THE SHAPE OF GLOBAL HIGHER EDUCATION INTERNATIONAL

The Shape Of Global Higher Education International-Free PDF

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Acknowledgements, The British Council worked with British Council Greece Mahmoud. Education Insight to extend this study Mouselli Director Programmes and. and build on the 2016 publication Projects British Council Saudi Arabia. Nishika Hassim Acting Manager Higher,The work was led by Janet Ilieva with. Education and Education Services,expert advice and support from Pat. British Council Sri Lanka Sophia Chan,Killingley and Vangelis Tsiligiris Michael. Combrink Head of Education and,Peak managed the project from the.
Society British Council Hong Kong,British Council perspective. and Towhidur Rahman British Council, We worked with a UK steering group Bangladesh Catrin Pinheiro Torres. who provided invaluable insight and Management Information Analyst at the. guidance all members of the group British Council supported visualisation. are listed in the appendix Special of the policy landscape and. thanks are extended to Vincenzo Raimo development of the online Global. Christine Bateman Fiona Crozier Emma Gauge of HE policy. Frearson Emmanuel and Raegan Hiles,Finally thanks to Rosa Becker Senior. The study could not have happened Researcher at Nuffic who provided. without the expertise and knowledge of the latest intelligence on the policy. British Council colleagues throughout environment in the Netherlands. the global network Particular thanks,go to Dr Fatemeh Ahmadi Head of Principal author. Education and Science British Council,Janet Ilieva.
Iran Yehuda Ben Hur Science and,Higher Education Programme Manager. Co authors,British Council Israel Natalia Toledo, Education and Society Manager British Pat Killingley. Council Peru Zainab Al Barwani British Vangelis Tsiligiris. Council Oman Katerina Fegarou,Michael Peak, The shape of global higher education International mobility of students research and education provision 1. 1 Introduction 3,2 Key findings 4,3 Aims objectives and methodology 5. 3 1 Research objective National Policies Framework 5. 3 2 Research objective exploration of thematic areas of institutional activities 7. 3 3 Geographical coverage 8,4 Update of the National Policies Framework 9.
5 Analytical framework for international, education engagement from an institutional perspective 13. 5 1 Why a new analytical framework 13,5 2 International student mobility 16. 5 3 Transnational education 18,5 4 International research engagement 20. 5 5 The regional dimension of IHE 22, 6 Implications for higher education institutions 25. 6 1 International student mobility and transnational education 25. 6 2 TNE provision quality assurance and degree recognition 26. 6 3 International research engagement 26,7 Concluding thoughts and further research 27.
8 End notes 28,9 Appendix 29, 2 The shape of global higher education volume 2 International mobility of students research and education provision. 1 Introduction, The quest for excellence is encouraging Research has long been a core activity The initial study which was published. a growing number of higher education for HEIs However the nature and in May 2016 focused on 26 countries. institutions HEIs to reach out to scale of the problems it seeks to solve This research is extended to include. international audiences partners and have become global and academic a further 12 countries and territories. collaborators Increasingly national research now increasingly addresses National support across the studied. governments are also recognising the areas incapable of being tackled by countries is assessed against 37. advantages international engagement one country in isolation Over the last qualitative indicators The authors. brings to their education systems few decades this has encouraged assessment of each criterion is available. economy and society National support the growth of greater co operation in a searchable database which. for higher education is often manifested among research teams worldwide covers over 1 400 descriptive. in regulatory frameworks which The international competitiveness fields The Global Gauge of higher. facilitate international collaborations of a country s research output is education policy is available here. and system to system arrangements often associated with its openness https www britishcouncil org. such as degree recognition scholar to international collaborations education ihe knowledge centre. exchange and capacity building global landscape global gauge. Finally TNE has become an important,Across the world these frameworks. part of the traditional higher education This study is of use to government. are a critical factor in determining how, landscape The UK for example reaches departments higher education agencies. successful HEIs are in developing their, more international students through and stakeholders HEI leaders and.
global engagement, TNE programmes delivered overseas education professionals with an interest. Three areas of activity are of primary than on courses taught in the UK in international higher education. importance the international mobility,The Shape of global higher education. of students international research,series aims to measure the role. collaboration and transnational,of governments in international. education TNE Of these student,engagement of higher education.
mobility has arguably received the,This study covers 38 countries and. most attention from governments,territories 1 from Peru through Sri Lanka. International student demand is often,to Australia and from the Netherlands. perceived as a signal of the global,to South Africa. relevance of a country s education,provision Governments across the.
world have therefore become key,players in shaping this trend. The shape of global higher education volume 2 International mobility of students research and education provision 3. 2 Key findings, 1 The countries and territories which 4 While most of the shortlisted states 7 Increasingly the world s regions. from policymakers perspectives 71 per cent 27 countries out of are showing more harmonisation. have the most supportive IHE policies 38 have policies in place to support of their higher education systems. are Germany the Netherlands TNE provision only a third have This appears to be driven by. Malaysia and Hong Kong SAR strong quality assurance for these schemes which facilitate student. Through a commitment to programmes 34 per cent mobility collaboration among. resource IHE and system to system 13 countries out of 38 and quality assurance agencies and. arrangements their policies show recognise TNE qualifications a wider recognition of academic. a strong government support for 5 Globally there is a consensus qualifications. mobility of students academics about the important contribution of 8 Overall the European countries. and academic programmes If the international research collaborations perform strongly with regard to. focus is changed to reflect thematic to higher education the economy national support for student and. areas of institutional activities the and society Advanced research academic mobility transnational. nations with the most rounded nations as well as those building education and research engagement. IHE portfolio include Australia their research capacity recognise A growing harmonisation within. Hong Kong SAR the Netherlands internationally produced research the European Union backed by. Malaysia and the UK This presumably as part of the national research programmes like Erasmus and. reflects the proactivity of the higher assessments Horizon 2020 is likely to have. education sector it is the sector s contributed to this. 6 There is a strong national push,activities that have shaped the. towards collaborative funding and 9 Australia and East and South East. evolution of many national policies, structures which encourage greater Asian countries and territories are. 2 This research shows that the international collaborations 82 per attractive to engage with for the. majority of national governments cent 31 countries out of 38 purpose of international student. are preoccupied with international However there is less support for mobility transnational education and. student mobility As a result streamlined visas which allow research collaborations In addition. streamlined visa policies and researchers and academics to to Australia Hong Kong SAR and. generous funding for student pursue their research interest Malaysia government efforts across. mobility have been put in place beyond national borders 68 per the Association of South East Asian. 3 Overall there is a strong positive cent 26 countries out of 38 Nations ASEAN are encouraging. relationship between the policies the endeavours of their HEIs to. supporting international student engage internationally. mobility and policies supporting,transnational education.
4 The shape of global higher education volume 2 International mobility of students research and education provision. 3 Aims objectives and methodology, The aim of this study is to measure 3 1 Research objective This research uses an index based. government support for international National Policies Framework methodology The three categories. higher education engagement and mentioned above use a set of qualitative. This study uses the original framework, identify the policy areas where indicators 37 indicators in total and. to draw comparisons across the, collaborations are most sought contribute equally to the overall. 38 countries and territories against, A twofold objective underpins this National Policies Framework The. three broad categories, to extend the National Policies information collected against each.
openness of education systems indicator draws on policy documents. Framework with 12 additional, measures government level sourced from government departments. countries and territories, commitment to internationalisation higher education agencies and. To inform HEI strategies by and support for international mobility regulatory bodies All data is factual. re grouping the indicators into of students researchers academic and reflects the political will of the. thematic categories which focus on programmes and university research national government to support. international student mobility quality assurance and degree international engagement In instances. transnational education recognition considers frameworks where no adequate policy documents. international research engagement in place which maintain standards were found the academic literature is. in education provision and facilitate consulted and interviews with locally. The indicators which underpin the, the international mobility of students based experts have taken place. National Policies Framework consider, education providers and academic British Council staff and their access. both inbound and outbound higher, programmes This category examines to experts on the ground across the.
education activities in the three areas, quality assurance practices for higher studied 38 countries and territories. mentioned above They examine whether, education provision at home and were a critical part of this study. countries regulatory provision equally,overseas recognition of prior degrees. supports international engagement of Each indicator is assessed regarding. obtained abroad and recognition of, domestic HEIs abroad and the inbound whether the criteria are fully met not. international qualifications by the local, activities of foreign HEIs The rationale met or partly met and is scored between.
labour market, behind this is to allow an unbiased 0 and 1 The respective scores are 1 when. assessment of countries national support equitable access and sustainable the criterion is fully met 0 5 when the. for IHE irrespective of whether they are development policies draw on criterion is partly met and 0 when it is. exporters or importers of education government funding schemes which not fulfilled As such the higher the score. support student and academic mobility for a country maximum value of 1 the. All criteria measured in the study are This category takes into account greater the government support for IHE. qualitative and they draw on nations the unintended consequences of. policy documents and regulatory internationalisation such as brain. frameworks For example nations drain and displacement of marginalised. willingness to engage in international students by international students. research takes into account policies,that enable mobility of academics and. encourage collaborations Quantitative,measures such as student mobility. academic mobility research funding,and other relevant information can. complement and be used alongside,the data collections sourced through.
this research, The shape of global higher education volume 2 International mobility of students research and education provision 5. National governments use policy,documents and strategies to signal their. will to attract international students and,academic staff invite TNE programmes. into the country and support research,collaborations However government. will on its own is not enough A matter,for further research is to measure the.
practical implementation of the,respective policies and whether there. is a deviation between the published,policies and activities on the ground. The shape of global higher education International mobility of students research and education provision 1 The British Council worked with Education Insight to extend this study and build on the 2016 publication The work was led by Janet Ilieva with expert advice and support from Pat Killingley and Vangelis Tsiligiris Michael

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