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'The Handbook constitutes an essential reference source for everyone interested in studying the current meaning, scope and implications of globalization. Strongly recommended.' - Higher Education Review. Higher education has entered centre-stage in the context of the knowledge economy and has been deployed in the search for economic competitiveness and social development. Against this backdrop, this highly illuminating Handbook explores worldwide convergences and divergences in national higher education systems resulting from increased global co-operation and competition.
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During the pandemic in the United States and United Kingdom (unlike East Asia and parts of Europe), high individualisation and low social responsibility have been associated with an exceptional death toll, the undermining of higher education institutions in marketised systems, and continuing risks to the health of students and staff.
When students travel across national borders to pursue education they participate in a global market. On the latest available statistics, the education market grew 77 percent worldwide in the decade beginning in the year 20001. Australia is engaged in an ongoing race for the maximisation of its share. Currently it ranks third, equal with Germany at seven percent share of the total number of international students worldwide. The US and the UK are first and second respectively, at 18 percent and 9.9 percent (OECD 2011: 320, 322). France is after Germany and Australia and has 6.3 percent, while Canada has 4.7 percent.
Using information and communication technologies' (ICT) to facilitate the Implementation of Transmission-based Pedagogy at the Unitech the imagined potential of distance-based ICTs to support future markets in international education was a powerful driver of institutional policy. In the educational domain, changes associated with the use of technology are driven primarily by academic objectives. In the organizational domain changes associated with the use of technology are often driven by institutional objectives, such as cost reduction, the broadening of modes of delivery and/or the implementation of new systems of research management, personal accountability or task control. Technology strategies did not always connect with students' uses of technology. Management spoke of oganizational strategies in relation to both corporate agendas and teaching and learning agendas. Participants were asked about the pedagogical and organizational aspects of ICTs innovations. Indulging in what Woolgar calls "sweeping grandiloquence", technology boosters welcome ICTs as the universal catalyst and panacea for all needs and problems.
No abstract is provided for this article.
In the last decade there have been many attempts to mount online distance higher education programs on a global scale, led by the e‐learning industry and university companies and consortia, some with government support: e.g. Universitas21 Global, Cardean University, Fathom, NYUOnline and the UKe‐University. A primary commercial objective has been student markets in the Asia‐Pacific nations, especially China, given unmet domestic demand and the growth of cross‐border education. However while for‐profit providers such as the University of Phoenix Online have shown mass online programs are viable in targeted markets, albeit more expensive than face‐to‐face programs, would‐be global ventures have faltered or collapsed. The paper reviews the failure of English language global e‐learning in the light of industry marketing strategies, the economics of online education, and the specifics of Asia‐Pacific nations including unmet demand for education. It argues that for exporter universities, the potential of cross‐border online education can only be realised if communications capacity in the Asia‐Pacific nations is enhanced; and online programs are teaching‐intensive, and customised for cultural and linguistic variations. Long‐term equal partnerships with local and system providers are essential. For policy makers, the implosion of global e‐learning points to the need to use expert judgment in relation to the different options for enhancing the capacity of higher education at home and abroad. It also suggests the need for greater scepticism about commercially driven scenarios and claims of company prospectuses, and about the viability of market‐controlled paths of development.
The Special Issue provides the first consolidated outcomes from a large cross-country research project, conducted by the UK-based Centre for Global Higher Education, on the contributions of higher education to public good outcomes. The public good outcomes of higher education are outcomes other than private pecuniary benefits like individual earnings, employment or social status: (a) shared collective social goods, such as the contributions of higher education to social tolerance, or democratic governance and (b) non-pecuniary individual goods such as the lifetime contribution of higher education to the subjectification (self-formation) of students and to their socialisation as citizens in relational settings. This non-pecuniary domain is underplayed or hidden in those economic policies in the Anglosphere that imagine social life in exclusively transactional terms and model students as consumers, universities as businesses and higher education systems as competitive markets, suggesting the need to move beyond the Anglosphere. The research studies reported here compare approaches to public good outcomes (or their nearest lexical equivalents) in Chile, China, Finland, France, Japan and Poland, as well as Canada and England. This introduction explains the project and presents the country studies, also acknowledging the limitations of the research. It concludes with a summary of the research outcomes across the eight countries, including similarities and differences, and a generic transpositional analysis that integrates the separate findings into a single overall picture of the contribution of higher education to the public good in the eight countries.
No abstract is provided for this article.
Ideas for Intercultural Education begins with a short story. We promise serious-minded readers that the serious-minded research and scholarship will follow. But perhaps the story of Zhao Mei will help to explain what this book is about.
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It is time to turn to the practical substance of notions such as agency, ethnocentrism, and cosmopolitanism in international and cross- cultural education. Let us look at what they mean in the day-to-day lives of international students.
<JATS1:p>This book explores the impact of localities and regions on universities and shows how the diversity of the higher education landscape is critically affected by the geophysical character of regions and their differentiated economies and cultures; regional inequalities bear heavily on universities’ strategy-making. A study of the interrelationship between higher and further education argues that from a regional perspective a change to a tertiary education system in England (following Wales) would create the conditions for better local and regional coordination. Universities make a significant contribution to ‘levelling up’ through technology transfer and the creation of innovation hubs but the contribution of locally or regionally based students who on graduation return to disadvantaged communities rather than seek employment elsewhere should be recognised also as a longer term step to redressing regional inequality. The book argues strongly that the time has come to decentralise the governance of a re-aligned tertiary system to regions and identifies the move to create metro mayors and combined authorities as providing the appropriate vehicle to release new initiative from regional sources. It cites the success of decentralisation to Scotland and Wales as offering relevant models for scrutiny. The authors draw on 12 UK widely differentiated university case studies, a survey of further education and a study of three continental European comparators (Germany, Ireland and Norway) to develop the argument.</JATS1:p>
Having completed the comparative analysis of Australia and New Zealand in the previous chapter, this chapter focuses on current efforts to reform international education and student welfare nationally and globally. The chapter draws implications for reform at these two levels using the literatures on regulation and governance. Finally, the question of creating a ‘trans-national student citizenship’ regime is canvassed. This involves merging conceptual and practical lessons to combine regulation and governance perspectives, and to integrate national international student support structures with global mechanisms. Both formal and informal welfare aspects are considered, as is the relationship between them, for the fostering of trans-national student citizens.
Throughout the industrial world education is being transformed from a public service into a tradeable commodity in the marketplace. In this new book, Marginson looks at the implications of this transformation for the whole education system: primary and secondary schooling; technical and further education; universities and academic research. New insights are offered into such issues as public funding and private institutions, the economics of education, and tertiary fees, while the discussion of 'positional goods' offers a new explanation of social competition, inequality and educational privilege.
Student security is a composite social practice that includes the domains of consumer rights, entitlement to a range of welfare supports and pastoral care, and freedom from exploitation and discrimination. Three traditions shape the systems used for managing and regulating international student security in the nations that export education: pastoral care, consumer protection and quasi-citizenship. Each has different implications for the positioning of students as agents. This study used semi-structured interviews with 70 international students from nine countries in two contrasting universities. It investigated the provision of international student security, including the distinctive New Zealand regime of security, regulated by the National Code of Practice for the Pastoral Care of International Students. This Code binds provider institutions and the International Education Appeal Authority, and permits Code-based claims by students from providers. The study found that international students in New Zealand have varying expectations of student security, which draws eclectically from all three traditions. There are gaps in the coverage of pastoral care, including the areas of financial matters and intercultural relations. Where the Code does provide protection, its provisions are not always fully implemented, such as for accommodation assistance. More seriously, there is little knowledge among students of the Code of Practice and their Code-based entitlements, and almost no knowledge of the Appeal Authority. Numerous students testified to poor information flow. This limits not only their capacities as quasi-consumers and their access to pastoral services – so that in practice, the New Zealand system is similar to the Australian system, which is explicitly limited to consumer protection – but even their ability to fully utilize consumer protection. This defect renders the promise of a regulated pastoral care regime grounded in active student agency largely inoperative.
