575 publications from this institution
The multiple contributions of higher education pose a challenging problem for both policy makers and scholars. There are no commonly agreed definitions and measures and the discussion is plagued by simplifications of a complex emergent reality. For example, policy makers often work with a narrow and reified notion of higher education as individual pecuniary benefits, coupled with limited public good spill-overs from the higher education ‘market’. This business model of higher education, familiar to policy economists, obscures much of the real work of the sector in student learning and development, and in relation to knowledge, thereby leading to under-estimation of most of its impacts in the economy, society, polity and culture. Assessing the contributions of higher education broadens the discussion by examining different facets of higher education and its social connections, and tackles the conceptual and empirical challenges in devising an approach both rigorous and comprehensive. This introductory chapter sets out the chapters of the book that follow.
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In the light of the country and institutional studies in the preceding chapters, this concluding chapter explores the factors that determine the global effectiveness of higher education systems across the Asia-Pacific. Both the regional success stories and the...
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This chapter discusses the public value of East Asian higher education in a highly marketized context. Focus is on shared and collective benefits in higher education, in a policy setting in East Asia and elsewhere where higher education is formally positioned as a...
Rankings of higher education institutions, usually expressed in vertical league tables, are increasingly prominent in the shaping of policy and institutional behaviors, especially since the Shanghai Jiao Tong University developed credible global research rankings, and the World University Rankings by the Times Higher Education Supplement. Rankings enhance competition, as well as encourage concentration and stratification in national systems. However, there is no consensus on what constitutes quality, a wide variation in data usage and competence, and no globally comparable data on teaching performance. League tables are used to explain more than the data permit, especially when deployed as holistic indicators of institutional reputation.
This paper and conference session examine global university ranking and the implications for New Zealand Institutions. Global rankings commenced only in 2003, but they are already much present in public discussion, government thinking, marketing strategies, and university development strategies. There are two principal rankings systems, each covering universities as a whole and also most of the principal broad fields of study. These are issued annually by the Shanghai Jiao Tong University Institute of Higher Education, which focuses only on research performance; and the Times Higher, which provide a hierarchy of the ‘world’s best universities’ according to a composite set of criteria. The paper is in three main sections. First it reports on where New Zealand higher education sits in the world, according to comparative educational indicators. This provides a backdrop against which the rankings data, and the larger strategic problem of New Zealand’s global position that is entailed in them, are considered. The position of New Zealand is similar to that of Australia: stronger in school standards than in tertiary participation rates, a successful exporter despite recent fluctuations, though tucked into a specialized and vulnerable first degree niche in the global market, the basis for comprehensive research provision but underinvestment in research, which prevents the strongest universities from becoming more globally competitive. Second, the paper looks at the way the two main global rankings systems work and how New Zealand performs under each. Third, the paper considers responses to the rankings, in three areas: 1) how New Zealand can do better under the existing rankings; (2) technical and policy problems of the existing rankings, and alternative approaches to the process of international comparison; and (3) the larger question of strategies for improving the global standing and effectiveness of tertiary education in New Zealand.
"University Rankings, Government and Social Order" published on 01 Jan 2009 by Brill.
Economic and cultural globalisation has ushered in a new era in higher education. Higher education was always more internationally open than most sectors because of its immersion in knowledge, which never showed much respect for juridical boundaries. In global knowledge economies, higher education institutions are more important than ever as mediums for a wide range of cross-border relationships and continuous global flows of people, information, knowledge, technologies, products and financial capital. Even as they share in the reinvention of the world around them, higher education institutions, and the policies that produce and support them, are also being reinvented. For the first time in history every research university is part of a single world-wide network and the world leaders in the field have an unprecedented global visibility and power. Research is more internationalised than before and the mobility of doctoral students and faculty has increased. The specifically global element in academic labour markets has gained weight, especially since the advent of global university rankings. This working paper explores the issues for national policy and for individual institutions. Part I provides an overview of globalisation and higher education and the global responses of national systems and individual institutions of higher education. Part II is focused on certain areas of policy with a strong multilateral dimension: Europeanisation, institutional rankings and typologies and cross-border mobility. Avec la mondialisation economique et culturelle, l'enseignement superieur entre dans une nouvelle ere. Jusqu'ici, l'enseignement superieur a toujours ete un secteur plus international que les autres, car plonge dans la connaissance, sans egard aux frontieres juridiques. Dans les economies mondiales de la connaissance, les etablissements d'enseignement superieur sont plus importants que jamais en tant qu'intermediaires dans une multiplicite de relations internationales et de flux continus d'individus, d'informations, de connaissances, de technologies, de produits et de capital financier. Meme si ils participent a la reinvention du monde autour d'eux, les etablissements d'enseignement superieur, et les actions politiques qui les engendrent et les soutiennent, sont aussi en train d'etre repenses. Pour la premiere fois dans l?histoire, chaque universite de recherche fait partie d'un unique reseau mondial, et les chefs de file internationaux dans le domaine sont dotes d'une visibilite et d'un pouvoir au niveau mondial sans pareil. La recherche est desormais plus internationalisee, et la mobilite des doctorants et du corps enseignant se developpe. L'element international a pris de la valeur sur les marches du travail de la filiere academique, et plus particulierement depuis l'avenement des classements universitaires a l'echelle mondiale. Ce document de travail etudie les problematiques pour les politiques nationales et les etablissements eux-memes. La premiere partie analyse dans son ensemble la mondialisation et l'enseignement superieur, et les actions internationales qu'entreprennent les systemes nationaux et les etablissements d'enseignement superieur. La seconde partie observe plus specialement certains domaines politiques a caractere tres international : l'europeanisation, les classements et les typologies des etablissements, et la mobilite internationale.
'Higher Education Research, Australia' published in 'The International Encyclopedia of Higher Education Systems and Institutions'
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Clark Kerr's multiversity has spread across the world, but at home it is fraying at the edges. A rethink on tuition fees and on the wider benefits of higher education is needed to ensure its model of balancing excellence and access continues to impact international higher education.
This chapter discusses key trends in the market shares of these two countries, to set the context for the discussion of the Australian and New Zealand international student welfare regulatory regimes in the following chapters. The policy factors affecting market share are also discussed. The various pressures on each are covered, as are the ‘prospects and problems’ in relation to market share and government policy.
