By Organisation for Economic Co-Operation and Development
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Extra resources for Internationalisation And Trade In Higher Education: Opportunities And Challenges
Note that receiving (or “importing”) foreign students corresponds to export revenue from educational services for the host country and that, conversely, the expenditure of domestic students sent (or “exported”) abroad corresponds to import revenues in educational service. 7. Trade agreements might facilitate or encourage trade, but the existence of activities which might be termed “trade” is rarely initiated by trade agreements (indeed, such agreements tend to be developed in response to trade that is already underway).
2002). Similarly, the tuition fees of a non-mobile student enrolled in a branch campus of a foreign university operating in his or her country are in principle considered as export revenue for the institution’s home country (as returns on foreign direct investment). 4 In Australia and New Zealand, educational services rank, respectively, third and fourth in terms of services exports, and fourteenth and fifteenth in terms of exports as a whole. , 2002). Since students travelling to and studying in foreign countries represent by far the largest element of cross-border trade in educational services, this indicator is often used to estimate the overall level of such trade.
The second section provides information on trends and some statistics on the cross-border mobility of i) people (students, scholars, faculty); ii) education and training programmes; iii) institutions and providers; and iv) projects. Crossborder mobility is addressed in terms of development assistance projects, institutional exchanges and linkages, and commercial/trade initiatives. The third section focuses on the rationales driving internationalisation and cross-border education in particular and provides information on key national players, both governmental and non-governmental.