575 publications from this institution
I think the biggest problems most international students face is that of loneliness, and I mean it really gets to the point of depression. Some of the people I know that I've met, it's really … they don't know what to do, they don't know who to go to, because they have come from countries where it is not acceptable to go and ask for help. You have to do it yourself.~ male, 29, business, India
(2001). International education in Australian universities: Concepts and definitions. Melbourne Studies in Education: Vol. 42, No. 1, pp. 111-127.
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.
‘The labour market challenges that call for long-term adjustment of the educational systems stem from the pressures of international competition, technological change and, more generally, the need for flexibility. Though individual member countries all have their own economic, cultural and educational legacies, they now face largely the same market conditions and use more or less the same technologies and sources of information. In this situation, each country's prosperity hinges to a great extent… on its ability to enhance its competitiveness under what are inherently unpredictable market conditions. … a fact which inevitably raises serious concerns for countries whose education systems perform poorly by international standards – be it in terms of quantity, quality or flexibility.’Structural adjustment and economic performance, Organisation for Economic Cooperation and Development, OECD, Paris 1987, pp. 69–70.
‘Since these things have been made, they can be unmade, as long as we know how it was that they were made.’Michel Foucault, Politics, philosophy, culture, edited by Lawrence D. Kritzman, Routledge, New York, 1988, p. 37.
Review(s) of:Ellen Schrecker, The Lost Soul of Higher Education: Corporatization, the Assault on Academic Freedom, and the End of the American University (New York: The New Press, 2010). pp. x + 290. US $27.95, 19.99 cloth.
Globalization is the process of worldwide convergence and integration.1 In the last 20 years it has been powered above all by the rollout of cheaper air travel and synchronous global communications and by the slower and more partial coming together of world economic...
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Research is now organized according to a global science system, articulated by English-language journals, that partly subsumes national systems and is the source of most innovation. To be effective, national science institutions must closely and continually engage in, and contribute to, this global system. "Science and technology in one country" is no longer a strategic option. Russian science is characterized by very low rates of publication, citations and joint international authorship, relative to system and university size. The total number of papers produced each year is declining. Only Lomonosov Moscow State University (LMSU) is ranked in the first 750 universities in the world on the volume of published science in English. Between 1995 and 2012, the number of internationally co-authored papers increased by 168% worldwide but 35% in Russia. The closed international door is a legacy of the Soviet period. The situation in Russia contrasts with the spectacular growth of science in China and East Asia, powered by active and focused states with a drive for internationalization. This article discusses the trajectory of East Asian science. While Russia cannot replicate the East Asian family or political culture, a vigorous internationalization policy would kick-start the transformation of national science.
Human capital theory is the most influential economic theory of education, setting the framework of government education policies since the early 1960s. After a period of eclipse, there was a major revival of human capital policy after 1985 – in more free market guise than before – led by the Organisation for Economic Co-operation and Development (OECD). The strengths and weaknesses of the economics of education are encapsulated in this body of theory. Its central assumptions have never been grounded empirically, yet they have found their way into common sense about education. This chapter is a critical history of human capital theory and policies from their beginnings in the seventeenth century.
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1. Introduction and Overview of the Book, Brian Pusser, Ken Kempner, Simon Marginson, and Imanol Ordorika 2. The Contribution of Universities in an Increasingly Global World, Simon Marginson 3. Power and Authority in the Creation of a Public Sphere Through Higher Education, Brian Pusser 4. The Global Sorting Machine: An Examination of Neo-racism Among International Students and Postdocs, Jenny J. Lee and Brendan Cantwell 5. Reconsidering the Realities of the International Student Market: A Perspective from Japan and East Asia, Akiyoshi Yonezawa and Hugo Horta 6. University Rankings, Global Models, and Emerging Hegemony: Critical Analysis from Japan, Mayumi Ishikawa 7. The Corporatization of National Universities in Finland, Jussi Valimaa 8. Negotiating Race and Gender Identity in the Knowledge Age: The Case of South African Universities, Reitumetse Obakeng Mabokela 9. The Broken Promise of Neoliberal Restructuring of South African Higher Education, Ivor Baatjes, Carol Anne Spreen and Salim Vally 10. Higher Education and the Public Sphere in Angola, Ken Kempner and Ana Jurema 11. Selling Out Academia?: Higher Education, Economic Crises and Freire's Generative Themes, Greg William Misiaszek, Lauren Ila Jones, and Carlos Alberto Torres 12. Post Neoliberalism: The Professional Identity of Faculty off the Tenure-track, John S. Levin, Genevieve Shaker and Richard Wagoner 13. Chameleon's Agenda: Transformations of Private Universities within the Framework of Public Higher Education Policies in Mexico, Roberto Rodriguez-Gomez and Imanol Ordorika
