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Article

Reforming South Korean Higher Education for Female Marriage Migrants  

Ji-Yeon O. Jo and Minseung Jung

South Korea has experienced a surge of foreign immigration since 1990, and one of the major migrant groups is female marriage migrants. Although the South Korean government has implemented a variety of policies to reform its education system in order to accommodate the growing multicultural population, it has been mainly focused on K–12 education for children of migrants. In addition, the issues of access to and quality of higher education for female marriage migrants in South Korea are seldom discussed in academic and public spheres. Although female marriage migrants have a great degree of motivation to pursue higher education, they face multilayered hurdles before, during, and after receiving their higher education in South Korea. Narratives of female marriage migrants in higher education not only challenge the common stereotype of “global hypergamy” and gender stereotypes related to female marriage migrants but also provide chances to reexamine the current status of higher education in South Korea and the notion of global citizenship. Their stories highlight the changes in self-perception, familial relationships, and social engagement and underscore female marriage migrants’ process of embracing global citizenship. Their narratives articulate how gender, migration, and higher education intersect in their daily lives, how their lives are connected to the globalizing world, and how these reveal two essential components of the sense of global citizenship—dignity and compassion.

Article

Professional Experience for International Students within the Australian Teacher Education Context  

Georgina Barton and Kay Hartwig

The business of international students in the higher education sector is a crucial part of many countries’ economic development and intercultural richness. In fact, in Australia participation of international students in university study accounts for the third highest export industry behind iron ore and coal with similar trends seen in other countries. Given that such a large proportion of students across the globe are international, it is important that higher educators are able to support them appropriately through their study. Research literature has identified a number of issues international students face including homesickness, being away from family and friends, financial hardship, accommodation concerns, and cultural difference including language. Further concerns may arise when international students undertake a professional experience in an authentic workplace such as in a work integrated learning (WIL) experience or practicum or internship. For international students studying teacher education students are expected to complete a number of professional experiences within the schooling sector. Research about teacher education international students’ experience in schools has often focused on negative aspects related to this component of study rather than the success that many students enjoy. In fact, supervisors or the work colleagues who are responsible for assessing international students often report mutual benefits through hosting. International students in teacher education face several difficult issues as well as success, and this includes international students in Australia and domestic students undertaking professional experience overseas. A model of effective practice for all stakeholders in teacher education professional experience can be useful.

Article

Regionalization of Higher Education in Asia  

Roger Y. Chao Jr.

Regionalization of higher education in Asia is a multidisciplinary project that complements the ongoing Association of Southeast Asian Nations–centered regionalism that is prevalent in the Asian region. It is part of the ongoing global regionalism and regionalization of higher education projects and is significantly influenced by European higher education developments, especially the Bologna Process and the establishment of the European Higher Education Area. It is anchored on the discourse of higher education for sustainable economic, social, and cultural development and on regional integration projects, and it is built on existing (and changing) Asian regional frameworks. Regionalization of higher education in Asia is a complex project given its multiple stakeholders, frameworks, and power asymmetries within the region and the various regional and international organizations that influence global and regional higher education developments not limited to Asia. This complexity is further enhanced by the diversity of cultures, religion, socioeconomic development, politics, colonial heritage, and the systems and development of Asian higher education. Regionalization of higher education projects, not limited to Asia, can be adequately presented using functional, operational, and political approaches. Furthermore, the contribution of mobility and mutual recognition, which are core components of regionalization of higher education, to sustainable Asian regional integration should also be considered. Despite its development during the past decade, regionalization of Asian higher education faces significant challenges related to, but not limited to, quality assurance, mutual recognition, relevance and governance of higher education programs/systems, international relations, and even access and mobility opportunities to higher education.

Article

Education and Income Inequality in Hong Kong  

Hon-Kwong Lui

Irrespective of the stages of economic development, most governments around the world are facing income inequality problems and are searching for a fix. There is a general perception that the provision of education opportunities to the younger generation can reduce income inequality. However, this general perception does not receive strong support by scholars. In the literature, empirical evidence collected by numerous researchers is mixed. Hong Kong, a culturally diverse and economically well-developed city economy, has undergone rapid economic development in the last few decades. It underwent structural change from an entrepôt to a labor-intensive manufacturing economy and finally became a service-oriented city economy. The Hong Kong story does not support the view that that making higher education more accessible to youngsters can help narrow income disparity. In fact, the evidence from the Hong Kong population census and by-census samples shows that well-educated workers experienced higher income dispersion than those workers with a lower educational level. Policymakers are advised not to rely on expanding higher education opportunities to alleviate income inequality problems.

Article

Organizational Citizenship Behavior in Educational Institutions  

Talatu Salihu Ahmadu and Yahya bin Don

Organizational citizenship behavior has recently received much interest as it differentiates between actions in which employees are eager to and not to go beyond their prescribed role requirements in diverse organizations. The claim for organizational effectiveness is generally on the increase, seeing as the world is globalizing. In particular, educational systems are shifting toward an era of reorganization, requiring them to toil in a competitive and complex environment. This makes higher education institutions share a likeness with other organizations as the crucial business of an educational institution is imparting quality knowledge through research, teaching, and the learning process. Several organizations have endeavored to be familiar with and compensate employee citizenship behavior as it is currently being integrated into workers’ assessments owing to indications that organizational behavior contributes greatly to the thriving efficiency of employees as well as school organizational competence. This has made the phrase organizational citizenship behavior no longer exclusively applicable to the business segment. It has become germane with regard to educational institutions and their functionality inthe early 21st century, as there isjust slight dissimilarity between education and business organizations. Bearing this in mind, it then becomes importantthat teachers at higher institutions strive to do meet their responsibilities in form of teacher organizational citizenship behavior in spite of all impediments. Also, school leadership must devise a means of encouraging teachers to do their best to support their schools’ accomplishments.

Article

Critical Policy Discourse Analysis in Higher Education  

Jane Mulderrig

Critical Policy Discourse Analysis (CPDA) is a method for critically investigating the linguistic mechanisms by which education policy is constituted and contested in specific contexts. It involves a systematic methodology for textual and contextual analysis, designed to explore historically specific policy problems and their ideological significance. The analytical procedures involved in this approach are illustrated by means of a case study examining the introduction of quality-assurance governance practices and market-oriented reforms to U.K. higher education (HE). Specifically, the “Teaching Excellence Framework,” introduced in 2017, has two core purposes: to audit and rank universities by teaching quality and to open up the university market to private (for-profit) providers. The two main government documents which introduced this policy are examined in order to explore the prominent themes within this policy, as well as the linguistic strategies that contribute to its ideological framing. A critical investigation of the language through which this policy was introduced and legitimated reveals the neoliberal principles which underpin it and demonstrates how it operates as a dehumanizing technique of calculation and surveillance, while subordinating universities’ societal role to the needs of the economy. Corpus-aided methods are combined with a framework for close textual analysis of policy data, focussing on presuppositions, evaluation, modality and pronouns. The analysis shows the systematic linguistic processes by which student-consumer subjectivities are constructed and the rhetoric of “choice” and “value for money” is (mis)represented as the key to greater access and social mobility for students. This policy takes a significant step toward recasting educational relations in extrinsic, exchange-value terms, which are deeply damaging to universities’ original purpose of building communities of critical reflection, intellectual freedoms, and trust.

Article

Patterns, Trends, Issues, Challenges, and Opportunities in the Internationalization of Chinese Higher Education  

Xue Lan Rong and Shuguang Wang

A theoretical model of positioned, positioning, and repositioning is used to conceptualize the evolving process of the internationalization of Chinese higher education and answer the following three questions: (a) How have the quantitative trends of Chinese students studying abroad and international students studying in China changed over the past 30 years? (b) What are the differences between Chinese students studying abroad and international students studying in China in recent years, in terms of the host and sending countries, the level of study, and the fields of study, and what do the differences mean when compared to those in other countries? (c) What are the challenges, opportunities, and strategies in the years to come? To answer the first question, a compilation of descriptive quantitative data is used from numerous large national and international data sources, which reports a long-term upward trend (with some fluctuations) of inbound international students in China and outbound Chinese international students around the world over the past 30 years. To answer the second question, using general international mobile student profiles for context, data were compared of inbound international students in China and the United States in terms of both level of study and field of study. These revealed imbalanced patterns: Chinese outbound students are more likely to be in certain fields (e.g., STEM, business) and at graduate levels, but international students in China are more likely to be undergraduate students and non-degreed students in the humanities and language studies. Based on the data for the first two questions, the issues are synthesized in order to present the opportunities and challenges regarding the continuation of China’s internationalization of its higher education, especially with respect to inbound international students. In terms of issues and opportunities, economic and other impacts (such as political, financial, and pandemic related) are highlighted and call China’s attention to maintaining and expanding the strengths of its higher education system while considering competition from neighboring countries. Six major challenges are identified in this area, and suggestions are provided.

Article

State Initiatives on Globalizing Higher Education in Japan  

Satoshi P. Watanabe, Machi Sato, and Masataka Murasawa

The aim of internationalization for Japan during the early postwar period, still emerging from being an ODA (Official Development Assistance) recipient nation, was to promote student exchanges and mutual understanding across nations. Japan then successfully shifted its role to that of an ODA provider in the 1970s, engaging as a responsible citizen in the international community. However, the nation’s competitive edge has slipped with a long-stagnating economy from the mid-1990s onward, the national target has shifted from the ODA provider role towards desperate attempts to regain the lost edge through public investment in research and development as well as promoting internationalization of the nation. As the notions of world-class universities and global university rankings have prevailed worldwide over the last decade or so, the recent policies established by the Japanese government in response to an increasingly competitive and globalizing environment of higher education have transformed to leveraging domestic universities to compete for placement in the global university rankings. Balancing the reputation demonstrated in the global university rankings and generated inequalities in the service and quality of education provided among these institutions seems to be critically lacking in the current debate and hasty movement toward internationalization by the Japanese government. These hastily made policies do have some strong potential to build Japan’s universities into stronger institutions for learning, research, and producing globally competitive graduates. However, thorough long-range planning, keen insight into the overall impact of the policies, and clear long-term goals will be critical in attaining success.

Article

Regional Cooperation in Southeast Asian Higher Education  

Yasushi Hirosato

The launch of the Association of Southeast Asian Nations (ASEAN) Community in December 2015 is expected to accelerate structural transformation in Southeast Asia. It is also an initiative that shifts the landscape of higher education in Southeast Asia, which needs to meet the challenges posed by the process of regionalization of higher education. Based on the review of theoretical and conceptual works on regionalization in higher education, a broader scope of regional cooperation in higher education in Southeast Asia is suggested. Such broader scope is enable to survey the main actors (stakeholders) engaged in regional cooperation in higher education in Southeast Asia at multiple levels of cooperation: universities/higher education institutions (HEIs); government/intergovernmental cooperation; and intra-/interregional cooperation. Furthermore, two priority areas for harmonization in higher education, namely, quality assurance (QA) and credit transfer, are highlighted as particular forms of regional cooperation. Both internal and external QA systems are explained. In particular, the Academic Credit Transfer Framework for Asia (ACTFA) is introduced, which would serve as a main framework for credit transfer for Southeast Asia, by embracing credit transfer system/scheme which exist in Southeast Asia. In lieu of conclusion, main actors (stakeholders) including their mechanisms to engage in regional cooperation in higher education are summarized according to functions such as capacity building, credit transfer, grading, student mobility, mutual recognition, qualification framework, and quality assurance. Future directions in regional cooperation are suggested to pave the way towards the creation of a “common space” in higher education in Southeast Asia, or eventually the Southeast Asian Higher Education Area (SEAHEA), by developing and adapting common rules, standards, guidelines, and frameworks to be applicable to Southeast Asia.