Globalization Higher Education

This study aims to understand Korean students' motivations for studying in US graduate schools. For this purpose, I conducted in-depth interviews with 50 Korean graduate students who were enrolled in a research-centered US university at the time of the interview. In these interviews, I sought to understand how their motivations are connected not only with their family, school, and occupational backgrounds, but also with the stratification of global higher education. Theoretically, this paper attempts to combine the concept of global positional competition with Pierre Bourdieu's theory of cultural capital in the field of global education. By critically examining a push-pull model of transnational higher education choice-making, this study situates Korean students' aspirations in the contexts of global power and the hierarchy of knowledge-degree production and consumption. After analyzing the students' qualitative interviews, I classify their motivations for earning US degrees within four categories: enhancing their class positions and enlarging their job opportunities; pursuing learning in the global center of learning; escaping the undemocratic system and culture in Korean universities; and fulfilling desires to become cosmopolitan elites armed with English communication skills and connections within the global professional network. Based on this analysis, I argue that Korean students pursue advanced degrees in the United States in order to succeed in the global positional competition within Korea as well as in the global job marketplace. As they pursue advanced US degrees, Korean students internalize US hegemony as it reproduces the global hierarchy of higher education, but at the same time Korean students see US higher education as a means of liberation that resolves some of the inner contradictions of Korean higher education, including gender discrimination, a degree caste system, and an authoritarian learning culture. Therefore, this study links Korean students'

In early 2011 the World Bank will approve a new education sector strategy amid trends that mean that international goals on education will not be met. Zoe Godolphin of the University of Bristol argues that the Bank's proposed approach fails conceptually because it does not accept that education is a human right. It also fails pragmatically because it continues to advocate a template approach instead of supporting genuinely country-driven priorities in education planning

With strong intention to enhance the global competitiveness of their higher education systems, the governments of Singapore and Malaysia have made attempts to develop their societies into regional hubs of education; hence transnational education has become increasingly popular in these societies. In order to attract more students from overseas to study in their countries (or create more educational opportunities for their citizens), these governments have invited foreign universities to set up their campuses to provide more higher education programs. In the last decade, the proliferation of higher education providers and the transnationalization of education have raised the concerns regarding the search for new governance and regulatory frameworks in governing the rapidly expanding transnational education organizations in these Asian societies. Higher education governance has become more complex in Singapore and Malaysia amid the quest for being regional hubs of education as nation states have to deal with multinational corporations when they are becoming increasingly active in running transnational education programs. This article sets out against this context of growing trend of transnationalization in education to compare and contrast the models and approaches that Singapore and Malaysia have adopted to govern and manage the diversity of players in offering transnational education programs.

This paper analyses the way in which global university models are adopted in research universities in Indonesia and Malaysia. It first provides the global context in which these models have evolved and the processes through which they spread. How these global models interact with local policies and institutions is the topic of the empirical part of the paper. Even though the global discourse is apparent and similar in different countries, local adoption is path dependent and embedded in wider structures. This might result in dissonance and discrepancy in the implementation phase, an outcome which is inevitable, but not necessarily harmful.

In the late 1970s and early 1980s, several researchers showed the importance, in the United States, of the number of times scholars' publications are cited for determining their bargaining power in academia. Not surprisingly, the question was soon raised whether citations are a good measure of scholarly merit. Are women at a disadvantage in male-dominated fields, such as economics? Studies had shown that authors tended to cite a larger proportion of publications by authors of the same gender. This paper examines whether women's disadvantage in garnering citations has been reduced by the increasing representation of women in economics and finds that this has been the case in both labor economics and economics in general, albeit not to the same degree.

Although globalisation has been an increasingly important characteristic of United States higher education for over two decades, there has been little historical analysis of the process or its origins. This article argues that beginning in the early 1970s, institutional, national, and international events established a powerful context for the development of college and university goals that focus on globalisation. These goals are substantially different from the goals of improving the democracy and opportunities for full citizenship articulated in the report of the 1947 President's Commission on Higher Education and subsequently affirmed in other national reports as late as 1971.

Interdisciplinary approaches are often seen as necessary for attacking the most critical challenges facing the world today, and doctoral students and their training programs are recognized as central to increasing interdisciplinary research capacity. However, the traditional culture and organization of higher education are ill-equipped to facilitate interdisciplinary work. This study employs a lens of socialization to study the process through which students learn the norms, values, and culture of both traditional disciplines and integrated knowledge production. It concludes that many of the processes of socialization are similar, but that special attention should be paid to overcoming organizational barriers to interdisciplinarity related to policies, space, engagement with future employers, and open discussion of the politics of interdisciplinarity.

Education is commonly regarded as a state responsibility. Non-state provision is, however, increasingly prevalent in many developing countries in response to the inaccessibility and poor quality of state provision. Its unplanned growth has led to proposals for developing 'public-private partnerships'. However, as a number of the papers in this collection indicate, such partnerships are insufficiently developed in national planning, with potentially adverse consequences for equity. More often, non-state providers are attempting to develop relationships with the state, both to strengthen their own service delivery as well as to put pressure on government to improve the quality of its own provision.

Ten years have passed since the signature of the Bologna declaration. Seventeen countries have joined the process; since then, several new action lines have been added and the original action lines have often gained a new and more sophisticated content. The 2009 Bologna Stocktaking exercise included the traditional quantitative indicators, the criteria this time being designed to evaluate the goals set for 2010. In addition, particular emphasis was put on qualitative analysis on this occasion to provide a realistic picture of what has been achieved and which initiatives will take more time than anticipated to implement. The 2009 stocktaking shows that while there has indeed been important progress since 1999, following progress since 2007, not all the goals of the Bologna Process will be achieved by 2010.

Higher education (HE) in China has been transformed from elite to mass education over the last decade due to commercialisation and funding reform. Many questions have been raised regarding the impact of HE expansion on social justice: what are the implications of the distribution of HE resources on regional inequality? How does it influence different social groups in terms of access to HE? What are the financial implications on different regions and social groups as a result of the funding reform? Based on the official data by region in 1998 and 2006, this paper aims to address these questions and describe how HE has changed over time, both spatially and inter-temporally. Our research results suggest that HE reforms have disadvantaged poor people in impoverished regions despite the availability of HE opportunities for them.

This study examines detailed data for faculty at a typical public research university in the United States between 1995 and 2004 to explore whether gender wage differentials can be explained by productivity differences. The level of detail - including the number of courses taught, enrollment, grant dollars, and number and impact of publications - largely eliminates the problem of unmeasured productivity, and the restriction to one firm eliminates unmeasured work conditions that confound investigations of wider labor markets. The authors find that direct productivity measures reduce the gender wage penalty to about 3 percent, only 1 percentage point lower than estimates from national studies of many institutions and with fewer productivity controls. The wage structure for women faculty differs markedly from the wage structure for men. Interpreted against the institutional features of wage setting for this population, the paper concludes that penalties for women arise at the department level.

The papers in this issue address different aspects of the relationship between SoTL and the institutions within the current context. They provide snapshots of, and insights into, SoTL from institutional perspectives from across the world including North America, New Zealand, the UK, Sweden and Australia.

University governance is complex and contested. In view of the seemingly unceasing rise of commercial values within public universities, this contribution argues the case for a holistic, mission-related integrated governance approach for the Australian public university sector. The 'ABC of University Governance', as proposed for broad-scope governance within the sector, involves an integrated emphasis on the three key components of governance: academic governance, business governance and corporate governance. Respectively, these components of public university governance are concerned with scholarship, performance and conformance. Placing academic governance first in the ABC of university governance reminds us all of the vital role and importance of scholarship, which should never be downplayed or underestimated in public universities.

Higher education (HE) in China has been transformed from elite to mass education over the last decade due to commercialisation and funding reform. Many questions have been raised regarding the impact of HE expansion on social justice: what are the implications of the distribution of HE resources on regional inequality? How does it influence different social groups in terms of access to HE? What are the financial implications on different regions and social groups as a result of the funding reform? Based on the official data by region in 1998 and 2006, this paper aims to address these questions and describe how HE has changed over time, both spatially and inter-temporally. Our research results suggest that HE reforms have disadvantaged poor people in impoverished regions despite the availability of HE opportunities for them.

Since the late 1980s, research on post-industrialized economies shows that the boundary between work and family is increasingly becoming blurred. The continuing evolution of e-technology allows work for some to be done anywhere, anytime. This article examines the degree to which e-technology has transferred work into the home lives of academics and how this has affected their work/life balance. Drawing on a study in an Australian university of academics with young children, we utilise the terms 'work extensification' and 'work intensification' to explore whether these new technologies are a blessing or a curse in their work lives. At the same time we describe the deteriorating working conditions for Australian academics whose work has intensified and extended into their private lives with longer working hours in a speeded up environment. Our findings revealed the use of metaphors such as invasion and intrusion of e-technologies into academics' homes and their need to establish boundaries to separate work and family life. Most felt that having e-technologies at home was of benefit to their work but they came at a cost to their family life-delivering a blessing and a curse.

University governance reforms are very much a reflection of the broader New Public Management reforms that are focusing on increasing efficiency in public organizations. The article deals with how university reform ideas of a generic nature, emphasizing that universities should be treated and reformed like any other public organizations, are important and reflected in specific reform measures. The special empirical focus is on that universities through reforms are changing their formal affiliation to superior ministries in a more autonomous direction, implicating more autonomy in financial, management and decision-making matters. One the other hand, universities are also through reforms more exposed to more report, scrutiny and control systems, financial incentive systems, pressure to get resources from other sources than the government, cut-back management, etc. So a main question in the analysis is whether universities, as traditionally having quite a lot of real autonomy, through the reforms in fact are getting less autonomy, not more, like the reforms entrepreneurs often are promising.

The progressive deployment of market-oriented regulatory frameworks in mass Higher Education Institutions (MHEI hereafter) triggered, in a wide variety of forms and degrees, the application of Knowledge Management principles in MHEI. This means the application of the knowledge 'codification strategy', where the focus is on the economies of the re-use of centrally developed knowledge through codifying, storing and distributing knowledge. This process however, presents significant challenges. Both knowledge and non-knowledge related aspects might constrain the application of knowledge codification strategies in MHEI. The aim of this paper is to better understand the application of knowledge codification strategies in MHEI, from a knowledge management perspective.

Advances in medicine and biotechnology -- from the sequencing of the human genome to the development of small chips to detect cancer in the bloodstream -- were driven largely by scientists coming together from diverse disciplines to work on common problems. But a blue ribbon panel said here Tuesday that these advances also signify something larger: the creation of a new model -- dubbed "convergence" -- in which engineering and physical sciences, among other disciplines, join forces with the life sciences.

Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organisational change. In the absence of strong leadership, technologies are simply used as vehicles to enable changes that are already intended or which reinforce the current identity. These contentions are supported by evidence from e-learning benchmarking activities carried out over the past five years in universities in the United States, the United Kingdom, Australia and New Zealand.

The European Union Bologna Process is a significant agent for internationalization of education. Acknowledging fiscal and political drivers, this article shows that Bologna inclusion of the doctoral degree offers potential for enhanced doctoral experience. Interest in transferability of doctoral education across national borders, standardization of degree credit ratings and promotion of best practice offers potential advantages, responsibilities and dimensions of activity to institutions and to individuals. We emphasize increased opportunities for cooperation and collaboration with a personal case study. We consider standards and standardization; the relationship between world and learner; language and writing issues; and global interest in the Bologna process.