Search results

China is not only the biggest importing country of the raw materials of forest products, but also the biggest exporting country of intermediate and final forest products. The paper aims to discuss these issues.

The authors use the Khandelwal (2010) method and trade data from 2000 to 2014 of bilateral forest products between China and ten main developed countries to evaluate the quality of China’s forestry imports and exports. Subsequently, the influencing factors of product quality are analyzed.

The results show that the current export quality of plywood and fiberboard is decreasing, and the export quality of particleboard and paper products is on the rise. A further study finds that several factors have the positive effects on the quality of forestry exports, including gross domestic product of the importing country, forestry export value of the importing country as well as the number of forestry higher education graduates of the exporting country. Moreover, the study also finds that the status of an Asia-Pacific Economic Cooperation member has a negative effect on the quality of forestry exports, while the distance cost has a negative influence on fiberboard, paper and paperboard.

The study suggests that China needs to strengthen the research and development investment on forest products, and improve the quality of forest products to promote the trade development of forestry exports.

The existing literature has not shown much research regarding the quality of China’s forestry exports through econometric analysis. Therefore, the research results provide new perspective about the influencing factors on China’s forestry trade activities.

Explores perceptions of exporting education in sporadic and regular exporting firms as a means of enhancing organizational knowledge to improve the firm’s long‐term competitive advantage in global markets. Export development and performance are dependent on the acquisition and utilization of relevant knowledge in exporting. An analysis of sporadic and regular exporting firms’ views toward formalized export education programs that contribute to long‐term organizational knowledge is the central focus of this study. Results indicate that sporadic and regular exporting firms, although similar in many respects, vary significantly with regard to export planning activity, educational attainment of employees, export proportion of sales, and exporting experience. In addition, sporadic exporters are less interested in formal export education programs and are more reliant on the government as a source of exporting knowledge and information. The types of information offered through such sources frequently do not lead to a sustainable competitive advantage in exporting and make only a limited contribution to organizational learning. A discriminant model correctly classifies 86 per cent of exporting firms into sporadic and regular groups. Discusses conclusions and managerial implications.

The recent development of higher education in Africa has been spurred, in part, through a variety of cross-border higher education (CBHE) initiatives. However, this is not a new trend and this chapter traces the development of CBHE activities in Africa from the early 1900s through the current era. While the earliest forms of CBHE were largely fostered through Western nations providing advice and validation to institutions in Africa, the types of CBHE engagements are much more varied, including collaborations among African nations. The chapter also explores the push by some African nations to become educational hubs, the variability of CBHE policies across nations, and the shift of collaboration from the global north to south.

This chapter presents a comparative perspective on international education in Canada and Australia in the light of recent federal proposals for improving international education programs. The study provides an account of the multiple benefits of international education and introduces the concept of public sector entrepreneurship (PSE) as a necessity for creating and administering comprehensive programs, aimed at increasing Canada’s share of the international education market. The chapter compares Canadian and Australian international education policies with a special emphasis on the entrepreneurial approach applied in Australia. Moreover, the chapter discusses potential contributions to Canadian human capital through attractive immigration policies for international graduates. The findings reveal that Canada needs centralized management of international education programs. Following the Australian model, the establishment of a specialized agency to administer programs at federal level and to coordinate activities at provincial level is essential for success. PSE is represented by applying a market approach and revising residency and immigration strategies. Further research is required for a more detailed analysis of the costs and benefits of necessary capital investments and implications of changing the policy framework governing skilled migration.

In the past couple of decades, higher education systems have been in transition in sub-Saharan Africa. The phenomenal growth of private, for-profit higher education institutions is almost universal. The global trends in higher education have affected the universities in sub-Saharan Africa as well. This chapter critically examines the rapid growth of private universities as a result of globalization and its impact on society. Although the research covers only Anglophone sub-Saharan Africa, the findings have broad implications for the whole of sub-Saharan Africa (Jokivirta, 2006). The chapter is divided into four major parts, namely globalization and the knowledge economy; the evolution of private higher education in the region, using two of the oldest universities as examples; the growth of private universities and the challenges facing them; and the linkages between foreign institutions and local ones. The empirical research on which this chapter is based is part of a longitudinal study, 2001–2006, of higher education in sub-Saharan Africa.

The purpose of this paper is to analyse the growing importance of knowledge transfer in the globalising economy, especially in relation to the policy driver in a number of countries to transform their current economies into knowledge economies. It discusses the various implications that these processes have for government policy on higher education systems, and the role of universities in economic development. It draws upon examples from around the world.

An overview and conceptual paper based on observations and research experience.

This paper points to the importance of the development of knowledge economies and the ways in which this trend has exposed university systems to a more direct involvement in globalisation processes. It offers examples of the different higher education strategies that have been adopted in relation to economic development in countries such as Singapore, Malaysia, China, the UK and South Africa. It also explores the different internationalisation strategies of universities. It highlights the potentially crucial role that universities can play as key players in this process, given their core functions of knowledge generation and transfer through teaching, research and a close engagement with commercial organisations.

This paper raises critical questions for national governments as to what higher education strategies they need to consider to maximise the role that universities can play in knowledge transfer and economic development. It also points to the parallel issues that universities need to address as to their core role in society and the extent to which they wish to engage with wider processes of internationalisation and globalisation.

This study aims to develop an educational tourism demand model, particularly in respect to dynamic effects, university quality (QU) and competitor countries. Educational tourism has been identified as a new tourism sub-sector with high potential, and is thus expected to boost economic growth and sustainability.

This study reviews the literature on the determinants of educational tourism demand. Even though the existing literature is intensively discussed, mostly focusing on the educational tourism demand from an individual consumer's perspective, this study makes an innovation in line with the aggregate demand view. The study uses data that consist of the enrolment of international students from 47 home countries who studied in Malaysia from 2008 to 2017. The study utilised the dynamic panel method of analysis.

This study affirms that income per capita, educational tourism price, price of competitor countries and quality of universities based on accredited programmes and world university ranking are the determinants of educational tourism demand in both the short and the long term. Also, a dynamic effect exists in educational tourism demand.

The results imply that government should take the quality of services for existing students, price decisions and QU into account to promote the country as a tertiary education hub and achieve sustainable development.

Research on the determinants of the demand for educational tourism is rare in terms of macro data, and this study includes the roles of QU, competitor countries and dynamic effects.

The relationship between soft power and international education is not a new phenomenon. Students have studied abroad since the origin of the modern university in the Middle Ages and have been influenced by what they learned and experienced. Faculty members and researchers have also crossed borders for millennia, and knowledge has always been international in scope. Indeed, medieval universities were international institutions, bringing together students and faculty from many European countries and operating in a single language, Latin (Haskins, 2002). Through its strong emphasis on theology and canon law, the medieval university served as a bastion of power for the Catholic Church. The Jesuit mission of spreading the faith through education was an important aspect of the church's soft power. Historically, the Jesuits recognized education as a powerful force and established schools and universities around the world to spread knowledge and Roman Catholicism (O’Malley, Bailey, Harris, & Kennedy, 1999). Missionaries from various other Christian denominations were also actively involved in higher education overseas (Ashby, 1966; Lutz, 1971).

The field of higher education is constantly evolving, particularly in the era of globalisation. With the expansion and influence of Western paradigms, the influence of transnational education (TNE) in the developing world has been gaining significant traction and impact. This chapter attempts to formulate conclusions about the key determining factors behind the penetration and entrenchment of primarily the Anglo-Saxon style of University Education. Within that spectrum, the discussion will also cover how this manifests, looking specifically at various models of TNE and collaborative provision, exploring the possible connotations for small businesses. The final section will attempt to crystallise the main findings and propose directions for further research.

This chapter draws on a number of literary sources, both academic and practitioner, to enable reconciling different discipline areas. Empirical studies will also be explored to provide additional substantiation to the theoretical mantle. This chapter forms conclusions on how the various models of TNE have evolved across the world, the impact of this expansion has created for the local population in terms of skills development and accessibility to education, but also in terms of implications for the local economy and small businesses in particular. A novel approach is taken in trying to bring together disparate thematic areas, which although topical have rarely been explored in conjunction. This chapter will be of interest to a wide audience, including academics and researchers but also policy-makers and professionals in the small business field.

This chapter tries to explain the impact of the European Commission's ERASMUS programme on national higher education policies of 18 European countries. Based on an analysis of the literature on Europeanisation and policy impact, it is hypothesised that the impact will be very modest, but that there may be indirect impacts and differences in impact across countries dependent on institutional features of the higher education system. The empirical findings support the hypothesis: ERASMUS certainly has increased policy-makers’ awareness of the importance and possible consequences of further internationalisation. Nevertheless, ERASMUS has a more profound effect on higher education institutions and students. In addition, policy-makers have been much more influenced regarding their internationalisation policies by the Sorbonne and Bologna Declarations. There are some noteworthy differences between the countries that relate to specific domestic characteristics (e.g. language and colonial history).