It is commonly assumed that English will be the language of transnational higher education, but several institutions deliver transnational programmes in other languages, including Mandarin and Spanish. These are likely to increase in future, but more likely on a regional rather than a global basis.
Will Africa have a world-class university in the foreseeable future? According to European Union higher education policy advisor Frans van Vught, without a differentiated system, countries will not even get onto the map. The question is whether the state has the requisite political will to leverage diversification, and how best to go about it.
For the past several decades, many international branch campuses have operated without much oversight from their home countries and with a sense of diplomatic immunity in their host countries. Recently, however, some countries have created structures to regulate foreign providers. As part of this development, we’ve noticed an odd and persistent resistance to the ‘branch campus’ label.
A recent draft paper on equity indices for South Africa’s university system equated equity with transformation, and delinked equity from development and performance. It fell into the trap of a prevailing condition: using transformation as a code word for race. Further, the formula used produced a result in which several of the most equitable institutions were those being run by a government-appointed administrator.
Many universities are vying for Chinese students, but the most successful are those that engage directly with potential students through social media platforms, answering specific questions rather than simply pushing out information to students.
Censorship of critical voices in academia can take various forms, including social exclusion, which can literally make people sick.
The new approach to global partnership will not prevail simply by tampering with nomenclature. Rather, the conversation needs to sharply focus on how higher education stakeholders engage in proactively shaping the new cooperation paradigm.
Tertiary institutions in the Caribbean need to focus on niche areas in which they have greatest knowledge rather than competing with the rest of the world on an unequal playing field. More must also be done to boost educational performance at school level.
Wales has a relatively small researcher base, and secured only 2% of the total UK research spend in 2011. But according to a report by scientific information service Elsevier, in terms of weighted citation impact Wales has overtaken countries such as Norway, Finland, Ireland and New Zealand and is one of the best places to do research.
An Austrian survey of the impacts of study abroad programmes on graduates has found that the benefits – especially of longer study abroad – are significant and enduring.
An award-winning ‘internationalising the campus’ programme has significant benefits for students and reaches students not normally involved in study abroad projects.
India’s education system is not fit for purpose. It needs to prioritise primary education and grant higher education institutions greater autonomy if it wants to improve the overall quality of its education system, rather than worrying about global university rankings.
With a budget of €14.7 billion (US$20 billion) plus €1.68 billion for international actions in the area of higher education, Erasmus+ will maximise the European Union’s contribution to the modernisation of higher education and facilitate the ability of universities to respond to pressing challenges that are crucial for Europe's future.
Last week Jane Knight argued about the dangers of using higher education as soft diplomacy, but are the dangers not overblown? Moreover, surely any government that does not seek to boost its reputation in the world through networks of its university alumni is neglecting its obligations?
Competency-based degrees could offer students more options in how they are assessed on learning and could be part of a menu of options – including massive open online courses, or MOOCs – which transform higher education for students, particularly those in emerging economies.
This time of year sees many academics furiously submitting grant applications to the Discovery Projects scheme of the Australian Research Council. While prestigious, they are time-consuming and highly competitive. In the social, behavioural and economic sciences category, only 23.2% of the 714 submissions considered were successful in 2013. However, alternative funding sources are available – such as crowd-funding.
International rankings of higher education institutions have produced perverse effects, including practices that may be tantamount to academic fraud.
A United States federal government database is now including information on online learning, suggesting that it has finally come of age. The data show significant challenges for institutions seeking to develop an online presence that truly stands out and brings in more than local students.
Thailand is in the news for political problems, but quietly Thai higher education institutions have been forging ahead to promote greater regional integration and mobility, with support from the European Union. The AIMS programme promoting student mobility has drawn wide attention.
Soft power has become the buzzword in international higher education circles, but is it right to formulate higher education in power terms? Wouldn’t it be more beneficial to frame it as being about mutual benefits rather than self-interest?
ASEAN states have made considerable progress towards integration and regional mobility, but challenges remain, particularly with respect to academic links and student mobility.
Online education is very much in vogue, but learning online can undermine traditional skills such as the ability to concentrate on one issue rather than multitask, it can lead to more alienated, less connected individuals and it can undermine teaching. While online learning has its benefits, we should not overlook the advantages of small interactive classes.
Times Higher Education and QS have produced special rankings for emerging countries. But how do they compare and contrast and, given that they are likely to become a fixture, will they contribute to an improvement in university quality or will universities simply learn how to game the system better?
Research universities need to learn from each other across national boundaries in order to create the kind of thoughtful, versatile graduates that the world requires now and in the future.
A recent synthesis report by seven independent experts presented the main results achieved through the first generation of 57 Erasmus Mundus joint masters programmes. Its recommendations are particularly timely since joint masters degrees will continue to be financed under the new Erasmus+ programme that started this month.