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1 – 10 of 18The purpose of this paper is to investigate the ending of fee-free higher education in Australia for overseas students in the 1980s, and the ways in which the government managed…
Abstract
Purpose
The purpose of this paper is to investigate the ending of fee-free higher education in Australia for overseas students in the 1980s, and the ways in which the government managed the diplomatic relationships that were affected by this policy shift. The introduction of fee-free higher education in Australia in 1974 was incredibly popular, and the end of the program in the late 1980s created difficulties for individuals, families and diplomatic relationships.
Design/methodology/approach
Using a mix of secondary sources and archival documents, this paper has a historiographical element, and an element of analysis.
Findings
This research finds that the ending of fee-free education created significant diplomatic issues with a number of Australia’s regional neighbours. It also created issues for individual students and families. The solution to these problems was, in large part, a scholarship scheme called the Equity and Merit Scholarship Scheme (EMSS). The EMSS was designed, in part, to address the issues created by the end of the fee-free program. However, the design of the scholarship scheme also created its own diplomatic issues with a different cohort of nation states.
Originality/value
There is limited scholarly research into the history of international education policy in Australia. This research draws on the work of some scholars of international scholarships, as well as historians of universities and education more broadly. This research adds to a growing body of work in the field of Australian international education history.
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Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a…
Abstract
Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a crucial role in facilitating academic exchange, knowledge sharing, research partnerships and collaborative innovation. However, the rise of neoliberalism has introduced the market forces of global capitalism that have significantly impacted higher education worldwide – invading the sector with neoliberal market values. This chapter aims to explore the impact of neoliberalism on the internationalisation of higher education in Africa, with a specific focus on trends in international student mobility. The chapter argues that the influence of neoliberalism on international mobility extends beyond market dynamics, encompassing discussions on hegemony within international knowledge systems, where African countries and institutions often find themselves marginalised. The study relies on published materials and publicly available statistical data from both governmental and non-governmental organisations. By examining the interplay between neoliberalism and the process of internationalisation in higher education, this chapter sheds light on the intricate and multifaceted aspects of both concepts, as well as their practical implications for international student mobility. Moreover, the chapter reflects on the implications of neoliberal entanglements for the prospects of internationalisation in African higher education.
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Misun L. Bormann, Huh-Jung Hahn, Ashley R. Anderson and Cathy H. Fraser
The information used in the case study was obtained from secondary sources, such as internal documents, reports, news, and organization websites. Three of the four authors played…
Abstract
Research methodology
The information used in the case study was obtained from secondary sources, such as internal documents, reports, news, and organization websites. Three of the four authors played a hands-on role in the case.
Case overview/synopsis
The COVID-19 pandemic exacerbated the global challenge of hiring and retaining health-care workers. To address its own challenges, Mayo Clinic decided to fundamentally transform its 30-year-old tuition assistance program: from a model centered on the premise that tuition assistance was an employee benefit for professional development purposes, to one that was more driven to meet the business needs of the employer by preparing internal talent for important roles throughout the institution. Herein, this case study first describes how the COVID-19 pandemic impacted health-care organizations like Mayo Clinic. Next, this study provides details on the original employee tuition assistance program, and then, focuses on the reasons for its need to be changed. Afterward, this study introduces the new tuition assistance programs. Finally, this study follows with examples of how both Mayo Clinic and its employees navigated through initial challenges, such as resistance to change and lack of engagement. In sum, this case study provides critical insight into designing workforce education programs that provide professional development for meeting the workforce needs of the organization.
Complexity academic level
This case can be used as teaching material in relevant undergraduate- and MBA-level courses, such as human resource management, human resource development and compensation and benefits. This case allows students to critically analyze workforce education programs (e.g. tuition assistance programs) and to plan how to strategically align those with the workforce needs of the organization.
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Emmanuel Intsiful and Ato Essuman
In the 21st century, placing higher education institutions in the global world has become the norm. Therefore, many higher education institutions in Ghana and across the globe…
Abstract
In the 21st century, placing higher education institutions in the global world has become the norm. Therefore, many higher education institutions in Ghana and across the globe have set out to internationalise or become world-class universities as part of their strategic ambitions. Thus, finding ways to become visible on a global scale and transcend beyond the countries in which they operate has become of major interest to most universities. The authors of this chapter were curious to determine how universities adopt imported organisational templates as a strategic ambition. One should not assume that the semblance of such imported concepts is mere institutional isomorphism stemming from internationalisation and globalisation. The study employed semi-structured interviews and institutional documents as data collection tools among ten (10) university actors in a flagship university in Ghana. The study used postcolonial theory to critically examine the drivers and current practices embedded in dominant hegemonic global discourses, such as internationalisation. The findings revealed that the drivers and reforms underpinning university internationalisation ambition are framed within economic rationalities, producing human capital, self-marketisation to promote visibility, and a quest for global competition couched within global neoliberal ideology. The study recommends the need for university actors to (re)focus and (re)evaluate university internationalisation discourse to ensure a balance between local relevance and global forces.
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This study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on…
Abstract
Purpose
This study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported.
Design/methodology/approach
The transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards.
Findings
Based upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations.
Originality/value
This study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.
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Anthony L. Wagner and Erich Dietrich
This chapter examines the internationalisation of public higher education in Brazil using the theoretical triptych of internationalisation as developed by leading scholars in the…
Abstract
This chapter examines the internationalisation of public higher education in Brazil using the theoretical triptych of internationalisation as developed by leading scholars in the field: internationalisation at home (IaH), internationalisation abroad (IA), and internationalisation at a distance (IaD). This framework – while rooted in knowledge, systems, and scholarship from researchers and institutions in the Global North – is a constructive tool for categorising and understanding internationalisation at Brazil’s higher education institutions (HEIs) when coupled with an exploration of the history, context, policy, and dynamics of internationalisation efforts. The chapter then summarises and underscores recent and important scholarship by Brazilian researchers and others in the Global South that describes the history of the nation’s internationalisation efforts. It also critiques the powerful influence that Global North-centred objectives and priorities for internationalisation have on the process at Brazilian HEIs. Following a discussion of the theoretical framework and relevant literature, the chapter provides a case study of internationalisation efforts and initiatives of an elite public university, the Universidade Federal de Minas Gerais (UFMG). Content analysis of UFMG’s website and publicly available reports and data demonstrates a high level of institutional internationalisation that has unfolded in recent years, stimulated by federal funding and guided by a strategic framework developed within the Ministry of Education. An analysis of UFMG’s mission, partnerships and programmes finds that the institution serves as an example of internationalisation in Brazil’s public higher education context, as its programmes and initiatives exemplify the overarching objectives of internationalisation in Brazilian higher education.
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Oscar Espinoza, Luis Gonzalez, Luis Sandoval, Bruno Corradi, Yahira Larrondo and Noel McGinn
This study analyzed the impact on the persistence of Chilean university students who had received a government-guaranteed loan (CAE).
Abstract
Purpose
This study analyzed the impact on the persistence of Chilean university students who had received a government-guaranteed loan (CAE).
Design/methodology/approach
Using academic and administrative data from 2016 to 2019, provided by 11 Chilean universities, a discrete-time survival model was constructed. The model was based on data of 5,276 students in the 2016 cohort and included sociodemographic variables, academic background prior to entering university and academic performance once in university. As a robustness check of our results to observable confounding, the analysis was repeated using a control group constructed using propensity score matching (PSM).
Findings
The results reveal that students who receive a bank loan (CAE) were more likely to remain in undergraduate studies for at least the first two years of university, as opposed to their peers who did not receive financial aid. In addition, they show the importance of academic performance in retention.
Originality/value
The article advances in the identification of the impact of bank loans on permanence. Although previous research has evaluated the impact of the CAE, it has been conducted on small samples of students. These studies also lacked student records associated with their academic performance at the university. The present research overcomes both weaknesses, allowing us to estimate the impact of the CAE on a larger population of students that is representative of the system.
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Michael Dreyfuss and Gavriel David Pinto
Every business company deals with the dilemma of how much to invest in long-term (LT) versus short-term (ST) problem (LTvST problem). LT operations increase the reputation of the…
Abstract
Purpose
Every business company deals with the dilemma of how much to invest in long-term (LT) versus short-term (ST) problem (LTvST problem). LT operations increase the reputation of the company, and revenue is rewarded in the future. In contrast, ST operations result in immediate rewards. Thus, every organization faces the dilemma of how much to invest in LT versus ST activities. The former deals with the “what” or effectiveness, and the latter deals with the “how” or efficiency. The role of managers is to solve this dilemma; however, they often fail to do so, mainly because of a lack of knowledge. This study aims to propose a dynamic optimal control model that formulates and solves the LTvST problem.
Design/methodology/approach
This study proposes a dynamic optimal control model that formulates and solves the dilemma whether to invest in short- or LT operations.
Findings
This model is illustrated as an example of an academic institute that wants to maximize its reputation. Investing in effectiveness in the academy translates into investing in research, whereas investing in efficiency translates into investing in teaching. Universities and colleges with a good reputation attract stronger candidates and benefit from higher tuition fees. Steady-state conditions and insightful observations were obtained by studying the optimal solution and performing a sensitivity analysis.
Originality/value
To the best of the authors’ knowledge, this paper is the first one to explore the optimal strategy when trying to maximize the short and LT activities of a company and solve the LTvST problem. Furthermore, it is applied on universities where teaching is the ST activity and research the LT activity. The insights gleaned from the application are relevant to many different fields. The authors believe that the paper makes a significant contribution to academic literature and to business managers.
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Carolin Decker-Lange, Knut Lange and Andreas Walmsley
The purpose of this study is to examine the underexplored link between entrepreneurship education (EE) and graduate employability in the higher education (HE) sector in the United…
Abstract
Purpose
The purpose of this study is to examine the underexplored link between entrepreneurship education (EE) and graduate employability in the higher education (HE) sector in the United Kingdom (UK).
Design/methodology/approach
The study draws on a thematic content analysis of semi-structured interviews with 45 professionals in UK HE, representing the “supply” side of EE.
Findings
The findings demonstrate a unidirectional link between EE and employability outcomes. This link is affected by societal, stakeholder-related, and teaching and learning-related factors.
Research limitations/implications
Although the value of universities’ initiatives connecting EE and employability for economic development is emphasized, the study does not provide direct empirical evidence for this effect. Macroeconomic research is needed.
Practical implications
EE and employability would benefit from knowledge exchange between universities’ stakeholders and a broader understanding of what constitutes a valuable graduate outcome.
Social implications
The study reveals the benefits of EE on a micro level. Participation in EE supports the connection between individual investments in HE and employability.
Originality/value
Based on human capital theory, many policymakers regard EE as a vehicle through which the relationship between investments in HE and career success on a micro level and economic growth on a macro level can be nurtured. Challenging this logic, the study highlights the potential of institutional theory to explain a contextualization of the link between EE and employability on a national level.
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