Higher education institutions in the United States need to align their spending with a realistic assessment of the revenue they will get and take courageous decisions on where cuts – if necessary – should be made.
The idea of public-private partnerships is becoming more and more complex, and public access to knowledge will have to be assured as universities evolve and new digital opportunities present themselves.
Higher education is an international business, but government policy does not make the most of all the possible advantages it can bring.
More and more jobs in the United States require degrees, but rising fees mean they are out of reach for many people unless they are prepared to accept large debts. Even online learning tends to be based on traditional models. Universities need to think more creatively about how to close the higher education gap using forms of education that are adapted to individual needs.
Employers are missing the wider benefits of internationalisation – at home and abroad – because we are not using the right language to describe them. Academics may also be reluctant to promote internationalisation due to the perception that it will increase their workload. This must be tackled.
Branch campus success owes more to the home campus of a university than the overseas branch. That includes initial planning and the whole reason for setting up a branch campus in the first place.
American universities have increased their tuition fees annually above the rate of inflation – even before the 2008 crisis. This has led to a sense of entitlement that universities must continually expand what they offer when, in the face of funding cuts, they need to tailor programmes to their budgets.
The cost of expanding higher education student enrolment is mainly being covered by private institutions because the government prioritises its spending on schools. If fee increases occur and graduates are unable to find jobs, disillusionment with higher education could set in.
Transnational education is booming, but quality assurance is lagging behind in many countries. A concerted international effort is needed to establish an improved quality assurance regime for transnational education.
The recent Erasmus impact study provides food for debate on what makes for positive study abroad experiences. It also shines a light on the issue of how to make the benefits of internationalisation available to all students.
Impact assessment is vital for the internationalisation of higher education, but it needs to be more than a numbers game. There ought to be much more in-depth use of data to show the full benefits of policies and practice.
Ukrainian universities in the Donbas have been taken over by separatists. Students can move to other universities, but academics are at much greater risk. However, they can be helped by a legal change that could benefit the whole of Ukraine.
International rankings are coming to the Middle East, but could they lead to homogenisation and division between institutions and countries? It would be better if the rankings measured a broader range of criteria than research output, including regional collaboration.
Higher education institutions in the United States need to look at tailoring their budgets to consumers who are reluctant to fund ever-rising tuition fees.
Surprisingly little attention is given to service learning and in particular job placements as part of the international learning experience for students. With stress on global citizenship and global professional development, these strategies are more important than ever.
In the next few years there will be many opportunities for universities looking to attract more Indian students, driven not so much by government policy but by student demand. They need to be prepared to cater for the students’ needs.
This year’s higher education admissions round in Ukraine is more complex than in the past due to the war, but it has put the spotlight on old systems of privilege which need reforming.
The arrest and release of a Tajik research student linked to a Canadian and UK university highlighted the need for universities to support their international students in an age of transnational and sometimes dangerous research.
The future of internationalisation will require a renewed focus on the reasons for doing it and will take into account the changing context for international higher education, where there are no longer barriers between global and local.
The struggle for higher education reform in Ukraine has been long and the passing of new legislation is by no means the end of the process. Now universities must focus on the reform’s implementation.
Internationalisation of higher education would be more successful if it took account of the local context, was aligned to institutional missions and if more attention was paid to measuring its outcomes.
A new programme is seeking to understand what can help Chinese postgraduate students make a successful transition to study abroad in Australia, and hopefully in other Western countries as well.
Latin America is making strong progress in international higher education. But it needs to look more at alliances between countries rather than being too dependent on Europe and North America.
Universities that teach their students the soft skills employers are crying out for will have a competitive advantage and will ensure that going to university is worth the debt burden students are accruing.
English grammar programmes are increasingly popular around the world, but students are not interested unless they can see a practical application.