Share ideas that matter on the social web and experience
the benefits of curating the world's best content.
I don't have a Facebook, a Twitter or a LinkedIn account
This is a great piece which demonstrates how international activities can be seen as "value-adding" rather than "risk-embedding".
Are you sure you want to delete this scoop?
Despite its growth, TNE remains a heavily debated mode of HE provision primarily because of the risks associated with the offshore institutions involved. This has created a response by organisations at national and international level to assure that quality standards of TNE are appropriate and comparable to the quality standards of the home institution/countries. This has forced quality assurance policy to be geared towards equivalency rather than quality improvement or quality enhancement. A growing concern now is that the pociy agenda in quality in TNE is primarily focused on risk mitigation and “sameness”. However, it is increasingly accepted that student experience is central to quality of teaching and learning. This applies to TNE and an increasing debate/discussion has started to emerge about the need to focus on student characteristics rather than rigid quality assurance guidelines. In this presentation I present evidence from primary research about the importance of student expectations and perceptions in the management of educational quality. Specifically, I discuss the ramifications of the difference in student expectations and perceptions on the current “one-size-fits-all” model for managing quality in TNE. Additionally, I propose a prospective approach in planning, managing and controlling educational quality in TNE partnerships.
see the powerpoint slides here http://www.academia.edu/3726634/From_retrospective_to_prospective_quality_management_in_TNE._Why_we_should_care_about_student_expectations_and_perceptions
This is my presentation in the conference "Discovering Transnational Education: Opportunities, Challenges and Perspectives" organised by the British Council in Athens, on 26 March 2013.
Hanneke Teekens : It was about 15 years ago that the term ‘internationalisation at home’ was coined when a group of people – I was among them – started to talk and publish about it. In essence ‘internationalisation at home’ is about inclusion, diversity and reciprocity in international education, crossing borders by reaching out to 'otherness'.
full text here http://www.universityworldnews.com/article.php?story=20130613084529186
The tenth annual survey, a collaborative effort between the Babson Survey Research Group and the College Board, is the leading barometer of online learning in the United States.
Brain drain in Spain leaves scientific research on the wane Financial Times Amaya Moro-Martín returned to Spain five years ago, after spending 11 years researching astrophysics at some of the best universities in the US.
Alex Bols: "I wouldn’t endeavour to try to predict the future of higher-education, but I can see two likely features taking shape already. Firstly the increasing diversification of provision and provider. Secondly, internationalisation: as the world becomes more interconnected across borders, so the boundaries of higher education itself expand."
full text here http://1994group.co.uk/blog/internationalisation/
Diverse university models and academic freedom are key to resilience, participants hear
The financing of higher education is undergoing great change in many countries around the world.
full details here :http://www.routledge.com/books/details/9781135069469/
hugely topical book. Look at chapter 8 about Global Graduates
The internationalisation of African higher education suffered far-reaching impacts from colonialism and this continues today, with highly coercive and mimetic pressures produced by the conditionalities of bilateral and multilateral of organisations. This process and its contents at the global level define and diffuse the new African higher education imperatives, which demonstrate regionalisation and a sharp conflict in relationship with indigenisation. Such internationalisation is, in the main, not actively pursued by Africa, but is being controlled by the North and constitutes a complex of features from one country to another. The paper highlights the fact that African higher education institutions are not only shaped by national institutional and cultural structures, but they are also characterised by specific cultural features inherited from the past, which shape the way they respond to the current dynamics of globalisation. To overcome this passivism, the government and regional organisations are seen as still playing a relevant role in organising and shaping the internationalisation of higher education according to national culture, economic and social needs. Imposed education and economic reforms, both through Structural Adjustment Programs (SAPs), which constitute the major driver for internationalisation in Africa, are aimed at accommodating greater control of coercive international aid. Within the discourse of educative roots, it is necessary to construct a broader perspective on the concept of internationalisation, so that higher education will perform successfully, both socially and culturally within localised contexts. To overcome these problems, the authors reach the conclusion that as actions of globalisation are unalterable, and presumed as the driver of internationalisation, it is suggested that the choice option for internationalisation should be one which does not overshadow or erode the importance of local knowledge, but rather complements it and is an extender of local dimensions.
full text here: http://www.ingentaconnect.com/content/jnp/wse/2013/00000014/00000001/art00006
When responding to questions about whether higher education is worth it, I’d be considered traitorous as a tenured law professor at an expensive, remarkably good law school, if I didn’t insist that higher education has intrinsic value.
full text : http://www.macon.com/2013/06/09/2510350/oedel-is-higher-ed-worth-it.html
The Bologna Process in Europe aims to increase student mobility, with the purpose of increasing average university quality through fiercer competition for students in a larger, more unified market. However, this beneficial effect of increased student mobility will only occur if student mobility is guided by quality considerations. We examine whether the quality of a country's higher education system helps explain macro-flows of foreign tertiary students in Europe. Using various measures for the quality of a country's higher education system in an extended gravity model, we find that quality has a positive and significant effect on the size and direction of flows of students exchanged between 31 European countries. At the graduate level, however, the driving force for student mobility appears to be the lack of educational opportunities in the home country.
full text: http://www.tandfonline.com/doi/abs/10.1080/21568235.2013.772345#.UbA_sfn96qg
Very timely publication.
In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.
full text here : http://firstmonday.org/ojs/index.php/fm/article/view/4350/3673#author
Latur (Maharashtra), June 1 — Stating there was need to improve the quality of higher education in India, President Pranab Mukherjee Saturday expressed concern over Indian universities not figuring among the top institutions across the world.
Brett Scott: The Heretic's Guide to Global Finance: Hacking the Future of Money offers the reader a framework for approaching the financial system based on anthropology, gonzo exploration, the hacker ethos, DIY culture, activist entrepreneurialism, drag queens, rogue magicians, guerilla gardening, dolphins, open source culture, network disruption, circuitbending, and you. It's a portal into the dark and fascinating realm of high finance in three parts: Part 1 (Exploring) covers the major financial players, concepts & instruments. Part 2 (Jamming) explores innovative forms of financial activism, from disrupting investment into fossil fuels to building your own hedge funds of dissent. Part 3 (Building) showcases the growing alternative finance movement - including peer-to-peer systems, alternative currencies, and co-operative economies - and shows how ordinary individuals can get involved in building a democratic financial system. It is being published by the fantastic Pluto Press, and you can find out how to order below. For more about me, see here.
That's a superb book. What's makes it even more interesting and relevant, compared to other economics related texts, is that it is published at the right time (something not very common for economics/finance literature).
By The Century Foundation Task Force on Preventing Community Colleges from Becoming Separate and Unequal
Published by The Century Foundation Press, May 23, 2013
Education has always been a key driver in our nation’s struggle to promote social mobility and widen the circle of people who can enjoy the American Dream. No set of educational institutions better embodies the promise of equal opportunity than community colleges. Two-year colleges have opened the doors of higher education for low-income and working-class students as never before, and yet, community colleges often lack the resources to provide the conditions for student success. Furthermore, there is a growing racial and economic stratification between two- and four-year colleges, producing harmful consequences. Bridging the Higher Education Divide faces those grave realities in unblinking fashion. Led by co-chairs Anthony Marx, the president of the New York Public Library and former president of Amherst College, and Eduardo Padron, the president of Miami Dade College, the task force recommends ways to reduce the racial and economic stratification and create new outcomes-based funding in higher education, with a much greater emphasis on providing additional public supports based on student needs.
more here http://tcf.org/bookstore/detail/bridging-the-higher-education-divide
Students are starting their search for a graduate job earlier than ever, a new survey has revealed.
full text here http://www.timeshighereducation.co.uk/news/graduate-job-search-starting-earlier-than-ever/2004819.article
Business Insider China Has An Incredible Influence On US Higher Education Business Insider Our source told us that a number of well-known U.S.
More scholarships and internships will boost graduates in the business world, says chief executive Martin Davidson
full text here : http://www.timeshighereducation.co.uk/news/british-council-drive-to-get-more-uk-students-in-china/2004755.article
Interesting. Boosting outbound student mobility can definetly help UK HE is several respects.
NIC MITCHELL gives EUPRIO members heading to the UK for the 2013 annual conference a quick overview of the “radical” or “bonkers” brave new world of English universities in the second of our occasional blogs shining the spotlight on higher education in different European countries.
Full text here :http://euprio.eu/2013/06/12/the-unfinished-higher-education-revolution-in-england/
full text here: http://papers.efquel.org/index.php/innoqual/article/view/25
I read with interest Masaaki Kameda's May 29 article, 'Education panel touts more global approach.' Prime Minister Shinzo Abe's exhortation that Japanese universities establish super-global universities by recruiting faculty staff ...
The concept of the “Creative University” signals that higher education stands at the center of the creative economy indicating the growing significance of intellectual capital and innovation for economic growth and cultural development. Increasingly economic activity is socialised through new media and depends on immaterial and digital goods. This immaterial economy includes new international labour markets that demand analytic skills, global competencies and an understanding of markets in tradeable knowledges. Delivery modes in education are being reshaped. Global cultures are spreading in the form of knowledge and research networks. Openness, networking, cross-border people movement, flows of ideas, capital and scholars are changing the conditions of imagining and producing creative work. The economic aspect of creativity refers to the production of new ideas, aesthetic forms, scholarship, original works of art and cultural products, as well as scientific inventions and technological innovations. It embraces both open source communication as well as commercial intellectual property. This collection explores these ideas as the basis for a new development agenda for universities.
A great book. Have a go in the free preview pdf which is provided in the publishers' website. It includes a full chapter by Simon Marginson.
Interview with Prof. Chris D Rudd, Pro Vice Chancellor, University of Nottingham on transnational education, branch campuses and knowledge / business exchange. DrEducation.com