A growing number of students cross national borders for their studies. An expanding global market in higher education has been created. Yet significant gaps exist in the governance of international students' rights. As well as being educational service beneficiaries, cross-border students are migrants, workers, consumers and human beings. A broader view of students, as individuals deserving of ‘social and economic security’, is superior to that which treats them as social protection subjects. Recognizing this multiple status, and utilizing in-depth data from 200 interviews with international students in Australia, the article finds that the existing social protection regime falls significantly short of recognizing students' rights. Problems are located in relation to language acquisition, social integration, finances, work and personal safety. The article argues that, as well as law and policy, a student security regime should incorporate better university practices and more integrated civil society networks and nongovernmental organizations (NGOs), and intergovernmental organization (IGO) coverage.
The first and most fundamental role of the university is and has always been that of teaching, for the various purposes of transmission of knowledge and values, person formation and occupational preparation and certification. At times the teaching mission has been...
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The paper explores the dynamics of competition in higher education. National competition and global competition are distinct, but feed into each other. Hig
‘Underlying most arguments against the free market is a lack of belief in freedom itself. The existence of a free market does not of course eliminate the need for government. On the contrary, government is essential both as a forum for determining the ‘rules of the game’ and as an umpire to interpret and enforce the rules decided on. What the market does is reduce greatly the range of issues that must be decided through political means, and thereby to minimise the extent to which government need participate.’Milton Friedman, Capitalism and freedom, University of Chicago Press, Chicago 1962, p. 15.
<i>The Dream Is Over</i> tells the extraordinary story of the 1960 Master Plan for Higher Education in California, created by visionary University of California President Clark Kerr and his contemporaries. The Master Plan's equality of opportunity policy brought college within reach of millions of American families for the first time and fashioned the world's leading system of public research universities. The California idea became the leading model for higher education across the world and has had great influence in the rapid growth of universities in China and East Asia. Yet, remarkably, the political conditions supporting the California idea in California itself have evaporated. Universal access is faltering, public tuition is rising, the great research universities face new challenges, and educational participation in California, once the national leader, lags far behind. Can the social values embodied in Kerr's vision be renewed? "<i>The Dream Is Over</i> is an outstanding contribution to the literature on higher education. It should be read not only by a large American audience of scholars, teachers, students, and policy makers, but also by a wider international audience interested in higher education, its successes, its shortcomings, and the policies that have driven both." JUDITH C. BROWN, Dean of the College of Arts and Humanities, Minerva, and former Vice President for Academic Affairs and Provost at Wesleyan "<i>The Dream is Over</i> is a tour de force by Simon Marginson, whose scholarship is essential for understanding the role of higher education in society today. Through an archeology of the "Californian idea," Marginson analyzes the intellectual and political work that established the Master Plan and the University of California as the city of intellect. He shows how the California model influenced the design of higher education around the world and identifies the forces that have brought it to the brink of ruin. Marginson convincingly argues that higher education in the United States now contributes to the reproduction of social inequality but also provides practical suggestions for how to re-charter the pact between higher education and society." DR. BRENDAN CANTWELL, Michigan State University and Coordinating Editor of <i>Higher Education</i> SIMON MARGINSON is Professor of International Higher Education at the Institute of Education, University College London, and Director of the ESRC/HEFCE Centre for Global Higher Education. He is also joint editor of the journal <i>Higher Education</i>.
Since 1990, a large and dynamic global science system has evolved, based on grass roots collaboration, and resting on the resources, infrastructure and per
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(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 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.
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.
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.
Since 1990, there has been a major growth in and diversification of science worldwide, and of cross-border collaboration between scientists. Many lower middle-income countries now have their own science systems and one quarter of all papers have international co-authors. Science combines the networked open global science system, characterized by bottom-up cooperation between researchers, with bordered national science systems which shape activity through the provision of resources and the regulation of scientific institutions. The global and national systems overlap but have differing dynamics. This chapter discusses the character of each kind of science system, noting that countries vary in the extent to which they expand national networks compared to their participation in global networks.
