575 publications from this institution
This chapter is concerned with the global perspectives and strategies of eight Asia-Pacific research universities, together with five universities from four other countries. Drawing on case studies conducted in one leading national research university in each of 12...
Changes in Vietnamese society have historically been embedded in its interactions with foreign influences. So have most transformations in Vietnamese higher education. Be it an imposed or a self-initiated process, the penetration of ideas from outside Vietnam has...
‘Education is the key to equality of opportunity. Sure, we can have education on the cheap, but our children will be paying for it for the rest of their lives.… We believe that a student's merit rather than a parent's wealth should decide who should benefit. … Education should be the great instrument for the promotion of equality.’Australian Labor Party leader Gough Whitlam, Policy speech, Blacktown Civic Centre, Sydney, 13 November 1972, p. 5 & p. 12.
The article moves from a theorisation of the global scale in higher education and knowledge to a critical review of actual global imaginings and practices. Geo-cognitive scales such 'the global' or 'the national' are constituted by three elements: pre-given material structures, the imaginings and interpretations of agents, and the social practices of agents. Synchronous networks, time/space compression and travel have materially expanded the scope for relationality, including world-spanning systems such as science, cross-border connections, and global diffusion of ideas and models. Potentials for multi-scalar understanding and 'thinking through the world' have been enhanced. However, these imaginaries are not dominant. More prevalent are methodological globalism, in which the global displaces the national, or methodological nationalism, which blocks one-world potentials from view. In a Hobbesian global space without relational ethics, global higher education is ordered by an Anglo-American hegemony, manifest in neo-liberal economics, cultural and linguistic homogeneity, and White Supremacy in continuity with colonialism. Methodological globalism facilitates the neo-imperial claim to intervene anywhere, while methodological nationalism justifies claims to cultural superiority without obligation to engage with the other. However, no relations of power are fixed or wholly homogeneous and in global higher education there is continuing potential for multiple positionality, mutual respect and unity-in-diversity.
The journey of a thousand miles begins beneath one's feet.~ attributed to Chinese philosopher Lao-tzu, 614–531 BCE.
Australian international education is in trouble, and the downgrade is likely to be large and long. Both demand for and the supply of Australian education are trending downwards. The main driver has been changes on the supply side, especially migration resistance in the Australian electorate. Government is reducing both the number of incoming students and of graduates who become permanent migrants. Part of Australia's share of the global student market will be absorbed by English-language competitors.
‘This is going to be an education program. We are going to eliminate poverty by education, and I don't want anybody to mention income distribution. This is not going to be a handout, this is going to be something where people are going to learn their way out of poverty.’Lyndon B. Johnson, President of the United States, launching the Federal Government's Headstart program in schools, 1965 (OECD 1981b, p. 2).
The dual public and private system of schooling is the powder keg of Australian educational politics. During the 1960s, and again from the late 1970s to the mid-1980s, it blew up into major disputes over state aid to private schools and the balance of government priorities between equality of opportunity and freedom of choice. Relations between the school sectors were stabilised by Labor's new private schools policy in the mid-1980s, but Liberal National Party policies support more rapid growth of private school funding, threatening to ignite the state aid controversies once again. This chapter reviews twenty years of commonwealth policies on schooling, and draws up a balance sheet on the prospects for the private sector in higher education.
No abstract is provided for this article.
Higher and tertiary education are crucial to modern nations. Vietnam has great potential, but its universities and colleges are poor-performing, under-funded and slow to change compared to those in neighbouring East Asian nations. This book analyses the problem and provides constructive solutions for the reform of higher education.
Purpose After reviewing global ontology and spatiality, globalization (worldwide convergence and integration), geopolitics, and the interacting national and global scales, the paper tracks the changing geopolitical order in general and in higher education in two main historical phases: Western-dominated and primarily U.S.-led globalization from 1990 to 2015, and partial deglobalization in the West and the American decoupling since 2015. Design/Approach/Methods The paper develops an original theorized historical synthesis, drawing on a range of scholarly and empirical sources. Findings The uneven but widespread post-2015 Western pushback against cross-border connections has been triggered by (a) the erosion of the longstanding colonial order and the growing global multiplicity in agency, culture, and identity, including the rise of China and much of the global South; and (b) the neoliberal immiseration of Euro-American populations which has helped to fuel populist politics. Normative internationalization and cosmopolitanism have given way to assertions of singular national identity and the weakening of multilateralism, nativist resistance to migration, including cross-border student mobility, and the U.S.-engineered partial breakdown in relations between the U.S. and China in political economy, technology, science, and universities. Originality/Value The paper contributes a unique understanding to the condition of worldwide higher education and science.
No abstract is provided for this article.
Takes a critical look at present approaches to international education, focusing on the intercultural potential that it offers but mostly fails to deliver. The underlying premise of this profound, engaging book is that international education can be a transforming intercultural experience for hosts as well as visitors.
Higher education is a global market and universities are increasingly becoming MNEs. This article extends international business studies (IB) accounts of the Janus face of globalisation through a user-perception analysis of higher education services in the world’s most significant per-capita education exporter nation. The analysis is entirely qualitative and does not offer statistically significant conclusions, drawing on experiential data from a programme of 200 in-depth semi-structured interviews with cross-border students enrolled in that country. The central finding is that the global education market delivers positive and negative experiences for students, pointing to the need for more attention on sector governance. Governance change may ensure that the positives are leveraged for continued sector growth for the sake of students and universities. For IB research, the study implies a need for greater inter-disciplinarity, in particular incorporating global governance, globalisation analysis and international education studies.
In the 1960 Master Plan for Higher Education, California in the United States famously combined the principles of excellence and access within a steep three‐tiered system of Higher Education. It fashioned the world's strongest system of public research universities, while creating an open access system that brought college to millions of American families for the first time. Since 1960, the Master Plan has been admired and influential across the world. Yet the political and fiscal conditions supporting the Master Plan have now evaporated. California turns away hundreds of thousands of prospective students each year, and the University of California, facing spiralling deficits, finds it more difficult to maintain operating costs and compete with top private universities for leading researchers. The paper discusses the rise and partial fall of the Californian system as embodied in the Master Plan, and identifies general lessons for Higher Education systems.
The Introduction presents the conceptual framework of the research project: “The New Silk Road: Implications for higher education and research cooperation between China and Europe.” The areas of inquiry focused on are: the academic flows and activities emerging along the NSR; university responses and their rationales; the conditions under which activities are taking place; defined by whom, and the values underpinning the mission of the university in society. It places the NSR in global context: how China’s rise in science and higher education results in shifting global flows, impact, and rising tensions. It explores the evolving China–European relationship and concludes that while the idea or model of the university may travel along the NSR, it does not necessarily change because of it. Despite the current unknowns, in the long run, Chinese–European cooperation on or beyond the New Silk Road offers a new landscape for higher education on both ends of Eurasia.
