Journal Article Value creation in the production of services: a note on Marx Get access Simon Marginson Simon Marginson ⋆Monash University Search for other works by this author on: Oxford Academic Google Scholar Cambridge Journal of Economics, Volume 22, Issue 5, September 1998, Pages 573–585, https://doi.org/10.1093/cje/22.5.573 Published: 01 September 1998 Article history Received: 24 January 1992 Accepted: 17 September 1997 Published: 01 September 1998
This chapter is the first of two concluding the argument of this book. It summarizes what we have found about international students in cross-cultural settings. It provides a cultural theory of mobile students as human agents and what happens to their identities,...
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Participation in higher education is expanding throughout the world, a function of urbanisation and of rising social aspirations for higher education. However, the extent of expansion and the quality of the higher education experience are highly variable. India's capacity to reach the NEP target of 50% cohort participation by 2035 will be limited by the rate of urbanisation, and online education cannot make up the gap in the absence of comprehensive Internet infrastructure and the availability of computers. The quality of education is ultimately determined by the political culture, especially the extent to which the state is authentically committed to the common good. The chapter discusses components of a common good approach to government and higher education policy and provision. Turning to the pandemic experience, the chapter argues that on the whole higher education has handled the pandemic better than government, but again the political culture and the conduct of government are decisive, both in relation to public health outcomes and in higher education. The chapter compares the experience of East Asia and Central and Northern Europe, with modest death tolls (especially in East Asia) and stable higher education systems, with the experience of the marketised societies and higher education systems in the United States and the United Kingdom. In the latter countries government commitment to the common good and social discipline have both faltered, and the market-competitive higher education systems have been unstable and chaotic. Unfortunately, India's experience has paralleled the Anglo-American approach not the East Asian approach.
International education has generated complex problems of governance. As well as being beneficiaries of educational services and consumers of a product, in
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‘It is not individuals who are set free by free competition; it is, rather, capital which is set free.’Karl Marx, Grundrisse, Penguin, Harmondsworth, 1973 (1857–1858), p. 650.
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1. Signs of problems in the system: ‘The tail is wagging the dog’ The paper opens with discussion of the problems of international education in two institutions at opposite ends of the status and resource hierarchy in Australian higher education. One is a post-1987 institution with a minor research mission, in the international market a volume-driven provider. The other is a research intensive university which has maintained itself at medium size and tends to operate at the top end of the international market (that is, in comparison with other Australian institutions, though not in comparison with US institutions). It recruits international students of good academic quality including a high number of international research students (though again, it is a high number relative to most other Australian providers, not US or UK providers). Central Queensland University: The first institution is Central Queensland University (CQU). In May this year CQU was ordered to stop enrolling domestic fee payers at its Sydney and Melbourne franchised ‘shopfront ’ campus because the University had not filled its quota of HECS-paying domestic students. This was
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Remember Zhao Mei, with whom this book began? The bright, personable student from Eastern China who found herself isolated and struggling in the English-speaking country, whose lecturers believed that it would be “inequitable” to offer international...
Since the end of the Soviet period much has changed, though in higher education and science, the world outside Russia may have changed more than the world within. In the Internet era all national research systems have become partly subsumed in the one English-language global science system, while still retaining distinct national identities. Most innovations in technology and product development are now sourced wholly or partly from global sources. It is essential to become very good at accessing global science, which means producing global science, and collaborating with others. Russian science remains surprisingly decoupled from world science. Global publication and citation rates at the leading universities are ver y low compared to their counterparts abroad. Between 1995 and 2012, international co-authorship of journal papers increased by 168 per cent at world level, and multiplied by ten times in China, but internationally joint papers rose by only 35 per cent in Russia. The lack of internationalization of Russian universities and science, coupled with the continued running down of the Soviet legacy, contributes to the country’s weak performance in research rankings, both objectively (real research paper output is falling, and Russia has been left well behind by dynamic developments in China and the rest of East Asia, and to a lesser extent by Brazil and India) and also subjectively (there are substantial national research strengths in areas like engineering, manufacturing, engineering and strategic industries but the work is mostly done in Russian and not published in global journals, so it is invisible). Achieving five universities in the world top 100, the national policy goal, is a long way off. It has taken China and Singapore two decades to build world-class systems and policy makers in Russia need a long view. There is real scope for rapid improvement however. Currently low levels of internationalization are a strategic opportunity. When cross-border cooperation, publishing, and benchmarking are stepped up significantly, as in the East Asian science systems, major gains can be made in Russia.
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Universities across the world have entered a new and difficult period. The worldwide landscape of higher education and scientific research is shifting rapidly, and geo-politics are likely to have transformative impacts in the sector. As with all new periods, it is...
The Information Age: Economy, Society, and Culture, sociologist Manuel Castells argues that information and communication technologies are associated with a new kind of economy, society, and culture that he calls informationalism. In this new economic order, generation, information processing, and symbolic communication action of on knowledge are the main sources of productivity and profit. The commanding heights of the new economy (though not the whole of it) have become global: information and communication technologies make possible for the first time in human history an economy that operates in real time on a planetary scale through computer-based financial transactions. This is a staggering change. Simon Marginson is professor of education at Monash University, Australia, and director of the Monash Centre for Research in International Education. He is also editor of the Australian Journal of Education.
The world’s three million cross-border international students are located in a ‘gray zone’ of regulation with incomplete human rights, se
In The Challenge of Establishing World-Class Universities, Jamil Salmi (2009) explores what nations and institutions need to do to create "globally competitive universities". He finds that these universities are characterized by a concentration of talent, abundant resources and favourable governance arrangements. In The Road to Academic Excellence: The Making of World-Class Research Universities, Phillip Altbach and Jamil Salmi (2011) provide a set of individual cases. In his concluding chapter Salmi expands on the necessary characteristics. He points to internationallization strategies as a means of accelerating development, and the importance of the broader "tertiary education ecosystem", in which would-be worldclass universities are located.
'Australian Higher Education: National and Global Markets' published in 'Markets in Higer Education'
