575 publications from this institution
So if the prime motive is education, go to the US. If the motive is immigration, come to Australia. And the quality of life is as good as anywhere else. And it's safer than any other country.~ male, 23 years, computing, India
Internationalisation of the curriculum is gaining increased popularity among universities, especially in developed countries, though there is much debate about its rationales, nature and process. Internationalisation of the curriculum is understood and implemented...
The omission of international students from the Australian Vice-Chancellor's Committee (AVCC) 2007 national study on student finances is indicative of
More than three million students globally are on the move each year, crossing borders for their tertiary education. Many travel from Asia and Africa to English speaking countries, led by the United States, including the UK, Australia and New Zealand where students pay tuition fees at commercial rates and prop up an education export sector that has become lucrative for the provider nations. But the 'no frills' commercial form of tertiary education, designed to minimise costs and maximise revenues, leaves many international students inadequately protected and less than satisfied. International Student Security draws on a close study of international students in Australia, and exposes opportunity, difficulty, danger and courage on a massive scale in the global student market. It works through many unresolved issues confronting students and their families, including personal safety, language proficiency, finances, sub-standard housing, loneliness and racism.
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This paper provides a critique of the West Report by comparing the scope of the report and its economic reasoning with those of previous national reports on higher education.
There is no clarity about the meaning of the ‘public’ role of universities in social science or policy discourse, though the public/private division is central to policy discussion of higher education. Notions of the ‘public’ dimension vary by discipline and also vary between political cultures in different countries. In economic theory Samuelson’s ‘public goods’ are non-rivalrous and non-excludable, and subject to market failure, requiring government or philanthropic funding. In political theory, Dewey defines social transactions as ‘public’ when they have relational consequences for persons other than those directly engaged, and become matters of common concern. Each notion can be used to interrogate the other. The chapter argues that the way forward is to combine the economic and political notions of ‘public/private’, and analyses systems and practices of university education and research using a grid representing four different political economies of higher education: civil society, social democracy, state quasi-market, commercial market.
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From 1990 to 2003, Australia’s share of the global market in cross-border degrees grew from 1% to 9%. Full fee-paying foreign students now constitute one quarter of enrolments, and education is Australia’s third largest services export. Positioned as an Anglo-American system on the edge of Asia, Australia has differentiated itself from the United States and United Kingdom on price, location, safety, and climate, not academic content. The supply side keys to growth are deregulation and prolonged reductions in the public funding of universities. However, the Shanghai Jiao Tong University survey of research performance finds that Australia is less strong in research than cross-border degrees. Australia’s policy may have negative implications for its longer-term global standing and limit the range of position-taking strategies available to its universities. These themes are explored in the context of the emerging worldwide market and Australian policy changes that have enhanced institutional stratification.
When you first come here, you have no idea what to do. You end up like finding out about the whole university because they throw you from one place to the other.~ male, 28, science, Indonesia
Global university rankings have cemented the notion of a world university market arranged in a single “league table” for comparative purposes and have given a powerful impetus to intranational and international competitive pressures in the sector. Both the research rankings by Shanghai Jiao Tong University and the composite rankings by the Times Higher Education Supplement have been widely publicised and already appear to have generated incentives in favour of greater system stratification and the concentration of elite researchers. However, global comparisons are possible only in relation to one model of institution, that of the comprehensive research intensive university, and for the most part are tailored to science-strong and English-speaking universities. Neither the Shanghai nor the Times rankings provide guidance on the quality of teaching. It is important to secure “clean” rankings, transparent, free of self-interest, and methodologically coherent, that create incentives to broad-based improvement.
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(1992). Education as a branch of economics: The universal claims of economic rationalism. Melbourne Studies in Education: Vol. 33, No. 1, pp. 1-14.
The paper compares Anglo-American and Chinese approaches to the outcomes of higher education, primarily but not solely collective outcomes, by examining the Western domain of 'public good' and 'public goods' and parallel or near parallel activities in China. It reviews scholarly discourses of society, state and higher education in the respective political cultures ('traditions'), including individualism and collectivism, university autonomy, the critical function, higher education in civil society, and global tianxia and global common good. A key issue in symmetrical cross-cultural comparison is the position from which it is made; and as well as elucidating similarities and differences the paper develops what Sen calls a 'trans-positional' view based on integrating the two positional views. The two traditions are not closely aligned. However, aside for the Anglo-American public/private dualism in economics (which occludes collective outcomes), all ideas in both traditions can contribute to transpositional understanding of the individualised and collective outcomes of higher education.
