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Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsSimon Marginson∗∗ Simon Marginson is a Senior Lecturer at the Centre for the Study of Higher Education, University of Melbourne and the author of Education and public policy in Australia (1993), published by Cambridge University Press. This article is partly drawn from doctoral work on the development of markets in Australian education. ∗ Simon Marginson is a Senior Lecturer at the Centre for the Study of Higher Education, University of Melbourne and the author of Education and public policy in Australia (1993), published by Cambridge University Press. This article is partly drawn from doctoral work on the development of markets in Australian education.
In a networked global environment in which global, national and local nodes are often equivalent (Castells 2000) all research universities must pursue strategies for building global capacity and facilitating cross-border staff and student movement and research...
This article addresses global postsecondary ranking systems by using critical-theoretical perspectives on power. This research suggests rankings are at once a useful lens for studying power in higher education and an important instrument for the exercise of power in service of dominant norms in global higher education.
Education is becoming a marketed economic commodity (or rather, a number of different commodities), especially in post-school institutions. Although most production of education remains in the public sector, a mixed market-non-market system is emerging in place of the old model of administered output. This chapter describes the end of free tertiary education, the rise of overseas marketing and postgraduate fees, the debate about student loans, the growing role of commercial research and fee for service in TAFE, and the proposals for vouchers. It also reviews the effects and the implications of commercialisation.
Public funding of higher education in Australia as a proportion of gross domestic product (GDP) has followed a downward trend and is currently only two thirds that of the OECD average. Cuts to public funding have not been accompanied by increases in private funding. In addition, the international student market can no longer be relied upon to fill the gap in public funding. This book is designed to stimulate and contribute to a discussion of the substance of higher education and research. It has been prepared by academic staff associated with the Centre for the Study of Higher Education (CSHE) at the University of Melbourne. The chapters focus on the big policy issues facing tertiary education in Australia.
*Prepared for the Institute for Cultural Policy Studies Conference, Griffith University, 1-4 December 1988. Thanks to Lesley Johnson, Michael Bartos, Ralph Hall, Di Zetlin, Simon During, Graham McCulloch, and especially Gary Wickham for their helpful comments on an earlier version of this argument. Notes *Prepared for the Institute for Cultural Policy Studies Conference, Griffith University, 1-4 December 1988. Thanks to Lesley Johnson, Michael Bartos, Ralph Hall, Di Zetlin, Simon During, Graham McCulloch, and especially Gary Wickham for their helpful comments on an earlier version of this argument.
I've heard patients say stuff to me, but nothing in a racist sort of way. More like ‘Don't Asians have blue eyes?’ A woman actually asked me that. Like, what planet are you from? (laughs) Blue eyes! …. So yeah, I do get some remarks that make you stand out. People have preconceptions when they see me. And they immediately stereotype … often white people are surprised when I open my mouth and start speaking English to them. They can't believe I can speak English. And I say to them, do you believe I just got here six months ago (laughs) … I think I'm more Australian than some Australians.~ female, 26, medicine, Malaysia
No abstract is provided for this article.
There was one incident that I'll never forget. It happened to me when I was up in Melbourne, in my first six months here. I was at the South Yarra train station. I was standing next to this woman, and she turned round to me and started abusing me. ‘Why don't you just go back where you came from? We don't want you here!’ It really took me aback. It was the last thing I expected … I was blind. I was walking into town … I just carried on walking. It was so embarrassing. Ever since that, I've been more conscious about being different, about my colour, my nationality.~ female, 22, business, Zimbabwe
No abstract is provided for this article.
‘At first glance, it might seem that where a State provides more staff per unit of service, there is a prima facie case for saying that this reflects a policy decision to provide a higher quality service. On the other hand, it can be argued that a State that is providing the same service with fewer staff per unit of service is operating more efficiently. Drawing on public choice theory, we have started from the assumption that, unless there is evidence to the contrary, high staffing ratios do not provide a better quality service and are a reflection of other factors, such as vote “buying” of public sector unions and other similar pressure groups or attempts to minimise potential vote losses from similar groups by politicians.’Institute of Public Affairs, ‘Efficiency of States' spending’, in Economic Planning Advisory Council (EPAC), in Background papers on the public sector, Background Paper Number 7, EPAC, Australian Government Publishing Service, Canberra, 1990, p. 2.
Commentators on contemporary higher education, particularly those focused on global competition, still talk about ‘the rise of higher education in China and India’ or ‘emerging Asia’ as if all of them are one (e.g. Levin, 2010). This shows an...
In this era institutions located in the United States exercise an extraordinary global hegemony in higher education, research and codified knowledge that supports American foreign policy and the world role of that nation in other spheres. American global hegemony in education and knowledge does not altogether negate the potential for bricolage, local translation and adaptation, mimed conformities, the diverse editing of universal rules, and other local variations on identity. But it has set in train powerful material forces that favour cultural and linguistic conformity and support specifically American interests, belying the potential of global convergence and integration to operate in a multilateral fashion and carry more plural cultural contents. The first part of the paper considers Gramsci’s theorization of hegemony in the context of the relational field of higher education and research. The second part maps the American global hegemony using selected data, focusing on the structural conditions of hegemony, the global academic role of the English language, the concentration of leading researchers and the directions of flows of published knowledge, the attractor function of US universities as the 'world doctoral school' and in academic migration, and the normative impact in policy and university management of models of the research university and commercial vocational education grounded in American practices. The Americanization of knowledge and university education sustains an Americanized global civil society, and supports the US domination of global political economy, popular ideas and images in film and consumption, cultural life and military supremacy in a mutually reinforcing process. By the same token, achieving a greater plurality in language, knowledge and research are crucial to a more plural world and more egalitarian political economy.
The concluding chapter takes stock of the book’s core notion of high participation systems (HPS) of higher education, in the context of the eight country studies and seventeen HPS propositions. The propositions engender extensive, though not unanimous, support. Declining institutional diversity and more complex governance are broadly agreed, but Finland and Norway differ from the other cases in stratification and equity. The HPS theory and findings are compared and contrasted with Martin Trow’s seminal work. The book ends with a central and enduring tension in HPS. Higher education as self-formation empowers individual agency in HPS on a larger and more inclusive scale. Yet, in HPS those without higher education are more disadvantaged; the average graduate has less social and occupational distinction; and secular tendencies to intensive competition for elite education and institutional bifurcation lead to greater inequality in educational and social outcomes, unless Nordic-style values are sustained.
No abstract is provided for this article.
No abstract is provided for this article.
The mass system of higher education in Australia is a product of the publicly financed nation-building strategies of the 1955-1990 period. The nation-building university is now undergoing a three way crisis brought on by the governmental retreat from nation- building and from the funding that sustained it, the stand-off between corporate and academic practices inside universities, and the need for new strategies in a globalising environment, in which national policies are relativised but remain important. The crisis is exacerbated by Australia's location on the American 'periphery', associated with global vulnerability and fluctuating economic and cultural dependence. In response the primary strategy should not be to imitate American universities, a course of action which is likely to deliver modest returns, but to strengthen the academic identity and place-based identity of Australian institutions, enabling them to make a distinctive contribution to global higher education underpinned by a renewed partnership between nation and university.
