Cross Border Higher Education
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A selection of recent articles, posts, and other material on CBHE
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Chinese International Students. An Avant-Garde of Independent Travellers?

Chinese International Students. An Avant-Garde of Independent Travellers? | Cross Border Higher Education | Scoop.it

ABSTRACT

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.

full text: http://onlinelibrary.wiley.com/doi/10.1002/jtr.1971/abstract;jsessionid=67951288207CF691DD39465350BFF01C.f01t02?deniedAccessCustomisedMessage=&userIsAuthenticated=false

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A different perspective on Chinese student mobility.

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Cross-Border Higher Education in China: Development, Challenges and Responses

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

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The age of customised education

The age of customised education | Cross Border Higher Education | Scoop.it
SAVVY students are making more sophisticated use of overseas options to customise their education, says study abroad expert Davina Potts.
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Can Laureate Change the Landscape of Global Higher Education? |DrEducation: International Higher Education Blog

Can Laureate Change the Landscape of Global Higher Education? |DrEducation: International Higher Education Blog | Cross Border Higher Education | Scoop.it
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.
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The Role of Transnational, Private, and For-Profit Provision in Meeting Global Demand for Tertiary Education: Mapping, Regulation and Impact

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.

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A very interesting report by Middlehurst, R & Woodfield, S (2004)

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How to engage foreign universities in India? |DrEducation: International Higher Education Blog

How to engage foreign universities in India? |DrEducation: International Higher Education Blog | Cross Border Higher Education | Scoop.it
Will foreign universities establish campuses in India? This has been one of the recurring questions over the last few years.
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Spot-on analysis by Rahul Choudaha

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Young People and the Reproduction of Disadvantage Through Transnational Higher Education in Hong Kong

Abstract

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.

 

full text here: http://www.socresonline.org.uk/17/3/6.html

Dr Vangelis Tsiligiris's insight:

This is an excellent paper which provides a range of pointers/ideas to further research in TNHE and social capital.

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Students review the globalisation of higher education in Europe

Students review the globalisation of higher education in Europe | Cross Border Higher Education | Scoop.it

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.

 

full text : http://www.esu-online.org/news/article/6001/Students-review-the-globalisation-of-higher-education-in-Europe/

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Twitter Calendar for Higher Ed

Twitter Calendar for Higher Ed | Cross Border Higher Education | Scoop.it

http://www.insidehighered.com/calendar/twitter

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very useful for everyone who is engaged in twitter and #highered

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Vice Chancellors’ Forum: Collaboration in higher education stressed

Vice Chancellors’ Forum: Collaboration in higher education stressed | Cross Border Higher Education | Scoop.it
ISLAMABAD: 

Delegates of the “Vice Chancellors’ Forum”  urged Muslim countries to establish a combined platform for collaboration in higher education on Monday.

On the first day of the two-day event, speaking on “Internationalisation and universities: building human capital in the Islamic world,” president and vice chancellor of Open University Malaysia Prof. Tan Sri Anwar Ali suggested Muslim countries capitalise on each other’s resources to gain universal benefits.

 

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Determinants of Mobility of Students in Europe: a preliminary quantitative study

Determinants of Mobility of Students in Europe: a preliminary quantitative study | Cross Border Higher Education | Scoop.it

Abstract

 

This paper studies the economic determinants of intra-european student mobility. We constructed a panel of 33 European countries for the period 1998-2009. The dependent variable is the inflow of students (ISCED 5-6) from EU-27, EEA and candidate countries. Results show that: a) The expenditure per student appears to be a crucial determinant. It is reasonable to maintain that students are likely to choose countries where the students are granted with adequately funded services and perhaps monetary incentives. Eventually, other significant determinants are: a) the actual level of safety; b) the degree of openness of host country; c) the GDP per capita of host country.

full text here: http://mpra.ub.uni-muenchen.de/49808/ ;

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Negotiating knowledges abroad: non-Western students and the global mobility of knowledge

Negotiating knowledges abroad: non-Western students and the global mobility of knowledge | Cross Border Higher Education | Scoop.it
Abstract

Taking the Institute for Housing Studies in Rotterdam as a case study, this paper aims to theorise the ways non-Western, international students construct and negotiate knowledges in Western institutions of higher education. It describes the types of knowledges these students identify as characteristic of their learning abroad, distinguishing between the curriculum, knowledge of cultural Others and ‘critical thinking’, and the strategies of incorporation, avoidance and resistance with which students negotiate these knowledges. These knowledges, if contested, are then theorised to facilitate these students’ entry into, and mobility within, globally dispersed epistemic communities.

full text: http://www.tandfonline.com/doi/abs/10.1080/03057925.2013.824782#.UjgttMZ7KgY

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Seeds of cosmopolitan future? Young people and their aspirations for future mobility

Seeds of cosmopolitan future? Young people and their aspirations for future mobility | Cross Border Higher Education | Scoop.it
Abstract

Mobility across space is an exemplary characteristic of the global era and an important aspect of the cultural experience of many people in advanced industrialised nations. Mobility evokes powerful images that effectively counter any illusion of stationary life and provide a break from the insularity of the local and parochial. High levels of mobility are simultaneously a fact, a necessity and a cultural aspiration. In recent times, debates about mobility in social theory have considered the relationship between mobility and cosmopolitan culture and identities. Against this backdrop, this paper also draws on some of the more recent discussions about the emergence of globalised and cosmopolitan identities among young people. Using data from a longitudinal study of young people in Queensland, this paper provides an insight into young people's aspirations about future mobility. The data affirm Skeggs’ comment that mobility is an unequal resource, and demonstrate that aspirations of future mobility reflect numerous social, economic and cultural realities of young people's lives. This inevitably leads us to problematise the established, and often abstract, nexus between cosmopolitanism and mobility in contemporary debates about cosmopolitanism.

full text here : http://www.tandfonline.com/doi/abs/10.1080/13676261.2013.834314#.Ujgs_sZ7KgY ;

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THE UNIVERSITY OF THE FUTURE AN ENTREPRENEURIAL STAKEHOLDER LEARNING ORGANISATION ?

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Dr Vangelis Tsiligiris's comment, October 15, 2013 6:06 AM
A great work which provides food-for-thought for future research
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The emergence of world and off-shore universities and other cross-border higher education

The emergence of world and off-shore universities and other cross-border higher education

full text here http://openjournals.library.usyd.edu.au/index.php/IEJ/article/view/6817/7457

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European language degree courses abandoned by many UK universities

European language degree courses abandoned by many UK universities | Cross Border Higher Education | Scoop.it
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".

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European Open Educational Resources Policy Project

European Open Educational Resources Policy Project | Cross Border Higher Education | Scoop.it

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.

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Good practice in offshore delivery: a guide for Australian providers of education and training

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slightly dated but still a great piece.

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Higher education in 2020: three key forecasts from new report

Higher education in 2020: three key forecasts from new report | Cross Border Higher Education | Scoop.it
Findings show that people (not technology) will drive change, revenue is the ultimate goal, and HE is globalising, but gradually
Dr Vangelis Tsiligiris's insight:

a taste of the great work by OBHE and William Lawton

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Goodbye university? Revolution vs. evolution of the current education model

Goodbye university? Revolution vs. evolution of the current education model | Cross Border Higher Education | Scoop.it

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.

full text: http://monitor.icef.com/2013/09/goodbye-university-revolution-vs-evolution-of-the-current-education-model/

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A great reflection on recent articles.

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Austerity measures push Greek universities to point of collapse

Austerity measures push Greek universities to point of collapse | Cross Border Higher Education | Scoop.it
University of Athens faces 'most serious crisis in its history' and suspends operations because of cuts, while others follow suit
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Unistats updates help students make informed choices

The updated and improved Unistats web-site includes even more course information than ever before, and will make it easier for users to search and compare courses by location, as well as on the go via a new mobile phone version.

full article here: http://www.hefce.ac.uk/news/newsarchive/2013/name,83281,en.html

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The Sociology of Higher Education

The Sociology of Higher Education | Cross Border Higher Education | Scoop.it
The Sociology of Higher Education: Reproduction, Transformation and Change in a Global Era provides an exciting and conceptually rich approach to the sociology of higher education.

 

 

 

 

 

 

 

 

 

 

 

 

 

http://www.google.gr/books?hl=el&lr=&id=leTbAAAAQBAJ&oi=fnd&pg=PA1993&ots=K7jvmknAgR&sig=ocqHPdNyKRPj48DlwiLGEl6g8Uo&redir_esc=y#v=onepage&q&f=false ;

Dr Vangelis Tsiligiris's insight:

If you are into Bourdieu and international higher education, then you should not miss this one.

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Universities and Export market orientation An exploratory study of UK post-92 universities

Universities and Export market orientation An exploratory study of UK post-92 universities | Cross Border Higher Education | Scoop.it

Abstract:

 

Purpose - This paper aims to explore how post-92 UK universities perceive and manage market orientation (MO) in their export operations of educational services to international students (i.e., export market orientation) (EMO) in the context of international student recruitment.

Design/methodology/approach - Through a case study design, this qualitative research was undertaken amongst 8 post-92 UK universities. Semi-structured in-depth interviews were conducted with managers in the international offices of universities.

Findings - The results indicate that EMO in universities consists of information-based activities geared towards foreign markets. Superior knowledge and awareness of the market components is central to the implementation of these information-based activities. This involves market information generation and dissemination, as well as the need for rapid responsiveness due to the changing nature of the higher education market.

Research limitations/implications - The selected methodology makes these results alone unfit for generalising to a larger population. Improved theoretical models are needed for generating more knowledge about the antecedents and consequences of EMO in universities.

Practical implications - The authors believe the findings are particularly relevant for international marketing managers of exporting universities. The current study suggests some implications for international marketing managers when actively managing their marketing activities towards foreign markets.

Originality/value - The paper identifies a gap in current higher education marketing research. The original contribution of the paper is to address this gap so that researchers and practitioners have some understanding of the export marketing behaviour of UK universities in the context of the recruitment of international students.

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Cultural capital and distinction: aspirations of the ‘other’ foreign student

Cultural capital and distinction: aspirations of the ‘other’ foreign student | Cross Border Higher Education | Scoop.it
Abstract

This article explores the perceived role of UK international education as foreign cultural capital, obtained outside the UK, in facilitating middle-class social mobility. Drawing on interviews with students in Malaysia, it extends Bourdieu’s concept of cultural capital to explain understandings of the rewards and limitations of undertaking UK education externally. I argue that foreign cultural capital has positive exchange value and an under-researched negative value. I discuss how accumulating local cultural capital is a strategic response to the shortcomings of western knowledge, skills and dispositions. Age, ethnicity, gender and nationality add complexities to the conversion of cultural capital into economic and social advantages. I conclude by arguing for more visibility of external modes of UK international education and the positional possibilities they represent to foreign students seeking distinction within the rapidly expanding global academic marketplace.

full text: http://www.tandfonline.com/doi/abs/10.1080/01425692.2013.816030#.UjgtV8Z7KgY

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