With their recent horrific attacks, it may seem that there is little understanding of ISIS. But universities are working with intelligence agencies to share their research on radicalisation and violent extremist groups, which is helping to inform the fight against ISIS.
Can Japan be simultaneously more global and more nationalistic in its education policy? If it wants a greater voice internationally, it needs to present a more confident, outward-looking face on the global stage.
Arguments against developmental universities range from the language of instruction and learning to the value placed on knowledge in Africa, but higher education institutions have a duty to embrace the communities they find themselves in and promote development.
Plans to integrate history in secondary schools into a course on Citizenship and the Motherland ignore the basic issue of how we get students to believe that history matters. The reforms must start at university level, to ensure teachers are trained to build critical thinking skills.
France’s Ministry of Education, Higher Education and Research has launched a new free Internet portal for everyone who wants to teach or learn about higher education online.
Japanese students need to be given enhanced opportunities to study the languages, history and culture of other countries in Asia, which they have too often taken for granted in their education internationalisation efforts.
With the elections now over, Myanmar needs to focus on comprehensive higher education reform, starting with drafting a new higher education law and tackling its governance structure.
Will Japan’s Super Global Universities programme succeed in internationalising Japanese higher education amid stiff competition or will continued segregation of international faculty and students continue to stand in the way of mutually beneficial internationalisation?
China’s new Global Innovation Exchange marks the first time a Chinese university has set up an offshoot in the United States.
All students need to have access to experiences that promote a global mindset, but few minority students in the US have studied abroad. How can this be changed?
Social connection is an important part of online learning in developing countries and higher education needs to acknowledge this by finding ways to promote both remote learning and social contact.
Merging the higher education and education ministries has created concern that the drive towards a world-class system may be going off course.
The University of East London is one of a number of universities in Europe offering scholarships to Syrian refugees and hopes some of the people it will help will one day build the Syria of the future.
‘Free Higher Education’ sounds revolutionary and is an appealing mobilising cry. But in a developing country it is financially impossible and morally wrong, as free higher education privileges the rich. The poster should read ‘Affordable higher education for all’ – with clear understanding that affordable means different costs for different groups.
Engaging in gendered research and innovation, which is about making sure that gender and sex analysis are properly integrated into the research process, is vital because it helps research to answer the global societal challenges we are facing, from adaptation to climate change.
Africa needs developmental universities that are agents or nodes of problem-solving and production of knowledge, not citadels of privilege and consumers of scarce national financial resources without any reciprocal contribution.
Science education requires a whole-of-education and whole-of-society approach. Citizens should be assisted to continually refresh their understanding so they can participate actively and responsibly in science-informed decision-making and knowledge-based innovation.
The parameters of the debate on the internationalisation of higher education have been dominated by the North. We need a global commons where power dynamics are neutralised in order to encourage true collaboration.
International education policies should be targeted at wealthier students who are less at risk of exploitation by employers looking to undercut domestic wages and work visas should be restricted.
Rather than viewing international students as taking jobs from young Australians, the benefits of international education must be showcased to the wider Australian community.
The 6th annual conference of the African Network for Internationalization of Education was held just a week after ratification of the United Nations Sustainable Development Goals. African universities were urged to position themselves to contribute to meeting the global goals through partnerships.
Every year at least three new national university rankings are published. These rankings are increasingly seen as a tool to help domestic and international students select the institution that is best for them to study at. Have national rankings come of age?
The latest Times Higher Education rankings show some major changes in ranking for universities around the world because of a change in methodology. The changes are in some cases so dramatic that they make either the current rankings or the previous ones seem scarcely credible.
The number of universities and colleges has mushroomed in Vietnam and new legislation has been brought in to rank them, but it is pointless in the absence of efforts to help them differentiate themselves.
What can universities do to stay on top and burnish their reputations? Addressing global challenges, promoting teaching and research and recognising the importance of impact are key.