Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsSimon Marginson Simon Marginson is a professor of education at Monash University in Melbourne, Australia. He is the editor of The Australian Journal of Education and director of the Monash Centre for Research in International Education. His books include Markets in Education (Allen and Unwin, 1997) and The Enterprise University (with Mark Considine, Cambridge University Press, 2000), which won the American Education Research Association's Outstanding Publications award for books on higher education. In March he received the Comparative and International Education Society's George Bereday award.
From 22 studies of Science, Technology, Engineering and Mathematics (STEM) policies and practices around the world the STEM: country comparisons report makes 24 key findings which highlight a number of challenges for Australia with STEM participation and provides a basis of ideas to tackle these.
This chapter focuses on higher education in systems influenced by Confucian educational traditions: China, Hong Kong China, Taiwan, Singapore, Vietnam, Japan and Korea. Though there are many differences between these countries there is convergence in system design in...
"2 Higher Education and Science in the Age of Trump, Brexit and Le Pen" published on 11 Apr 2018 by Brill.
The chapter discusses educational and social equity in the context of high participation systems (HPS) of higher education. It begins by discussing the terms ‘equity’ and ‘equality’ in a historical perspective. Noting that the growth of HPS is associated with more intensive competition at the entrance to elite higher education, the chapter develops four propositions in relation to equity in HPS: as systems expand, equity in the form of social inclusion is enhanced; growth is associated with increased stratification of higher education, and greater social inequality in educational and graduate outcomes, unless there is compensating state policy; the positional structure of the higher education system increasingly resembles that of society; and it becomes more difficult for states and institutions to redistribute social opportunities in education. In short, social inclusion via greater participation is more readily achieved, while an improved social mix in elite higher education institutions is more difficult to achieve.
The New Silk Road strategy and the rise of China in higher education raises the stakes in the engagement between China’s universities and their Western counterparts, including Anglo-American universities. The chapter focuses on the similarities and differences between Sinic and Anglo-American political and educational cultures (state, society, family, individual) and in collectivism and individualism, and the implications for higher education. The state in China is a comprehensive state rather than an Anglo-American limited liberal state. China has greater potential for collective ties, shared goods, and state intervention in higher education. These are long-standing differences. Since 1949, both state power and indigenous individualism have been enhanced in China, while Anglo-American higher education has moved toward a more exclusively individualized approach to outcomes. There is closer convergence between China and Anglo-American in universities than in the configuration of society, suggesting ongoing potential for divergence in higher education.
No abstract is provided for this article.
"The External Dimension: Positioning the European Higher Education Area in the Global Higher Education World" published on 01 Jan 2009 by Brill.
This section provides an insight into the issue of competitive pressures and the increasing reliance on private funding faced by leading institutions providing higher education in Australia. It also highlights the fact that market segmentation in higher education has become more deeply entrenched, thus making price and status barriers coincide.
Since the advent of the Internet global convergence and integration have been especially pronounced in relation to knowledge, where relations and flows are facilitated by networked communications. A fast-growing global science system has emerged, exhibiting the classical network properties of open entry and rapid expansion and intensification. In turn this has stimulated the growth of national science systems. Worldwide science has evolved as a dual global/national structure, with overlap between the autonomous globally networked system and the nationally normed, organised and funded science systems. The chapter argues for a multi-scalar approach to the analysis of science and reflects on the literature's insights into global science including the factors shaping associations between scientists beyond the 'national container'. The global and national science systems are both heterogenous and synergistic, with ongoing potential for mutual production and episodic tensions, and a zone of multiple objects (knowledge, people, protocols) between them.
The first Academic Ranking of World Universities was issued by the Shanghai Jiao Tong University Institute of Higher Education in 2003 (SJTUIHE 2009), followed by the Times Higher Education rankings in 2004, which tried to put a British stamp on the emerging global...
No abstract is provided for this article.
The paper explores the dynamic evolution of higher education and research in East Asia in China, Hong Kong SAR, Taiwan China and South Korea, and in South East Asia in Singapore. It refers also to the earlier case of Japan where higher education developed rapidly in the 1960s/1980s, and Vietnam where the take-off has yet to occur.
Dealing with immigration is pretty hard. Extending a visa, it was a big process. It's not easy. You go to the counter there and pick up this ticket number and you have to wait for ages. And people there are not friendly. They never smile, as if we are thieves or have a criminal offence. You go there, you're really tense and nervous. You can't be yourself.~ male, 27, computing, Sri Lanka
