575 publications from this institution
The problems of international students are not all language driven. Nor is cultural assymetry the always and essential cause. Being foreign also reduces the agency of international students. In turn this feeds back into cross-cultural relations.
No abstract is provided for this article.
(1991). Academic Salaries: Will Award Restructuring Make A Difference? Journal of Tertiary Education Administration: Vol. 13, No. 1, pp. 19-44.
No abstract is provided for this article.
This paper reflects on some consequences in academic practices in higher education, of the neo-liberal project for the remaking of social order. In conventional critiques of neo-liberalism, it is understood as a project for the suppression of university autonomy, academic criticism and free creativity. But these critiques (which perhaps confuse the neoliberal project with the political conservatism often joined to it) do not go to the root. Neo-liberal practices constitute more than the suppression of persons or opportunities. The neo-liberal positioning of human subjects not only offers benefits to those subjects privileged by it; successful entrepreneurs, senior managers in universities and so on; it provides all human subjects with forms of positive action. Much of the popular appeal of neo-liberalism lies in its potent message about freedom. The argument in this paper is not that neo-liberalism suppresses academic freedoms, but that it channels and limits academic freedoms. We are not robbed of agency per se, but we are robbed of certain forms of agency vital to us.
The founding moment in the Anglo-American approach to equality of opportunity in education was the early to mid 1960s, a time of relatively high social mobility, with the Master Plan in California, the Robbins report in Great Britain and the Martin report in...
No abstract is provided for this article.
No abstract is provided for this article.
The chapter compares Anglo-American and Chinese approaches to the individual and collective outcomes of higher education by examining the Western domain of ‘public good’ and ‘public goods’ and the nearest parallel concepts and activities in China. It reviews scholarly discourses of society, state and higher education in the respective political cultures, including individualism and collectivism, university autonomy, the critical function, higher education in civil society, and the global tianxia. A key issue in symmetrical cross-cultural comparison is the position from which it is made. As well as elucidating national-cultural similarities and differences, the paper develops what Sen calls a ‘trans-positional’ view based on integrating the two positional views. The two traditions are not closely aligned. However, aside from the Anglo-American public/private dualism in economics (which occludes collective outcomes), all ideas in both traditions can contribute to a transpositional understanding of the outcomes of higher education.
In discussing the functions of education Gert Biesta distinguishes qualification, socialisation and subjectification. In subjectification higher education facilitates the evolution of students as distinctive self-determining persons. This paper foregrounds and discusses 'student self-formation', a paradigm of subjectification with fecund potentials for empirical inquiry. Self-formation emphasises reflexive agency, whereby students consciously monitor and develop themselves on an ongoing basis. The paper draws especially on Margaret Archer's discussion of reflexive agency. It argues that the core features of self-formation that are specific to higher education are engagement in disciplinary knowledge, and in activities and relations beyond the classroom that are part of student life. Student self-formation is both a norm to be achieved, with lifelong learning potentials, and a descriptor of existing practices. By its nature self-formation is never complete and its incidence is uneven among students, with some of them scarcely experiencing it. Conditions and potentials for reflexive self-formation vary on the basis of factors including the degree of immersion in higher education, the scope for agentic initiative, personal resources and support, institutional and pedagogic resources and arrangements, and existential challenges (e.g. transitions between countries and cultures) that can trigger accelerated self-reflection and transformation.
World-Class Universities (WCUs) are nationally embedded comprehensive higher education institutions (HEIs) that are closely engaged in the global knowledge
This paper describes the global knowledge economy (the k-economy), comprised by (1) open source knowledge flows and (2) commercial markets in intellectual property and knowledge-intensive goods. Like all economy the global knowledge economy is a site of production. It is also social and cultural, taking the form of a one-world community mediated by the Internet. The k-economy has developed with extraordinary rapidity, particularly the open source component; which, consistent with the economic character of knowledge as a public good, appears larger than the commercial intellectual property component. But how do the chaotic open source flows of knowledge, with no evident tendency towards predictability let alone towards equilibrium, become reconciled with a world of governments, economic markets, national and university hierarchies, and institutions that routinely require stability and control in order to function? The article argues that in the k-economy, knowledge flows are vectored by a system of status production that assigns unequal values to knowledge and arranges it in ordered patterns. The new system for regulating the value of public good knowledge includes institutional league tables, research rankings, publication and citation metrics, journal hierarchies, and other comparative output measures such as outcomes of student learning. Cet article décrit l'économie globale de la connaissance (la « k-economy »), qui comprend (1) les flux de connaissances de source ouverte et (2) les marchés de la propriété intellectuelle et des biens à forte intensité de connaissances. Comme toute économie, l'économie globale de la connaissance représente un site de production. Elle est aussi sociale et culturelle, prenant la forme d'une communauté mondiale unique fondée sur l'Internet. L'économie de la connaissance s'est développée à une vitesse extraordinaire, en particulier la composante source ouverte, qui, en raison du caractère économique de la connaissance en tant que bien public, semble occuper une place plus importante que la composante propriété intellectuelle commerciale. Mais comment les flux chaotiques de connaissances de source ouverte, qui de toute évidence ne tendent pas vers plus de prévisibilité et encore moins vers un quelconque équilibre, peuvent-ils être conciliés avec un monde fait de gouvernements, de marchés économiques, de hiérarchies nationales et universitaires, et d'institutions qui exige stabilité et contrôle pour fonctionner ? Cet article soutient que dans l'économie de la connaissance, les flux de connaissances sont orchestrés par un système de production de statuts qui assigne des valeurs inégales au savoir et l'organise en schémas ordonnés. Le nouveau système de régulation de la valeur de la connaissance en tant que bien public inclut les tableaux de classement institutionnel, les classements de recherche, les métriques de publication et de citation, les hiérarchies au sein de la presse, et d'autres mesures comparatives de rendement, tels que les résultats d'apprentissage.
Choose from multiple link options via Crossref
Growth in the number of international students studying in English language countries has slowed in recent years and this development has generated extended debate amongst university managers and policy makers. In these discussions much attention has focussed on whether the slow down is to be explained by currency realignments, visa requirements, the quality of education, or the increasing competitiveness of the international education market. But what has attracted little attention is the fact that when parents and students choose in which country they will purchase a foreign education their choice is commonly influenced by the level of security that is perceived to characterise the range of options. What security means can take many forms and in this paper we focus on income security. Drawing on interview data from 9 Australian universities, we clarify the sources of international student income, the extent to which these students experience income security/insecurity, how they cope with income difficulties and/or ensure finances do not become a serious problem, and whether the nature of the information provided by governments and universities helps explain the extent of income insecurity manifest amongst international students in Australia. We argue that a significant proportion of international students studying in Australia do experience income insecurity and suggest that for both moral and economic reasons the government and the university sector should pay increased attention to this aspect of student need.
'Higher Education Research, Australia' published in 'Encyclopedia of International Higher Education Systems and Institutions'
An analysis of the recent Research Excellence Framework data, released in the UK in late 2014, this article critically evaluated this major program. The REF purports to measure research impact of UK universities and researchers, but often does not adequately measure what is important.
