575 publications from this institution
Higher education systems in the Chinese civilizational zone (East Asia) are rapidly improving in quantity and quality, associated with the growth of middle classes and absolute social mobility. But are they contributing to more equal opportunities between students with different backgrounds, and greater relative social mobility? The article reviews the case of the United States, where expansion of the middle-class growth and social mobility via education in the 1950s/1970s was followed in the 1980s and after by a marked increase in inequality in incomes and higher education, and less social mobility. Will this same reversal occur in China and Korea?
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International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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Ancient Chinese civilisation developed two ideas about the ordering of large human spaces. The first was tianxia or 'all under heaven', the inclusive and cosmopolitan world as a whole, with no exterior, and governance on the basis of shared values and benefits, which first shaped statecraft in the Western Zhou dynasty (1047–1771 BCE). Second, the centralised nation-state which emerged in the Qin dynasty (221–206 BCE). Both strands have been influential through Chinese history. In the last twenty years discussion of tianxia has revived, especially through Zhao Tingyang, stimulated by globalisation and the need for practical relations beyond the nation state. This paper proposes one version of tianxia as a heuristic for understanding, rethinking and remaking ethical relations in worldwide higher education. It reviews different understandings of tianxia in China, identifies a world-centred (rather than China-centred) tianxia , and discusses the potentials of tianxia in higher education. Tianxia is appropriate to world higher education because of its spatiality and its ethical commitment to universal benefit in diverse settings on the basis of mutual respect. The article suggests four clusters of relational values that could constitute a tianxia order in higher education, and compares tianxia to existing practices of globalisation.
The California Master Plan for Higher Education, which combined high quality research universities with access-based community colleges in a system differentiated by institutional mission, has been influential worldwide. But in a low tax state, the access element of the Plan has now hit the wall.
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In the security of international students, the formal domain of policy and regulation is ordered by the legal compacts between government and education institution, and education institution and student. As discussed in part 2 it is in the formal domain that recognised policy issues of student security such as housing and health care are played out. But as noted in part 1, beyond the formal domain of international education lies another domain, equally important to student security. That is the informal domain, larger and more complex than the formal domain, more shadowy in a public sense but more familiar in students’ own lives. The informal domain begins with the semi-formal relations between education institution and student, inside and outside the classroom, that contour student life. Beyond the institutions is the world of intimate family and student households and networks of friends, religious observance, sport and arts and clubs and advocacy groups. While the formal domain is largely invariant and standardised, the informal domain is different for each person. It is always changing, shaped by students’ successive encounters with authority and each other, with local people and life on the street. It is also the domain of the private self, of thoughts and sensibilities, feelings and imaginings. Though most of the informal domain is visible to provider institutions, this solely private space is normally invisible.
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Ideas matter. Thought matters. Thought is a form of doing. Theorisation shapes our sensibilities and determines what we see with incalculable effects on our actions. When ideas are embodied in the often prosaic practices of organisation and management, they determine the personality of institutions and the condition of our lives within them. Social norms have a gritty materiality that belies the classical split between materialism and idealism.
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The UK has voted to leave the EU primarily because of opposition to migration. Free movement from EU countries into UK will end with ‘Brexit’ in 2019 and international student numbers will be cut sharply. Universities face a substantial decline in international student revenues—initially among non-EU students—and lose participation in EU collaborative research schemes which generate £1 billion year in UK research activity.
This comprehensive book provides a collection of the critical papers that have been published in the fast-growing field of the globalization of higher education. They include work by a variety of noted scholars, such as Altbach, Clark and Marginson, which cover key areas of theoretical and substantive interest. This volume, along with an original introduction, will be of relevance to academics, researchers and students undertaking higher education research, as well as to the wider social science and public policy communities.
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Global higher education rankings mainly measure research. Rankings have become overly important in determining policy. It is not clear if they contribute to academic productivity.
Globalization refers to the formation of world systems, as distinct from internationalization which presupposes nations as the essential unit. Globalization includes finance and trade; communications and information technologies; migration and tourism; global societies; linguistic, cultural and ideological convergence; and world systems of signs and images. While it does not negate the nation-state, it changes its circumstances and potentials. In the global era, government continues to be largely national in form, and education is, if anything, more central to government, while issues of identity and difference become more important in the politics of education.
