Lemmens The Virtual Challenge to International Cooperation in Higher Education Bernd Wächter (ed.) Aca papers on International Cooperation in Education The V irtual Challenge to International Cooperation in Higher Education

Conclusions: implications for agencies active in international coopera-
tion
It seems that the demand for overseas study is growing proportionally less
faster than the demand for in-country delivered transnational education. The
latter is cheaper than study abroad and, especially in cases of online a-syn-
chronous technology support, it is more flexible than traditional education.
This does not imply, however, that the demand for study abroad is not grow-
ing in terms of real numbers, which means that the support of physical mobi-
lity and exchange, and the role of the agencies in that, is not under threat as
such. Moreover, the strong increase in online transnational provision for
lifelong learning does not affect the traditional business of the agencies so
much. Adult working students are not their prime target group anyway and
will not become one because of obvious mobility limitations (families, jobs,
etc.).
However, the new types of transnational and virtual education and also the
strong economic rationale behind the recruitment of foreign students turn
mobility, be it virtual or physical, more and more into a business. The interna-
tionalisation paradigm is shifting from cooperation to competition. This is il-
lustrated by the growth in fee-paying overseas students versus the narrowing
access for students with low purchasing power from the South. This con-
fronts the agencies with questions on their role and mission. Especially those
involved in both development cooperation and international student recruit-
ment have to address the balance and possible tensions between these
various roles. The main challenge is how they can contribute to the economic
objectives of their own country and higher education system on the one hand
and to their social role of widening access for non-elite groups on the other.
The economic and business rationales also imply that a new range of actors
and stakeholders become involved. Which raises questions with respect to
the strategic partnerships of the agencies. Furthermore, the changing role of
the government and the increasing competition, also for the agencies them-
selves, forces them to consider the diversification of their funding basis.
As has become clear from the research and all the issues and views that we
discussed, the recognition and quality assurance of the new forms of trans-
national and virtual education are a main problem and concern. The agen-
cies, especially those who have the role of a NARIC/ENIC are called on (by
various international organisations and platforms) to contribute to the solving
of this problem especially through cooperation with agencies for quality as-
surance and, in the case of Europe, with their European body ENQA. In this
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way, the agencies could play an important role in the area of consumer infor-
mation and protection.
And last but not least, all these virtual developments necessitate the agen-
cies to develop substantial competence and expertise on ICT in higher edu-
cation within their own organisation!