Higher education and entrepreneurial citizenship in Singapore

2012 ◽  
Vol 5 (3) ◽  
pp. 39-55 ◽  
Author(s):  
Søren Christensen
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
University Education ◽  
Risk Averse ◽  
High Quality ◽  
The Status ◽  
World Class ◽  
The Government ◽  
Local Students ◽  
Foreign Universities

Focusing on Singapore's 'Global Schoolhouse' project, this article discusses how efforts to transform Singapore into a 'world class' knowledge economy entail changes to the status of citizenship in Singapore. The project of wooing top foreign universities to Singapore is permeated with an entrepreneurial ideal of Singapore as the 'Boston of the East'. Since Singaporeans tend to be viewed by the Singapore government as particularly risk averse compared to Westerners and other Asians, the government has increasingly relied on 'foreign talent' to provide entrepreneurial dynamism to Singapore. The expansion of high-quality university education in Singapore serves as a vehicle of this 'foreign talent' policy as much as it accommodates the needs of local students for higher education. The ensuing questions about citizenship in Singapore's knowledge economy are finally discussed in terms of a differentiated 'entrepreneurial citizenship'.

scholarly journals DINAMIKA LPTK MENUJU PERGURUAN TINGGI KELAS DUNIA (WORLD CLASS UNIVERSITY/WCU)

2017 ◽  
Vol 31 (1) ◽  
pp. 43
Author(s):  
Iskandar Agung, Agus Santosa
Keyword(s):  
Higher Education ◽  
The Elderly ◽  
Teaching Staff ◽  
Study Programs ◽  
Scientific Papers ◽  
The Status ◽  
Guest Lecturer ◽  
World Class ◽  
The Government ◽  
Academic Qualifications

LPTK as a producer of educators must be proactive towards a world-class higher education (world class university / WCU). The study was conducted in 2014. The results of this study by using a number of criteria indicate that LPTK has shown dynamics to strive towards world universities. Yet the dynamics are still small and limited, because faced with a certain number of constraints, namely (1) the lack of academic qualifications of teaching staff come from overseas graduates, as required as one of the criteria towards WCU; (2) improving the quality of lecturers is often hindered by foreign language skills, the elderly, funding, and limited provider institution quality graduate programs; (3) sending lecturers to continue their studies abroad are still hanging from the directorate Higher Education; (4) the submission of budgetary limitations that do not provide the flexibility to call / use a guest lecturer / adjunct lecturer who come from abroad; (5) there are many new courses that achieve accreditation status B / C in the assessment of BAN PT, so they concentrated on improving the status of accreditation of the study programs; (6) the reliance fund / budget delivery of education LPTK against the government (APBN), so the lack of flexibility in allocating funds specifically aimed at supporting the WCU program; (7) the appointment of a lecturer / lecturer in LPTK are insufficient to meet the needs, especially in terms of the angle ratio of the number of faculty and students; and (8) lack of journals in college container itself or else outside an accredited institution of national / international lecturers publish scientific papers. Keywords : higher education, LPTK, dynamics, world class university

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 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 The Thorny Excellence Initiative in India

2018 ◽  
pp. 24 ◽  
Author(s):  
Philip G. Altbach ◽  
Rahul Choudaha
Keyword(s):  
Higher Education ◽  
Education System ◽  
Research University ◽  
High Impact ◽  
University Rankings ◽  
Higher Education System ◽  
Excellence Initiative ◽  
Impact Research ◽  
World Class ◽  
The Government

India enrolls 35 million students in its large and complex higher education system. In its ambition to enter world-class university rankings, the government has identified six “Institutions of Eminence.” The case of the “greenfield” Jio Institute exemplifies the thorny policy landscape and expectations of building a high-impact research university.

scholarly journals Work Integrated Learning at Tertiary Level to Enhance Graduate Employability in Bangladesh

2020 ◽  
Vol 9 (4) ◽  
pp. 61
Author(s):  
Faieza Chowdhury
Keyword(s):  
Higher Education ◽  
Education Quality ◽  
Integrated Learning ◽  
Developed Country ◽  
Secondary Sources ◽  
Graduate Employability ◽  
Higher Education Quality ◽  
The Status ◽  
The Government ◽  
Work Integrated Learning

In the last few years, higher education institutions (HEIs) in Bangladesh have been under severe pressure to transform the way they operate. The present Government of Bangladesh requires all universities to improve their quality of education and has implemented various projects such as Higher Education Quality Enhancement Project (HEQEP) in collaboration with the World Bank. As Bangladesh has set a target to transition out of the status of Least Developed Country (LDC) to Developing country by 2024, graduate employability and education quality are pivotal interests for the Government of Bangladesh. This paper investigates the concept of work integrated learning (WIL) and generic skills vital to enhance the employability of the current graduates in Bangladesh. We explore different types of WIL that can be applied at higher academic institutions in Bangladesh and what are the various benefits of this type of learning to the key stakeholders, namely; students, universities and employers. Finally, we conclude by pointing out the prerequisites that need to be considered in order to successfully implement WIL in Bangladesh. This is a descriptive study and we have collected data from different secondary sources such as documents available from government agencies, research organizations, archives and library. Moreover, we have also used interviews from sources such as newspapers and magazines documenting views of well-respected academicians and personalities in Bangladesh. Our findings indicate that in order to successfully integrate WIL, there are some prerequisites such as modifying the current curriculum, designing and offering work oriented courses, building strong connections with potential employers and creating awareness about WIL among faculty members and students.

scholarly journals PARTNERSHIP AND COLLABORATION IN WORK-ORIENTED LEARNING IN HIGHER EDUCATION

2017 ◽  
Author(s):  
Muir Houston ◽  
Karsten Krueger ◽  
Mike Osborne
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Knowledge Economy ◽  
Trade Unions ◽  
University Education ◽  
Work Related ◽  
Market Experience ◽  
External Stakeholders ◽  
Funded Project ◽  
Labour Market Position

The paper reports preliminary findings from an EU funded project on collaboration and partnership between external stakeholders and universities to deliver work-related learning to adults with existing labour market experience in order to increase skills and competences for the knowledge economy as envisaged in Agenda 2020. The paper engages with debates on the professionalization of vocational education and consequently the vocationalisation of university education. It reports relevant data for the six partner countries of the LETAE project and EU averages to provide some context to debates about relative levels of attainment and labour market position. It briefly introduces some data drawn from case studies of work-related learning in higher education delivered in partnership or collaboration with external stakeholders including local authorities, trade unions, and individual enterprises.

scholarly journals The internationalisation of higher education in the regions: case of Latvia

2020 ◽  
Author(s):  
Inga Jekabsone ◽  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
International Students ◽  
Case Studies ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Complex Concept ◽  
Internationalisation Of Higher Education ◽  
The Government ◽  
Local Students

Internationalisation is set as a horizontal priority of higher education in the context of the quality assurance by the government of Latvia. However, higher education institutions (hereinafter – HEI) in Latvia find it challenging to attract talented international students and academic staff, especially in the regions, thereby the internationalisation rates in HEI differ. The internationalisation is a complex concept – it is understood not only by the attraction of international students and academic staff, but also by internationalisation of local students and staff as well as by creation of inclusive environment for both – international and local students and staff. Taking into account before mentioned, the aim of the research is to analyse the dimensions of the internationalisation of regional HEI in Latvia. During the research, six regional HEI in Latvia were analysed in the context of diverse aspects of internationalisation. Recommendations to regional HEI were developed based on the analysis of case studies. The analysis showed that the internationalisation in the regional HEI in Latvia are mainly focused on attraction of international students and on student and academic staff mobility. At the same time, some of the regional HEI set the internalisation as a priority while others focus more on local students and regional needs. However, most of regional HEI in Latvia lag behind the average EU un national internationalisation rates.

scholarly journals STUDENTS’ CHOICE OF HIGHER EDUCATIONAL INSTITUTES; ANALYSIS OF FACTORS IN THE SRI LANKAN CONTEXT

2020 ◽  
Vol 5 (8) ◽  
Author(s):  
Somaratna B. M. P.
Keyword(s):  
Higher Education ◽  
Sri Lanka ◽  
University Education ◽  
Sri Lankan ◽  
State University ◽  
National University ◽  
Computer Based ◽  
Increasing Demand ◽  
Overseas Education ◽  
Foreign Universities

Over the years national university intake in Sri Lanka has become increasingly competitive due to the increasing demand for higher education. Successive governments have tried to almost annually increase the number of national universities and the student intake but failed to cater to this demand. Therefore, those who fail to obtain access to state university education and those who complete the advanced level in the British curriculum have to seek admission to Fee Levying Higher Education Institutes (FLHEIs) in Sri Lanka due to the high cost of overseas education. Fee Levying Higher Education Institutes (FLHEIs) affiliated to foreign universities realizing the need to compete with each other offer international degrees in order to attract students. So the decision making process has become even more complex for the students. Data for this study was randomly collected from 1000 numbers of current students of Fee Levying Higher Education Institutes (FLHEIs) in the Western Province, Sri Lanka. A questionnaire was administered. The questions were categorized according to the conceptual framework developed based on the literature review. The data was analyzed using computer-based software packages. The results of this study can be helpful to Sri Lankan Fee Levying Higher Education Institutes (FLHEIs) in optimizing student intake.

Research on the Balance of University Education Reform from the Perspective of Supply-side Reform

2021 ◽  
Vol 72 ◽  
pp. 77-92
Author(s):  
Phunsapphaisan THANON ◽  
Zhihua XIA ◽  
Yuan XUN
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Compulsory Education ◽  
Feasibility Studies ◽  
Educational Resources ◽  
University Education ◽  
Supply Side ◽  
Education Resources ◽  
Higher Educational ◽  
The Government

In order to maximize the benefits of the national economy's macro-distribution and redistribution of educational resources, it is necessary to solve the problem of the optimal and reasonable allocation in the education system. Whether it takes the form of urban and rural education regional community, compulsory education school district system, teacher community, and so on, it must be based on the distribution of high-quality resources. Educational resources are limited, and new resources cannot be wasted due to reintegration. Therefore, the government must implement macro-control, seriously conduct investigations and feasibility studies, and adopt relatively reasonable allocations to achieve a relatively balanced target for limited educational resources. The balance of educational resources is not only the core of China's higher education development, but also the key to the good development of each university in China. This article analyzes and studies the balance of higher educational resources in China from the perspective of supply side, from the extension of supply side reform in higher education, the analysis of the balance of higher educational resources, and the optimization of balance of higher education resources. Making in-depth research, this paper points out the problems in the balance reform of higher education resources in China from the supply side, and reasonably put forward the relevant approaches of equity in Education.

scholarly journals Charging for Higher Education: Estimating the Impact on Inequality and Student Outcomes

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Ghazala Azmat ◽  
Ştefania Simion
Keyword(s):  
Higher Education ◽  
Student Outcomes ◽  
Labor Market Outcomes ◽  
University Education ◽  
Tuition Fees ◽  
Market Outcomes ◽  
Percentage Points ◽  
The Government ◽  
The Impact ◽  
State Schools

AbstractOver the last two decades, undergraduate university education in England moved from being state-funded and free for students, to costing all students substantial amounts in tuition fees. In this paper, using detailed administrative longitudinal microdata that follow all students attending state schools in England (approximately 95% of student population), we causally show that, despite the substantial reforms, enrollment fell only by 0.5 percentage points, where the effect is largely borne by those in wealthier groups, reducing the enrolment gap across socio-economic groups. Since tuition fees were introduced in conjunction with the government offering generous means-tested maintenance (cash) grants, as well as loans, our results highlight the importance of reducing financing constraints. Beyond enrollment, we find that the reforms have limited impact on students’ higher education choices, such as relocation decisions, university choice, and field of study. Finally, by tracking the students after graduation, we show similarly small effects on labor market outcomes.

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