575 publications from this institution
This special issue of the AJE is focused on international education, globalisation and identities in schooling and higher education in the nations of the Asia-Pacific. Two of the papers concern international education in Australia and the others discuss aspects of education in Malaysia, Singapore, China and Korea. A common theme of all the papers is the transformative character of global shifts as they are played out at the levels of nation, locality and individual. It becomes increasingly obvious to us that not only are individual identities changeable, we live in a world of 'plural affiliations' (Sen, 1999) in which the nation is only one claim on identity, and national identity too is contested and is open to change. The nation is an imagined community fostered by human practice, rather than a timeless truth, the inheritance of ancestry and geography, as once we thought. The openness of identities in education becomes more obvious when we consider cross-border aspects such as what happens to students who enroll in a foreign country, and what happens to the institutions that educate them; and what happens to research in a country where scholars used to work mainly in the national language but now work in English as part of the global research system. But intensified changes are happening within national education systems as well as in the growing volume of traffic between them. Globalisation is not just something coming into nations and into classrooms from outside. It is inside as well. Globalisation and education Following Held, McGrew, Goldblatt, & Perraton (1999, p. 2) we can define 'globalisation' simply as the widening, deepening and speeding up of all forms of worldwide interconnectedness. However there is no single de-territorialised process of globalisation that affects all nations, all institutions and every student in the same way (Sidhu, 2004). 'Educational changes in response to globalisation share certain defining parameters but still vary greatly across regions, nations and localities' (Carnoy & Rhoten, 2002, p. 6). Here it is important to emphasise, against notions of globalisation as a pre-given structural force originating in the economy or elsewhere that is somehow independent of human agency, that there are no global transformations, no global flows of effect, that are independent of human subjects. Globalisation in education involves not just transformations of economic and cultural circumstances but transformations in people themselves. Global convergence and encounters with difference bring transformations in people's living practices, their imaginations (Appadurai, 1996) and the discourses and languages within which their sociability is practised. This is true of all walks of life, but particularly true of education, a sector marked by extensive and intensive global networking (especially at the post-school stage), and global influences in government educational policy and institution-level notions of good practice. This transformative capacity means that globalisation has an immense, continuing and open-ended educational potential: both the potential to educate and self-educate, and the potential to transform our longstanding educational institutions and habits inherited from the past. We find that, in education, globalisation becomes manifest in changing classroom practices in schools, vocational education and training (VET) institutions and universities; changing administrative perspectives; the international marketing of programs, which can introduce tensions between educational and business goals; and especially in the complex processes of people themselves living in more than one cultural/educational zone. Further, people are active agents not only in changing in response to the shifting global environment ('other-determined' transformation) but changing in ways they choose for themselves ('inner-determined' transformation) and these outer and inner elements have an almost infinite potential for permutation. …
No abstract is provided for this article.
Because universities are a precious and o¦en scarce national and international resource, the contemporary structural transformation of global higher education is a shared and interdependent concern of scholars, policy makers, and the broad array of constituents of postsecondary education. In this volume, we focus on three issues of paramount importance for understanding the emerging landscape of higher education: the process of globalization, neoliberal policies shaping higher education, and the reduction of autonomous, critical, discursive, and emancipatory postsecondary space.
The paper reflects on the implications of two influential albeit contrary movements affecting research universities in Australia (and many other nations): global rankings, which normalize the comprehensive science‐based research university; and the policy emphasis on diversification. It critiques the global rankings developed by the Times Higher Education Supplement and the Shanghai Jiao Tong University, which tend to shift control over the definition and purpose of university activity to the rankings agencies themselves. Taken together, rankings and diversity pose for university executives and governing bodies the question of university mission and strategy. It is knowledge creation that distinguishes universities. To go to the root of mission and strategy is to revisit the academic fundamentals, focusing on the mixed public/private character of the core academic 'products' of universities and on the internal ethical regimes essential to sustain free scholarship and research. Acknowledgement This paper was first delivered as a keynote address to 6th Annual National Conference on University Governance, Old Parliament House, Canberra, Australia, October 10–11, 2006. Thank you to Deryck Schreuder who suggested the themes, to Sharon Parry who encouraged the author to think it might be worth publishing, and to the two anonymous reviewers. Notes 1. The focus is on research universities because it is among the research universities that questions of global rankings and institutional trajectory are posed most acutely at present. There is another discussion to be had which focuses on the consequences of rankings for different kinds of university. The diversity of the Australian system is discussed elsewhere—see Marginson & Considine (Citation2000) and Marginson (Citation2006). 2. The discussion here is centred on Australia, but the issues receive global treatment in Marginson and Van Der Wende (forthcoming). 3. This anecdote is derived from as yet unpublished research on the global perspectives and strategies of the University of Malaya that was conducted in February 2006. The story has been confirmed from several sources.
[Extract] This lively and original book changes the way we see globalization and the knowledge economy. Creativity, exchange and the open flow of ideas have long shaped states, economies and everyday life. But knowledge now has an extraordinary dynamism. The world is crisscrossed by traffic in people, data and images. A world society is emerging, though governance is yet to reflect this. Global Creation shows that global creativity is transforming in two ways. First, global synchrony and convergence are changing the conception, production and sharing of creative work and this is feeding back into the core structures of the social world. Second, the global dimension is itself a human product and one that is continually being created. This book explores acts of imagining, producing and regulating the global dimension of action in the past, present and future. It will interest all intelligent readers, particularly those engaged with the history of ideas, political economy, sociology, innovation, or business organization. It follows Creativity and the Global Knowledge Economy (Peters, Marginson, Murphy 2009), also published by Peter Lang.
'Elite, Mass, and High-Participation Higher Education' published in 'The International Encyclopedia of Higher Education Systems and Institutions'
In research in cross-cultural psychology, international education is largely understood as an “adjustment” to host country norms and institutions, a notion that prioritizes social order and stability. The student is seen as in deficit in relation to these norms. The student’s home country identity becomes seen as a barrier to be broken down. In contrast, this article sees higher education, and within that international education, as a process of self-formation within conditions of disequilibrium in which student subjects manage their lives reflexively, fashioning their own changing identities, albeit under social circumstances largely beyond their control. International students form their self-trajectories somewhere between home country identity (which continues to evolve in the country of education), host country identity, and a larger set of cosmopolitan options. In piloting their pathways they draw on multiple identities and fashion new forms of hybrid identity. The article highlights the need for international education programs to strengthen the agency freedom of students, and its scope and resources, to facilitate this educational process of self-formation.
Resumen en: This paper describes the global knowledge economy (the k-economy), comprised by: 1) open source knowledge flows; and 2) commercial markets in intellectua...
The world is rapidly becoming more educated at higher education level. In nearly all countries with per capita GDP of more than about $5,000 per annum there is a longterm tendency to growth of participation. The worldwide Gross Tertiary Enrollment Ratio (GTER) increased from 10% in 1972 to 32% in 2012, and is now rising by 1% a year. By 2012 the GTER had reached 50% in 54 national systems, compared to 5 systems twenty years before, and there were 14 countries with a GTER of 75% or more. The tendency to high participation systems (HPS) is common to countries that vary widely in rates of economic growth, education system structures, and financing arrangements, but share the tendency to urbanization. Possible causes include state policies, economic development, aspirations for social position, credentialism, global factors, and combinations of these. The paper describes the tendency to HPS, explores the possible explanations, and begins to reflect on the implications; on the way reviewing prior discussions of growth in participation including Trow (1974), Schofer and Meyer (2005), and Baker (2011). It closes with suggestions for further investigation.
No abstract is provided for this article.
[Extract] Advancement in the arts and sciences is a primary driver of economic production and social policy in post-industrial societies. Imagination steps back and asks 'what advances the arts and sciences?' This book explores the collective, social and global dimension of human imagining-and the ambivalent relationship of social institutions, including universities, schools, economies, media and culture industries, to the collective imagination. Basic discovery requires high levels of creative thinking: Imagination looks at the social conditions that make path-breaking thought possible on a large scale. It examines the role of aesthetic, pictorial, digital, paradoxical and other imaginative styles of thinking, and the times and places in which such styles become socially prominent and a significant force in economic and cultural production. It looks at successful societies as they are approaching their peak, when new ideas are driving them forward.
No abstract is provided for this article.
Having discussed the Australian and Zealand models of international student welfare regulation respectively in the two previous chapters, this chapter conducts a comparative analysis of the two national cases. The comparison is in terms of the formal regime in each country as well as the impact of that regime on the ground in terms of student welfare, analysed principally through review of formal and informal regulation in interviewee feedback. The context for the Australia-New Zealand discussion is set by a comprehensive review early on in the chapter of ‘the comparative evolution of welfare’ in the two countries. The comparative politics and policy literatures are harnessed to shed light on the findings of the chapter and the book more generally.
This paper sketches the impact of globalisation and internationalisation on the terrain of values and ethics in higher education. The first part of the paper discusses values and ethics in higher education in relation to the "Idea of a University", and identifies the ethical regimes essential to the functioning of HEIs as knowledge-forming organisations. The second part draws out implications of globalisation. Globalisation together with the strengthening of executive steering are associated with the partial "disembedding" of higher education institutions from their national governments, along with a pluralisation both of their spheres of operation and the range of private goods and public goods they produce and of the public they serve. This raises new questions about the governance and management of the values and ethical regimes associated with global goods, e.g. the obligations of communicability, mutuality, academic freedom, the protection of persons in higher education suggested by cross-border relationships, and the modes whereby these values and ethics are promoted.
Throughout the industrial world education is being transformed from a public service into a tradeable commodity in the marketplace. In this new book, Marginson looks at the implications of this transformation for the whole education system: primary and secondary schooling; technical and further education; universities and academic research. New insights are offered into such issues as public funding and private institutions, the economics of education, and tertiary fees, while the discussion of 'positional goods' offers a new explanation of social competition, inequality and educational privilege.
In 2009 international student safety became an issue of immediate concern to Australian international education exporters following a series of demonstrations by Indian students and interventions by concerned foreign governments. With these developments the 'industry' became fixated on how best to secure Australia's share of the international education market in a context in which it was impossible to deny international student safety is a systemic problem. This paper contextualizes this development by utilizing a stigma management framework to review the unfolding debate on international students and safety in the USA, the UK, New Zealand and Australia. We argue that in all four cases it took an exogenous shock to convince education exporters to acknowledge student safety as an issue that needs to be openly debated. We also suggest that Australian officials were slow to make this acknowledgement because they mistakenly believed the industry was shielded by its link to the immigration program.
