In fact, only 2 percent of students enrolled in degree programs worldwide are at institutions outside their home countries.That’s lower than all but one of several dozen other measures of global depth outlined in One of the perils of such overstatements is that they reduce our collective sense of how much room we have to boost the globalization of higher education.In a context of rapid societal and technological change, there is a need to rethink the purpose of education and the organization of learning.
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.
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.
A Comparative Analysis of Student Exchange Programs 1980–2006.” She notes, “Research has consistently shown that exchange students return home with a more positive view of the country in which they studied and the people with whom they interacted. government’s net immigration targets, although as of this writing a furious debate is underway within the government about their inclusion. Even where the letter of immigration law does not (yet) preclude student inflows, two major problems arise. registrants to (these are generally potential students, but registration is open to anyone) in April 2017 reported being less likely to study in the U. due to the results of the 2016 presidential election. GMAT test takers who sent at least one score to a U. business school found that 67 percent “would reconsider their study destination if they are unable to obtain a work visa after completing their degree.” What can institutions that support the globalization of higher education do to help themselves—and the world—reap the gains from it, despite the dismal policy climate that is emerging? We have organized them below under the acronym REAP. and Europe, it is easy to get the impression that tertiary education is highly global, with students and faculty hailing from all corners of the earth. Overall, only about 2 percent of the world’s students are international. have made considerable efforts to standardize their degree programs for greater mobility, and even their numbers aren’t impressive.
Frequently after returning home, they try to use the knowledge gained during their time abroad to improve the situation in their home country.” It is for this reason that the U. government has long funded international exchanges such as the Fulbright Program. Their influence extends to the highest levels of government around the world: the U. State Department lists nearly 300 current and former heads of state and government who studied in the U. With more restrictive immigration policies on the horizon in many Western countries, we cannot assume that higher education will be spared. First, because studying overseas, particularly for a degree, involves a major commitment of time and resources, it is rational for prospective international students to worry about how relevant policies might change in response to a general rise in xenophobia and antiimmigrant sentiment. MBA programs they surveyed this year received fewer international applications than last year. One of the biggest red flags for potential students would be changes in their opportunities after graduation. RECOGNIZE the full potential of the globalization of higher education. While there is obviously some variation around that average, in most countries the number of those studying internationally is less than 5 percent of the number of students studying domestically. In fact, only in Luxembourg and Slovakia do the numbers of those studying internationally exceed 10 percent of the numbers of those studying domestically.
These papers engage with recent debates on the increasingly central role of non-state actors in education provision and governance.
They explore what is behind such trends, as well as their consequences, in particular on our understanding of education as a public good.
Of the world’s top 200 universities, as listed by the 2016 Academic Ranking of World Universities, only 15 are based in emerging economies, and most of those are in China.
Moreover, the positive effects of undergraduate study abroad carry over into other areas besides education.