Abstract: The article explores the mobility of undergraduate students at three selected higher education institutions in three different countries. Students, who participated in the analysis, have been involved in mobility programmes over the last six years (between 2006 and 2011) at the following higher education institutions: Germany – Duale Hochschule Baden Württemberg Karlsruhe, Norway – University of Tromsø and Slovenia – Faculty of Management. The empirical research was conducted on a population of 3,539 undergraduate students, who completed part of their academic curriculum in the host country during the period under investigation. The purpose of this article was to examine the motivational factors influencing the decision for an international mobility destination and the expectations of students on a sample of 288 (mobile) undergraduates. The research has shown that the majority of students of the selected educational institutions chose mobility because of the international experience, that gender has an impact on the duration of a student mobility stay and that in the majority of cases the students are satisfied with the mobility program.
Though most long-haul Chinese travellers participate in group-based tours, many young Chinese are now travelling overseas to acquire educational qualifications. These ‘study tourists’ travel independently around their place of study, often accompanied by friends and relatives whom they are hosting. Understanding the characteristics of such independent behaviours may offer insights into China's future outbound travel market. This study of 1400 Chinese studying in Australia highlights distinctions between independent student travellers and youth travellers more generally such as backpackers. The findings challenge established typologies of independent youth travellers and raise prospective implications for marketers.
Abstract “University” and “universe” are paronyms in English, reflecting a university has been entrusted with the grand cross-border mission by the people. Since the 1980s, economic globalization has promoted globalization of education, and caused global cross-border higher education to flourish. Today, higher education in China is in a crucial period of reform and development. It is the general trend to learn from others and integrate into the world actively. Over the years, the cause of Chinese cross-border higher education advances in the exploration and has achieved remarkable achievements. On the other hand, a number of problems are also uncovered. We should summarize experience and draw lessons for a better development of China’s cross-border higher education in the future, in order to make strong contributions to China in higher education. full text here: http://www.fe.hku.hk/cerc/ceshk/doc/CEB2013_15.pdf#page=17
Earlier this year, IFC invested $150 million in Laureate Education, Inc., representing IFC’s largest education investment. This was a landmark development in the world of international higher education.
Abstract: 1. Nature and focus of the study - 1.1. This is a report of a first-stage project sponsored by UNESCO and the Commonwealth of Learning to map the extent, range, and impact of transnational, private, and for-profit tertiary education provision in a sample of countries. The data, collected from readily available public sources and verified by in-country experts, was first used to create country case studies for Jamaica, Bangladesh, Malaysia, and Bulgaria. A summary report was then produced that drew comparisons across countries in relation to five topics: overviews of each country; national education systems and policies; regulatory frameworks, accreditation, and quality assurance; transnational, private, and for-profit provision; and local perceptions of impact. The summary report also provides a comparative analysis across countries, with reference to the wider literature, and draws out a series of policy implications from the study for governments, institutions, and agencies, both national and international.
Dr Vangelis Tsiligiris's insight:
A very interesting report by Middlehurst, R & Woodfield, S (2004)
This paper examines the role of transnational higher education in reproducing local patterns of disadvantage in Hong Kong. Specifically, it considers the expectations and experiences of local students undertaking British degree programmes, drawing on the findings of a recent qualitative research project. In this paper, we argue that through the introduction of so-called 'top-up' programmes, British universities are providing degree-level education to students unable to access local higher education (HE) in Hong Kong through the 'traditional' route. Drawing upon our interviews with students and graduates, we show the immense cultural and social expectations, placed upon young people in Hong Kong, to obtain a university degree, and the role of 'international' education in (partially) offsetting the shortfall in domestic university places. However, we also suggest that these students/graduates are in various ways relatively disadvantaged by these degrees – they often have less cultural capital and social capital on which to draw, and find that their degrees are less valued than their local equivalent. There are broader implications of our findings for understanding the role of transnational educational provision in localised reproduction of (dis)advantage, especially in East Asia.
KAUNAS – International students should not be considered as a source of revenue but as a part of society and have access to necessary support systems, according to the over one hundred student representatives that participated in the European Students’ Convention from 20 to 22 September.
As higher education leaders across the country work to expand global engagement and develop comprehensive internationalization strategies, the American Council on Education (ACE) has released a report that examines these efforts...
Times Higher Education Almost 13000 university employees 'paid less than living wage' Times Higher Education Some 80 institutions pay less than the Living Wage, which is set independently and is based on the amount required for minimum living...
This article explores how standards and codes for collaboration in international higher education influence the educational space of global online education and the way it functions within the context of international development aid. Firstly the article discusses the educational space of higher education and the geography of education whereby the aim is to situate global online education within the on-going discourse on standards in higher education, international development aid, and the knowledge economy. The article then examines a qualitative case study of an Internet-based masters programme attended by students from Europe and Africa. A main focus of the empirical analysis is the students’ experience of being geographically immobile while collaborating online internationally, including how this circumstance affected their motivation and participation and the benefits of the programme. In the concluding discussion it is argued that even though online collaboration among students and educational institutions is not entirely equal, common standards created a space in which positions were challenged and practices were changed over the course of online participation.
UK accused of 'systematically squandering linguistic resources' as number of students studying French, German, Italian and Spanish falls
Dr Vangelis Tsiligiris's insight:
I wonder how this ties with the drive of UK policy to promote internationalisation. I simply quote from the article "No Northern Irish or Welsh university offers Arabic or Russian degrees, while outside England, Japanese is only available at Cardiff and Edinburgh. Although Chinese is growing in English universities, it is not available in Northern Ireland at all and only Bangor, Trinity St Davids, Heriot Watt and Edinburgh provide degrees in the subject in Wales and Scotland".
The European Open Educational Resources Policy Project is an initiative that brings together a coalition of international experts to strengthen the implementation of open education policies across Europe. It will do so by developing a community of activists and advocates, producing policy materials, and connecting with policy makers.
As we head into the tail end of 2013, a variety of claims and predictions are being tossed about regarding the future of higher education – and the university business model – that would have been considered preposterous a few years ago.