Wear the global mantle with care

For a university to claim international standing it has to do more than apply a few labels, writes Stephanie Fahey, who reflects on Monash’s 30 years experience. In the same way that all car manufacturers these days seem to be “innovative” and all telecommunication companies “customer-focused”, it appears that in 2011 all universities are “international”. In part, this reflects the realities of a world becoming ever smaller as the forces of global markets and globalising technologies bring everyone, not least of all tertiary institutions, closer together. But it also demonstrates a strong compulsion to conform, an urgent need to avoid being the industry’s odd one out. The problem with this, of course, is that once it is adopted by everyone, a term like “international” (or “innovative”, “customer-focused”, “unique”, etc) becomes mere background noise. Rather than a differentiator, it turns into just the opposite: a descriptor to be passed over or dismissed by readers as a hollow cliche. For Monash University, this presents something of a dilemma. It is an institution unafraid to be the odd one out – irreverence and independent thinking are encouraged. When it talks about its “global footprint”, it is not making a vague reference to overseas outposts or the kind of exchange agreements that all universities offer students. Over the past several decades, Monash has evolved from an Australian university open to the idea of expansion beyond national borders, to one whose international campuses, centres and partnerships are a fundamental part of its existence. The university’s affiliations offer real benefits to staff, students and the communities with which they work. The decision to become a global university is not something it embarked upon in the last few years. The push beyond Australian shores probably began as far back as 1987, when Mal Logan became the fourth vice-chancellor. Logan believed strongly that Australia should see itself as a part of Asia, that the university should seek to expand beyond its foundation campus in Clayton and could build upon its enviable reputation as an agent of positive, worldwide change. Throughout the 1970s and into the early ’80s, the university had stamped its reputation as an institution capable of globally significant research. The pioneering work of its biologists in the field of IVF technology during this time changed the world, transforming the lives of people previously incapable of conceiving. In this respect, Monash already had the makings of a global university – at the very least it was a globally relevant one. What Logan would do was complement the research reach with a physical presence overseas. As well as overseeing the expansion into Caulfield, Frankston, Gippsland, Parkville and Berwick, he established a close relationship with Sunway University College in Malaysia (as it is now known). In 1998, it became the university’s first international campus, with Monash becoming the first non-Malaysian institution granted permission to establish a presence in that country. Monash South Africa (near Johannesburg) and the Prato Centre (in Tuscany) followed in 2001. More recently, the university has undertaken a partnership with the Indian Institute of Technology Bombay, establishing a research academy in Mumbai. The university seeks to develop students so that they graduate ready to make a difference - in their chosen fields, in the communities within which they work and in the world at large. In short, the aim is to develop global citizens. That, of course, leads to the question of what constitutes a “global citizen”. For Monash, it comes down to how a university – its staff, students and alumni – engages with the world. Global citizenship entails much more than an awareness of cultural sensitivities or an ability to speak more than one language (although these things can be valuable tools); it is about rich and meaningful connections with communities the world over. The truly global university does not impose ideas or solutions upon the world. It doesn’t need to. Rather than being attached to communities (or, worse, above them, as the pejorative “ivory tower” implies), it is embedded within them – in many cases a crucial part of them. It understands these communities: what they value, what they need, what works well within them and what might change them for the better. Consequently, it can then tailor research, education and industry collaboration to suit them. Monash aims to make an impact with all that it does. An impact, of course, can denote a destructive effect, as well as a constructive influence. The difference it seeks to make must be relevant, carefully targeted and most importantly positive. The “international” claim used by some institutions has become hollow in part because it is often substantiated with little more than a series of checklist items, none of them particularly distinguishing, such as commitment to global issues, multicultural student cohort and exchange agreements. If we are to define what makes a global university, it is necessary to look beyond features and concentrate on true, distinctive benefits – those provided to students, but also to staff, as well as the communities and countries with which an institution collaborates. Monash’s international campuses and centres offer more than a chance to experience a new culture. They are a kind of headquarters from which students and staff can (and are in fact encouraged to) go out and engage with the people of the communities that surround it. When matched with a strong and long-held volunteering ethos, this approach to “global education” ensures a profound, practical understanding of the challenges such people confront. As part of a placement program conducted in association with Oxfam, for instance, the South Africa campus acts as students’ first port of call before working voluntarily with local community-based organisations in Durban and Pietermaritzburg. The university’s presence in this country ensures that students can gain a deeper awareness of the problems affecting people living with HIV and AIDS. Rather than being a fly-in-fly-out experience encompassing a brief overview of the challenges facing community organisations, it is a full four weeks of intensive, practical learning beginning with an extensive induction program. Professor Stephanie Fahey is deputy vice-chancellor (global engagement) at Monash University.