To What Extent Does Internationalization of Education Benefit and Harm These Countries - Literature review Example

To what extend does internationalization of education benefit and/harm these countries? The education industry in Australia has undergone a quick development. As a result, many students from overseas are interested in studying in Australia. It is estimated that about seventeen per cent of university population in Australia is made up of international students. Majority of these international students are of Asian origin (Jon, 2010). Of the international students studying in Australia, Chinese students account for the largest percentage. International students have both positive and negative impacts on both the home country and on the host country in which the student undertakes his/her studies. The major impacts of internationalization of education on Australia are both economic and cultural. This essay discusses the impact of internationalization of education on Australia as a host country and China as home country to students seeking education abroad. This essay will discuss how internationalization of education benefits China as a home country in terms of technology and economic growth (Jon, 2010). In addition, the essay outlines negative impacts of such arrangements on China such as acquisition improper behavior and illegal immigration to host country. The essay also illustrates how Australia benefits from such arrangement in terms of gaining foreign exchange from fees paid by foreign students, provision of labor force and improvement of relationship between Australia and China. The paper will also have a look at negative impact of internationalization of education on Australia in terms of increased population growth and increased migration interests to Australia. There are two main benefits to China resulting from internationalization of education. First, China benefits by its students acquiring more technology from the host country that is then transmitted to the home country. According to Jon (2010) foreign graduates returning to their home country may transmit those values back into their government, schools, media and corporations. These enable such students to chart the destinies of their countries. Thus Chinese students studying in Australia are likely to acquire vital values such as leadership styles for running their government, schools, media and corporations which can be essential in determining how their home institutions are run. Second, as China integrates the acquired technology into its economy, its economy is likely to undergo growth. For instance, Jon (2010) says that reforms in China that have been experienced for the last thirty years have seen over a million Chinese students studying in the United States of America. He further states that graduates from this initiative have contributed to the economic growth of both china and USA. Australia is made up of diverse population with many ethnic and diverse cultural backgrounds. Many Chinese students studying in Australia carry out their studies in a multicultural environment that enable the students to be able to work in multicultural environments. As a consequence Chinese students graduating from Australian institutions are capable of working any where in the world. This is beneficial in the current globalized markets. This is because such graduates can aid in expansion of Chinese firms to become globalized since they can work in diverse cultural environment. Even though internationalization of education has some benefits to the home country, it also has some negative effects on it. For instance, international students may acquire improper behavior and get illegal migration. As commented by Johnson (1992), international students often have varied motives for studying abroad. He argues that some may be motivated by the urge to gain specific professional credential that may be beneficial to home country (China) while others are motivated by the intention to gain permanent residence in host country which could harm the home country. The cost of educating Chinese students in Australia is much higher as compared to educating them in Chinese home institutions. Many parents strain to educate such students and their economic status is depleted by such venture and some are even impoverished. Thus educating students abroad may impoverish Chinese parents. As a host to international students seeking education, Australia is likely to accrue several benefits from this. First, Australia will benefit from foreign exchange as foreign students pay fees to Australian institutions. According to Harrison et al., (2006), international students bring to host country fees and bring several changes to the old traditional systems in institutions of higher learning. A survey carried out by IDP (2005) shows that eighty six per cent of international students earn income from employment. The survey indicates that on average international students receive $200 on weekly basis. The second benefit to Australia is labor force availability to Australian companies. The Australian companies benefit from recruiting international students and providing necessary information to home country of the student. According to Harrison et al., (2006) many of international students come to British to undertake postgraduate studies. These studies are undertaken in institutions which offer domestic undergraduate studies. Thus, Harrison et al., (2006) argues that due to integration of provision of domestic undergraduate studies and postgraduate studies, education to young British students is subsidized. Internationalization of education in Australia augments migration of skilled labor to Australia. Many students completing their studies in Australia chose to continue residing in Australia after graduating in their respective institutions. This contributes positively to the Australian economy. In spite of the benefits accrued from international students studying in Australia, overseas students may have some negative impacts on Australia. Due to increased movement of international students to Australia, the rate of population has increased greatly. According to Karvelas and Maher (2010), Australia’s population growth is over two percent. They argue that the coalition policy which aims to regulate movement of foreign students to Australia would result in reduction of annual population growth rate from two percent to traditional annual growth rate of 1.4 percent. Furthermore, it is stated that Chinese students in Australia account for the largest percentage of overseas students (Sainsbury and Healy, 2010). The two authors state that about 165,000 Chinese students study in Australian institutions of higher learning. Another negative impact of internationalization of education in Australia is that many people are interested in migrating to Australia. This is evidenced from what Karvelas and Maher (2010) state that the coalition policy would quarantine employer nominated skills migration and 475 temporary business visas. To be affected most by the policy are oversees students wishing to study in Australia. This implies that many of those seeking to migrate to Australia are overseas students. Such migration could have negative constraints on the Australian resources. In spite of negative impacts to both home and host country brought about by internationalization of education, in my opinion, it is more beneficial to both countries. This is because, internationalization of education fosters and improves relationships between the home country of the student and the country in which the student undertakes his/her studies. In this case the relationship between China and Australia as more and more Chinese students go to study in Australian institutions. As argued by Robinson (2008) that international students forge positive relationships with their local counterparts in the institutions which they study. Robinson argues that such relationships form the foundation which the two countries become interconnected and are likely to address the future interests of both countries. In addition, international students contribute positively to the economies of both home and host country in which the student takes his/her studies. As stated by Guo (2008), statistics by the Australian education international shows that China was the major source of students in Australia in 2007 accounting for about 107,071 enrolments in Australian institutions of higher learning. Thus china benefits from technologies taught to their students in Australia as they come back to put into practice what they have learnt. On the other hand Australia benefits from fees paid by the Chinese students to the Australian universities. From the above discussion, it is apparent that international students have both positive and negative effects on both home and host country in which the student undertakes his/her studies. Both china and Australia will incur more benefits as compared to negative impacts as Chinese students go to study in Australia. China will benefit from its students studying more technology from Australia. In addition, as the Chinese students studying in Australia come back, they will introduce new technologies learnt in Australia in running their institutions and this will spur Chinese economic growth. China will also benefit from improved relationship with Australia that will be cultivated by its students studying in Australia. On the other hand Australia will also benefit from international students in several ways. First, foreign student will enable Australia earn foreign exchange as the students pay school fees to Australian institutions. In addition, the students will provide manpower to Australian companies as the companies provide necessary information to China. In spite these benefits china will have to content with negative effects such as foreign behavior that may be unacceptable to its culture in addition to some of its students being involved in illegal immigration to Australia. On other hand Australia will also have some negative impacts such as increased population growth rates and increased number of people seeking immigration to Australia. Such may influence negatively on the Australian resources. Reference Beaver, B., & Tuck, B. (1999). The adjustment of overseas students at a tertiary institution in New Zealand. HERDSA Annual International Conference, Melbourne, 12-15 Feifei, G. (August 11, 2008). When the purpose of overseas study becomes immigration. International Education Agency- Australia. Retrieved from http://www.mystudyinaustralia.com/tr/component/idoblog/viewpost/98 Harrison, L., Cushen, C., &Hutchison, S. (2006). Achieve IELTS 2. Malaysia: Marshall Cavendish Inc. International education boosts Australian economy. (December 1, 2005). IDP. Retrieved from http://www.idp.com/about_idp/media/2005/december/intl_educ_boosts_aus_economy.aspx Jon M. Huntsman, Jr. (December 1, 2010). America Lures Chinese Who Dream Big. The Wall Street Journal. Retrieved from http://www.theaustralian.com.au/higher-education/opinion-analysis/international-students-help-economy/story-e6frgcko-1225696976293 Karvekas, P., Maher, S. (July 26, 2010). Student visa cuts to cost jobs, say universities. The Australian National Affairs. Retrieved from http://www.theaustralian.com.au/national-affairs/student-visa-cuts-to-cost-jobs-say-universities/story-fn59niix-1225896788381 Robinson, B. (April 08, 2009). International students help economy. The Australian. Retrieved from http://www.theaustralian.com.au/higher-education/opinion-analysis/international-students-help-economy/story-e6frgcko-1225696976293 Sainsbury, M., Healy, G. (April 30, 2010). Plunge in Chinese university students coming to Australia. The Australian The heart of the Nation. Retrieved from http://www.theaustralian.com.au/higher-education/plunge-in-chinese-university-students-coming-to-australia/story-e6frgcjx-1225860383768 Read More