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Hazelkorn, G. Jones, S. Kamat, T. Kim, R.


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King, H. Lauder, Y. Lebeau, M. Li, A. Maldonado-Maldonado, S. Marginson, K. Mok, M. Mollis, C.

Catalog Record: The globalization of higher education | HathiTrust Digital Library

Musselin, R. Naidoo, M. Olssen, M. Peters, E.

Ben Wildavsky: The globalization of higher education

Sall, P. Scott, M. Singh, W. Tierney, E. Unterhalter, J. Weinrib, D. Westerheijden, C. Introduction to Part I Simon Marginson 2.

The Globalization of Higher Education

Imagining the Global Simon Marginson 3. Peters 6. Extra-national Provision Christopher Ziguras 8.

Jones and Julian Weinrib Kamat Terri Kim Alma Maldonado-Maldonado Tierney Strategizing and Ordering the Global Simon Marginson In addition, the quality and relevance of higher education programmes and institutions are far from obvious for prospecting students, even when hunting for courses within their own country.

As a result, these students might not have all the information they need to make a well-informed choice about something that will have a significant impact on the rest of their lives. Some efforts to help them are at hand. First published in , the non-binding guidelines invite governments to establish comprehensive systems of quality assurance and accreditation for cross-border higher education. They also call on institutions and providers of higher education to ensure that the programmes that they deliver, across borders and in their home country, are of comparable quality, and suggest that students become active partners at international, national and institutional levels in developing, monitoring and maintaining the quality of higher education.

Dr. Fareed Zakaria - Globalization of Higher Education

Do we even know what this demand side is demanding? Surveys, such as the Australian Survey of Student Engagement or the National Survey of Student Engagement in the United States, have collected information about how students learn and what they expect from higher education. They provide institutions with detailed reports on how students spend their time and what they gain from attending college and university.

But not all students are 18 years old, and universities also have to be able to provide a service to lifelong learners and older students seeking to refresh, upgrade or complement their knowledge and skills. This is becoming increasingly important as the global economy retrenches and labourmarket demands shift. At the moment, while policy makers are struggling to decide whether to treat higher education as a business or as a public service, some of our traditional models are evolving fast.

Fees are being introduced in many countries, while the focus on quality and transparency that has been gathering pace over the past two decades will only become more intense. And there will be a new drive for efficiency and productivity in higher education as public and private resources shrink and competition becomes more fierce. Students are becoming customers, seeing good higher education as something to pay for as a way to a better career.

The governance and regulatory arrangements that apply to higher education will continue to come under ever closer scrutiny. Kelly, U. McLellan and I. Weisbrod, B. Ballou and E. See www.

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