The globalization of higher education has a wide array of obvious benefits for individuals, institutions, and nations. By studying overseas, students can access courses for which domestic capacity is lacking or domestic quality is deficient.
Such access is a significant consideration, especially when students come to advanced economies from emerging economies.
And perhaps most broadly, they often develop a greater sense of socially responsible leadership. These individual benefits have broader implications at the institutional level in three important ways.
While these benefits are generally intangible, they are essential in the environment we inhabit today. It is reasonable to hypothesize that longer-term experiences studying overseas provide students with opportunities for even greater immersion in other cultures or contexts, through which they might acquire even more understanding of foreign environments. At a curricular level, international students can help fill advanced courses that otherwise would not achieve the enrollments required to justify offering them to domestic students.
In a context of rapid societal and technological change, there is a need to rethink the purpose of education and the organization of learning.
These papers explore the implications of this changing landscape, both for teaching and learning practices, as well as for the aims of education.The Education Research and Foresight [ERF] Working Papers propose critical policy analyses and think pieces on global education.The papers provide conceptual clarifications and insights into education, learning and knowledge in an increasingly complex world characterized by a blurring of boundaries between global and local and between public and private.Furthermore, much of this literature focuses on relatively short-term study-away programs for U. Another point worth noting is that, at roughly 300,000, the number of U. students who study abroad is less than a third of the number of international students enrolled at U. At the faculty level, international students often go on to become academics, further contributing to the vibrancy of academic institutions.And at a financial level, international students provide key economic support for a university’s activities, because most pay full tuition—in fact, according to the Institute of International Education’s 2016 Open Doors Report, only 17 percent of international students reported that their universities served as their primary source of funding.The series is designed for education policy analysts, researchers, advocates and practitioners. The growing influence of global education policies is well established by globalization studies.These papers engage with the negotiation and construction of these global discourses, as well as with the dynamics through which they shape (and are shaped) by local realities.These papers examine a range of issues related to the evolving nature of assessment practices, and examines their potential longer-term implications.Exaggerations about the globalization of higher education seem to have led to complacency.Ben Wildavsky, one of the chief cheerleaders of this view, wrote in his 2012 book that “in the worlds of business and culture, the globalization trend is so well known as to be cliché.But a lesser-known phenomenon, the globalization of universities, is equally important and has perhaps even more far-reaching consequences.” We contend that the real similarity between the globalization of higher education and the globalization of business is that both have been greatly exaggerated, not just by people who are pushing a particular agenda, but by the general population.