World class universities and international student mobility: Repositioning strategies in the Asian Tigers

2021 ◽  
Vol 16 (3) ◽  
pp. 295-317
Author(s):  
Anatoly V Oleksiyenko ◽  
Sheng-Ju Chan ◽  
Stephanie K Kim ◽  
William Yat Wai Lo ◽  
Keenan Daniel Manning
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Global Science ◽  
Major Cluster ◽  
Knowledge Economies ◽  
Asian Tigers ◽  
World Class ◽  
Local Students ◽  
World Class Universities

A major cluster of economic engines that have changed Asian higher education, Hong Kong, Singapore, South Korea, and Taiwan have all developed high-income societies as well as world-class universities which linked local “knowledge economies” to global science and created hubs for international collaborations and mobility. However, there has been limited analysis of interdependencies between the rise of world-class universities and changes in the flows of international talent. This paper elaborates on the concept of higher education internationalization that aims at enhancing geopolitical equity in global mobility and re-positioning local students for improved access to the world-class excellence. The paper compares key themes and patterns that define the Tiger societies’ unique positions in the field of global higher education.

scholarly journals Complicit Reproductions in the Global South: Courting World Class Universities and Global Rankings

2020 ◽  
pp. 77-91
Author(s):  
Jack T. Lee ◽  
Rajani Naidoo
Keyword(s):  
Higher Education ◽  
Developing Economies ◽  
Student Mobility ◽  
Global South ◽  
Develop World ◽  
Research Partnerships ◽  
Global Era ◽  
Binary Division ◽  
World Class ◽  
World Class Universities

AbstractThe proliferation of global rankings has led to vigorous debates about the dominance of world-class universities and the encroaching institutional isomorphism in higher education. Specifically, the narrow metrics of rankings celebrate STEM research and institutional reputation at the expense of the humanist roots of higher education: teaching, self-cultivation, and community engagement. This critique on global rankings faces an equally vocal demand that a country must develop world-class universities in order to remain economically competitive in the global era – an instrumental logic that attracts devotees in both advanced economies as well as developing economies. Ironically, policymakers in both contexts simultaneously lament the prevalence of rankings and calibrate strategies to promote success in league tables. Although rankings attract scrutiny in both higher education policymaking and research, the implications of these metrics on higher education in the Global South receive little attention. The discourse is largely focused on top and mid ranking institutions, which are often located in the Global North. In the Global South, global rankings and the concept of world-class universities act through subtle yet powerful mechanisms to shape the contours of higher education. For many institutions and states in the Global South, the fervour is less about creating a world-class university and more about establishing links with well ranked universities (domestically and internationally). Therefore, while the explicit goal is not to build a world-class university, policymakers are nevertheless complicit in reproducing the hegemony of global rankings. This chapter will examine the activities in which global rankings exert tremendous pressure on the Global South: curriculum development, student mobility, faculty recruitment, research partnerships, and strategic planning. In mapping out the mechanisms of reproduction, the goal is to highlight the pervasive influence of global rankings and the complicity in reproduction rather than paint a binary division between the global and local dimensions of higher education.

The Kothari Saga (1965–85)

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Higher Education ◽  
Gross Domestic Product ◽  
Central Government ◽  
National Policy ◽  
Constitutional Amendment ◽  
Educational Discourse ◽  
Congress Party ◽  
World Class ◽  
World Class Universities ◽  
National Policy On Education

This chapter outlines the exceptional composition of the landmark Kothari Commission, and its blend of idealism and realism. It offers a succinct account of the recommendations of the Kothari Commission, and the ferocious opposition to its recommendations regarding elementary and higher education, language policy, and the establishment of world class universities. It presents a candid critique of its recommendation that has become a hardy perennial of Indian educational discourse, namely that Government allocate at least 6 per cent of Gross Domestic Product (GDP) to education. It gives a crisp account of Independent India’s first National Policy on Education (1968). It also outlines the Constitutional Amendment of 1978 which made education a ‘concurrent subject’, and the educational initiatives of the short lived Janata Government (1976–8), India’s first non-Congress Party Central Government. It also outlines the key role played by J.P Naik in the Kothari Commission and Janata Government and evolution of his thinking.

scholarly journals Integrating International Student Mobility in Work-Based Higher Education

2017 ◽  
Vol 21 (2) ◽  
pp. 156-169 ◽  
Author(s):  
Lukas Graf ◽  
Justin J. W. Powell ◽  
Johann Fortwengel ◽  
Nadine Bernhard
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Current State ◽  
Study Programs ◽  
Incoming Students ◽  
And Training

Dual study programs are hybrid forms of work-based higher education that have expanded very rapidly in Germany—a country traditionally considered a key model in both higher education (HE) and vocational education and training (VET). The continued expansion of these hybrid programs increasingly raises questions if, how, and why they may be internationalized. Although comparative research suggests that this could be challenging due to the uniqueness of the German education and training system, strong forces support internationalization. This study examines the current state and the future prospects of internationalization of such innovative dual study programs by focusing on student mobility, a key dimension of internationalization. We find growing interest in but still relatively little mobility related to dual study programs, whether among German (outgoing) or international (incoming) students. Based on expert interviews and document analysis, we extend existing typologies of student mobility regarding specific features of work-based HE programs. Furthermore, we discuss opportunities—at home and abroad—for increasing student mobility in this rapidly expanding sector.

scholarly journals Knowledge Economies: The Singapore Example

2015 ◽  
Author(s):  
Ravinder Sidhu
Keyword(s):  
International Students ◽  
Knowledge Economy ◽  
Financial Support ◽  
Education And Training ◽  
Knowledge Economies ◽  
World Class ◽  
World Class Universities ◽  
And Training

Singapore's government formulated the Global Schoolhouse, a policy platform based on three pillars: investing financial support with an identified group of “world-class universities” to establish operations in Singapore; attracting 150,000 international students by 2015 to study in both private and state-run education institutions; and remodel all levels of Singaporean education. Its knowledge economy plans require Singapore's citizens to be self-reliant, to better themselves through education and training, and if necessary to relocate themselves regionally to exploit opportunities, rather than expecting their government to take responsibility for their employment.

scholarly journals Creating World-Class Universities in Japan: Policy and Initiatives

2008 ◽  
Vol 6 (5) ◽  
pp. 629-640 ◽  
Author(s):  
Jun Oba
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Basic Education ◽  
Higher Education Reform ◽  
Develop World ◽  
Funding Policy ◽  
Higher Education System ◽  
World Class ◽  
The Government ◽  
World Class Universities

For a very long time the Japanese government concentrated its higher education investment on a handful of national institutions, until the policy came to be called into question in the late 1980s in the face of globalisation and other factors. Higher education reform was significantly accelerated in the 1990s: the government has continuously deregulated the higher education system including the incorporation of national universities, and has brought more and more competition through diverse competitive funding schemes. Some policies – not only higher education policies but also science and technology ones – were explicitly designed to develop ‘world-class’ education and research centres, such as the 21st COE programme. This article suggests that although a funding policy based on competition, with a strict evaluation, seems to be a move in the right direction, a right balance of budget allocation between competitive funds and basic education-research funds should be sought. Furthermore, the programmes of the government have to be offered in a more consistent manner, and more concerted and integrated efforts will be required, to address the critical problem of building world-class universities.

scholarly journals China Calls for Smarter Standards for Its World-Class Universities

2016 ◽  
pp. 10-11 ◽  
Author(s):  
Qiang Zha
Keyword(s):  
Higher Education ◽  
Education Development ◽  
Higher Education Development ◽  
Class Standing ◽  
Chinese Characteristics ◽  
World Class ◽  
World Class Universities

China recently launched a new stage of world-class university campaign, and emphasized developing the “Chinese characteristics” this time. Arguably, global rankings remain the most powerful illustration of who can claim world-class standing, which in turn renders the “Chinese characteristics” in question. This article argues that China would benefit from a kind of explicit “Chinese standards” to help establish a clearer direction for higher education development in the country.

scholarly journals International Student Mobility

2018 ◽  
pp. 15-30
Author(s):  
Rashim Wadhwa
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
International Students ◽  
International Student ◽  
Student Mobility ◽  
Internationalization Of Higher Education ◽  
Decision Making Process ◽  
Core Element ◽  
International Student Mobility ◽  
The Core

International student mobility is the core element of the internationalization of higher education. In recent years, a significant change has been observed in the outlook of individuals which is giving a boost to this phenomenon. Within this context, the present chapter analyzed the phenomenon of international student mobility through different approaches by providing critical outlook. An attempt has been made to list the important determinants which influence the decision-making process of international students.

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