House Examines Globalization of Research Universities

In its second hearing examining the globalization of research and development, the U.S. House Committee on Science and Technology heard from witnesses who discussed how American universities are responding to the effects of globalization.

The July 26 hearing The Globalization of R&D and Innovation, Pt. II: The University Response is part of a series addressing the growing concerns of globalization's effect on the American workforce, particularly fields in science, technology, engineering and mathematics (STEM).

"America's higher education system is a principal source of America's pre-eminence in [STEM] fields," said Research and Science Education Subcommittee Chair Brian Baird (WA). "But offshoring is re-shaping how and where STEM work is done."

Witnesses represented leaders from America's top research universities who have first-hand knowledge of the global expansion of America's higher education. The four panelists provided committee members with information on their universities' international STEM programs, discussing how and why they operate foreign-based campuses.

Among the witnesses was Cornell University President David Skorton, MD, who spoke of the many positive outcomes of international branched campuses. Skorton credited research collaboration between foreign campuses with helping advance knowledge and providing learning opportunities for students, faculty and colleagues from other nations.

"International collaborations also provide unique research opportunities for American faculty in fields from population genetics to economics, sociology and global health," Skorton said.
Mark Wessel, dean of the Heinz School of Public Policy and Management at Carnegie Mellon University, also commented on the benefits of foreign campuses. With global institutions, Wessel said he expects better research outcomes and the ability to experiment with and learn from new models and modes for research.

Globalizing research, development and education will not only be economically beneficial to universities, Wessel said, but it is critical to the U.S. economy.

"Ultimately it is a question of whether we can globalize and still maintain the quality standards in research and education that has been the core of the success of American universities," he said.

Another hearing witness was Gary Schuster, PhD, provost of the Georgia Institute of Technology. His testimony addressed the committee's questions on the motivations and effects of oversea programs at Georgia Tech, which has campuses in France, Singapore and Ireland.

Schuster explained that research universities face the same challenges of business and industry in competing in a new global environment and that globalization of universities will benefit the world.

"We believe that the technological research university of the 21st century will lead the way in improving the quality of life for all of the earth's inhabitants, and our faculty and students are actively engaged in this endeavor," he said.

A fourth witness, Philip Altbach, PhD, director of the Center for International Higher Education at Boston College, examined the history of universities and discussed the higher education systems from around the world. Altbach said globalization in higher education and science is inevitable.

Although important to the economic success of the U.S., a concern for some Members of Congress is that university globalization may contribute to the U.S. losing an edge in global competitiveness.

The hearing is part of the committee's on-going investigation Globalization and the American Workforce. The committee plans to use the information gained to develop policies to protect U.S. competitiveness and strengthen its economic future.

Originally published 8/2007

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