students, and the value added to institutions?
• To what extent are global rankings influencing EU, national and institutional strategies for internationalisation?

Author

• Ellen Hazelkorn, Dublin Institute of Technology