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Education, long praised as the great equalizer, no longer seems to be performing as advertised. Why? We asked 10 experts to weigh in.
It is only an issue of higher education? Definetly not. The main problem is that employment opportunities for the growing number of graduates have declined (both in terms of volume and quality).
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Since World War II international higher education has been led by English-speaking countries, especially the United States. The near hegemony of the Atlantic countries in the university sector has exceeded their role in the trading and financial economies. But nothing lasts forever. full article here http://www.universityworldnews.com/article.php?story=20140326123556985
An excellent contribution by Prof Marginson.
Previous research has found that the images of universities formed by prospective students greatly influence their choices. With the advent of international branch campuses in several higher education hubs worldwide, many international students now
Another good study by Stephen Wilkins on IBCs.
The purpose of the Master’s thesis research is to study and disseminate the best practices of international double Master’s degree programmes organization, implementation and development. The given research is focused on two main areas: motivation of higher education institutions to start double degree programmes and best practices of double degree programme design and implementation from the perspective of building joint curriculum and organizing balanced mobility and development of existing programmes in terms of increasing their quality and attractiveness. This is a case study of the double degree programmes between Russian and European universities. The study findings reveal good developments in the field of double degree cooperation between Russian and European universities and a high motivation from both parties. The research depicts different models of building a joint curriculum and organizing academic mobility. The following areas could be outlined as development points for double degree programmes: - Personal interest and commitment of organizers of double degree programmes; - Comprehensive agreement between partners on different aspects and practicalities of the double degree programme implementation; - Promotion towards more balanced student participation and two-way mobility; - Foreign language skills improvement for students and university staff; - Joint strategy and actions in marketing and quality assurance; - Involvement of international companies; - Wider usage of e-learning technology.
This research studies Chinese students’ choice of transnational higher education in the context of the higher education market. Through a case study of the students in the transnational higher education programs of W University, the research finds that Chinese students’ choice of transnational higher education is a complicated decision-making that is influenced by push factors related to domestic higher education and overseas higher education, pull factors related to transnational higher education and student’s characteristics such as economic condition, academic aptitude, and future plans. Compared with domestic higher education and overseas higher education, transnational higher education is a second choice. It is being used by the majority of students as a tool to regain access to high-quality domestic higher education institutions and to gain access to overseas higher education. Currently, there exist information gaps between students and transnational higher education programs, which prevent students from making an informed decision when they choose a particular program.
This paper analyzes the determinants of the choice of location of international students. Building on the documented trends in international migration of students, we identify the various factors associated to the attraction of migrants as well as the costs of moving abroad. Using new data capturing the number of students from a large set of origin countries studying in a set of 13 OECD countries, we assess the importance of the various factors identified in the theory. We find support for a significant network effect in the migration of students, a result so far undocumented in the literature. We also find a significant role for cost factors such as housing prices and for attractiveness variables such as the reported quality of universities. In contrast, we do not find an important role for registration fees.
This paper examines international student mobility between member states of the European Higher Education Area (EHEA), a group of 47 countries that committed to reforming their higher education systems to improve the comparability and compatibility of degrees. While increased student mobility is a key goal in its official documents, little research has empirically investigated student mobility patterns in respect to the EHEA. The analysis employs multivariate techniques to identify trends in student mobility between 1999 and 2009, using a spatial approach to visualise the relationships between member states as constituted through student mobility flows. Results show that within the analysis timeframe student flows in the EHEA became more even in their distribution, but that in terms of the relationships between states, the EHEA became more centralised and segmented, meaning that key actors mediated exchanges between peripheral states and the region was more easily divided into self-contained clusters. These trends indicate a need to critically reconsider the nature of the EHEA and its role in the globalisation of higher education.
In recent decades, trade in higher education services has become increasingly popular in Asia. Realizing the importance of higher education and the potential of the education market not only for generating additional national incomes but also for asserting soft power in the highly competitive world, the Chinese government has put serious efforts in developing transnational higher education to diversifying student learning experiences and asserting soft power of China in the highly competitive global environment. This chapter reviews major policies and developments of transnational higher education in mainland China. The chapter also critically examines student-learning experiences after enrolling in transnational higher education programmes. The chapter also critically analyzes how the Chinese government has made attempts to assert its soft power in the context of transforming the country from an economic power to a culturally strong power.
With an emphasis on internationalization of education and the global economy these days, study abroad programmes are increasingly important to enrich student learning experience. This paper focuses on short-term study abroad programmes which are becoming more popular in higher education curricula. As a component of degrees awarded in the home countries, short-term programmes usually refer to those running from a period of few weeks to one year in overseas universities. With mixed-methods approach, this study aimed to examine (1) the students’ perceived value of the short-term programmes; and (2) the influences of such value in deciding students’ participation. All participants were students who were studying in Hong Kong universities. The findings reveals that (1) the students perceived the most beneficial aspect of studying abroad is to facilitate their personal development; (2) academic and professional enhancement was less valued by the participants; and (3) UK and the USA were the most preferred host countries they selected. This paper concludes that policymakers and educators should be aware of the students’ expectations. Implications for enhancing short-term study abroad programmes, which affect the development of higher education curricula and international education, are also discussed.
Globalisation brings immense benefits. As barriers to the movement of goods, services and capital have been lowered, many emerging economies have seen extraordinary improvements in living standards and incomes. Even more important than the physical
In the UK, the marketisation of Higher Education (HE) increasingly constructs students as ‘customers’ rather than ‘learners’. Prospective students are faced with an array of published material to enable them to compare and contrast the ‘products’ on offer from UK institutions, including the Government website, Unistats (http://unistats.direct.gov.uk), which provides at-a-glance information about each programme to help inform the choice of university.
It can be argued that such marketisation constrains pedagogical aspects of HE provision and renders obscure the responsibilities required of each learner when considering the effectiveness of a programme of learning; raising challenges for managing the expectations of students. This paper examines the challenges to HE Institutions (HEIs) in ensuring that the provision they offer is evaluated and developed in more ways than simply as that of ‘product’. The challenges to be addressed are discussed and a good practice example of using National Student Survey (NSS) data for quality enhancement is detailed.
Significant changes have occurred in the international education landscape driven by the need for access to higher education in developing countries. One response to this situation has been the provision of higher education in the developing country via partnership arrangements with overseas institutions. Rapid growth in transnational programmes has resulted in many opportunities for nations seeking to build their capacity, for institutions and for staff and student learning, as well as significant challenges. This research contributes to addressing some of these challenges by focusing attention on teaching and learning practice development with transnational teaching teams. This paper is grounded empirically in an international collaboration between three Australian, one Malaysian and one Vietnamese university. Employing a practice-based approach using multi-site participatory action research, the researchers investigated the professional development needs of transnational teaching teams and their experience working in transnational programmes. The study suggests that for professional development to be effective in transnational education it needs to be collaboratively designed and negotiated, context-sensitive and specific, practice-based and involve teams engaging and learning together in their daily work contexts. Such an approach harnesses the diversity of transnational teaching teams and enhances dialogue and relationships amongst team members.
A very useful work which considers an overlooked subject.
This article analyses the current situation of transnational higher education (TNE) in China by conducting a comprehensive documentary analysis. It first situates the phenomenon in global transnational mobility in higher education and then explores the diverse motivations of importing and exporting countries taking China and the UK as linked examples. The documentary analysis carried out for this research suggests that China has stated aims to promote TNE as a public good, whereas UK motivations for transnational education are ostensibly more driven by financial reasons. The article also identifies three features of the current situation in China: first showing that the distribution of the TNE in China is imbalanced; second, partner institutions are based in 21 economically developed countries or regions; third, the prominent cooperative arrangements are strongly focused in particular disciplines. The article argues that these features have led to unfair competition in some areas. Therefore, it appears that there are some inconsistencies and tensions between the stated aims of Chinese TNE policy and the way in which TNE is spreading and developing in practice.
In a rapidly changing transnational eduscape, it is timely to consider how best to conceptualize international education. Here we argue for a conceptual relocation from international student to international study as a means to bridge the diverse literatures on international education. International study also enables recognition of the multiple contributions (and resistances) of international students as agents of knowledge formation; it facilitates consideration of the mobility of students in terms of circulations of knowledge; and it is a means to acknowledge the complex spatialities of international education, in which students and educators are emotionally and politically networked together through knowledge contributions.
Accountability and quality assurance have become central discourses in higher education policy throughout the world. However, accountability and quality assurance involve power and control. Practices and ideas about quality developed in the Global North are spreading rapidly across the Global South, leading to increased uniformity in the approaches to quality assurance. Given the significant asymmetries that divide the Global North and Global South, this article maps interdiscursive relations among key texts that influence policy development on international quality in higher education, and explores the applicability of colonial discourse as a perspective for understanding this increasing international convergence.
The debate on academic achievement is a heated issue that involves all the higher education contexts. This paper attempts to provide an indicator that can make the measurement of university student performance easier and that can be easily applied to different systems, making comparisons more fair. The Italian University System is used as a starting point to make several considerations on the current measures and to build up a new performance indicator. Then, a generalization for other marking systems is shown and finally a quantile regression is performed to investigate some determinants of the new performance indicator, also with respect to the current one.
Over the past two decades regional agreements have become more significant in educational and training. This paper situates and analyses the European Higher Education Area (EHEA), the Bologna Process and the Lisbon Strategy and explores their influence on the integration of higher education systems in Mercosur (the Southern Common Market of Argentina, Brazil, Paraguay, Uruguay and Venezuela). Mercosur is still a customs union, and the project of integrating higher education is at an early stage. Lacking organically established regional bodies, coordination of integration in Mercosur has focused on summits and meetings of officials. However, in a context of unequal maturity in regional integration, there is emerging evidence that the EHEA project is influencing the reforms of national systems of higher education and even Mercosur’s model for a regional area of higher education. A nascent Europeanization of higher education systems in the Mercosur region is emerging, by-passing Mercosur’s regional structures. The formulation of policies has been permeated by policy transfer from Europe to national territories within Mercosur
Internal migration in China occurs as a result of both market forces and government interventions. This paper investigates how indicators of migration have changed over the past quarter of a century using data from successive censuses, with particular attention given to the roles of regional economic development and national policy and the effects of age and education on spatial patterns of migration. The results show a surge in migration throughout the period, an increasing concentration of migration destinations and an improvement of migration efficiency prior to 2000, but a decreased focusing of migration during the first decade of the twenty-first century. Widening regional disparity has been responsible for a sharp increase of migration from the interior to the coast, and different national economic growth poles emerged as major migration destinations at different stages of economic reforms. The analyses of age- and education-specific migration flows indicate that young adults were more mobile and more sensitive than older cohorts to interregional economic differentials, and that educated migrants were more concentrated than less-educated migrants since knowledge-based industries were more concentrated than labour-intensive industries. Our findings suggest that massive eastward migration induced by unbalanced economic development and relaxed migration restrictions still persisted in the 2000s, and that the State’s recent efforts to alleviate regional inequalities were far from achieving equilibrium in the migration system.
I think this is a valuable new report about innovation and higher education that, despite not directly related to TNE, can be used to support/justify added value effects/prospects of TNE partnerships as means to promote innovation. Probably one can use evidence from this report to make a point for a "maturing" role of TNE and liken it to the trajectory of international business cross-border partnerships (see Hagedoorn, 1999). Vangelis
Internationalization in Higher Education is new Routledge book series, with Elspeth Jones as series editor.
Books in the series will address key internationalization themes, written or edited by leading thinkers and authors from around the world.
The series is intended to offer theoretical perspectives with practical applications, focusing on some of the critical issues in the field as it develops. It aims to reflect contemporary concerns, with volumes geared to the major questions of our time, as internationalization matures into its next phase. The first volumes due for publication in Autumn 2014 are:- • Jude Carroll, Tools for Teaching in an Educationally Mobile World • John Hudzik, Comprehensive Internationalization: Institutional Pathways to Success• David Killick, Developing the Global Student • Betty Leask, Internationalisation of the Curriculum • Chris Ziguras & Grant McBurnie, Governing Cross-Border Higher Education Potential authors and proposed titles or themes are now being sought, for manuscript delivery from late 2014 onwards.
Anyone interested in making a contribution as author or editor, or in suggesting a theme for a future volume, should contact the Series Editor at firstname.lastname@example.org