Topic: How does the recruitment of international students and the establishment of branch campuses impact on higher education in Australia?
This essay presents a critical review of two issues arising from the phenomenon of Internationalisation of Higher Education (HE); namely the recruitment of international students and the development of off-shore campuses. In recent decades, Australia, in keeping with Higher Education institutions world-wide, has experienced a decrease in public funding and is increasingly adopting a neo-liberal, free-market ideology (Marginson, 1993, p.177). An entrepreneurial approach to fund-raising has seen many Australian HE institutions commit resources to the recruitment of international students and the establishment of off-shore campuses (King et al, 2013, p.345). Bremer (cited in Baker, Creedy and Johnson, 1996,) has defined internationalisation in Higher
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2). Key policy documents on the internationalisation of tertiary education commonly employ the definition of Knight (1994) which sees it as “the process of integrating an international/intercultural dimension into the teaching, research and service of the institution’’ (Knight, 1994, p.3). This definition gives little concrete assistance to individual academics who seek to pursue the aim of internationalisation in their teaching practices, curricula and delivery of courses. However, knight’s definition, and the scholarship upon which it is based, does acknowledge the importance of inter-culturality as an important facet of HE internationalisation, but fails to provide clear explanations of how administrators and teaching staff can proceed to internationalise the teaching processes on their institutions (Marshall, 2014, pp.210-220). Knight (2006) also identified the major rationales behind the internationalisation of education as follows:
The article, The Value of Higher Education Made Literal by scholar Stanley Fish focuses on sharing his opinion of higher education and what it has become in recent years. Mr. Fish’s argument is essentially over the “logic of privatization” where students are pictured as “investors” or “consumers” in courses of study that maximize successful employment outcomes. He also believes arts, humanities, and social sciences are overlooked while study courses in science, technology, and clinical medicine are prioritized. Fish also strongly believes the value of higher education has changed due to the desires of students over time, desires of becoming extremely financially secure enough to buy more than needed to justify years of money and hard work applied when in school.
The myth that Australia is a classless society is still, till this day, circulating. With education opportunities differing, depending on your status in society and socioeconomic background, not all Australians share the same opportunity of education. Whether being a middle class citizen or an “elite” or from working class, all education opportunities offered, will be influenced by your financial status and hierarchy in society. Power can influence the outcome of an individual’s life.
New man, F., Couturier, L., & Scurry, J. (2004). The future of higher education: Rhetoric, reality, and the risks of the market. San Francisco, CA: Jossey-Bass.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
The article talks about how teachers need to have cultural compatibility. While it might be difficult for some teacher to grasp and understand the different cultures behaviors and beliefs. For those teacher that can are more likely to provide a learning environment that is enriching and responsive to the children’s different cultures. Teacher should have “meaningful interactions with members of other cultures and promote cultural disequilibrium (Colombo, 2005, p. 2).” Activities that have this are more likely to increase cultural competence.
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
Furthermore it is important for teachers to differentiate instruction in the classroom; this facilitates student achievement and preparation for international competiveness by fostering educational excellence and ensuring equal access (Conklin, 2010 ). Differentiated instruction is demonstrated in...
Every year, more and more International students are coming to the U.S. for pursuing higher education. According to the Open Doors report published annually by the Institute of International Education (IIE), the number of intern...
The Australian Curriculum has been a 'long time coming', but its great that it is almost here now. The Australian Curriculum has been designed with some relation to Tyler and Skillbeck's models. It is suspected that theorists such as Piaget were also considered during the development. The Australian Curriculum relates to Piaget's stages of progression, with curriculum being designed for specific levels of maturation and development. With students of this generation, it was incredibly important that an updated, curriculum was to be designed so that it could facilitate the needs of the 21st century learners. This new generation of learners seem to be almost born with basic computer skills, so the ICT program has been completely redeveloped. The curriculum has also expanded to make way for Asian studies which will help students as they move into their careers. The Australian Curriculum has been developed to cover a broad range of topics, concerns and values that will be discussed throughout this paper.
Since the 1980s, Australia has seen some of the most significant social and political change in its history. In these past decades, liberalism and marketization have swept through the country, heralding an era of neoliberalism. As neoliberalism has proliferated through Australian society, once public institutions are now becoming corporatized, with the education system no exception. In the late 1980s, the Hawke government’s economic reform impacted education greatly, with universities impacted the most at the time. Public funding for higher education was altered, forcing universities to compete for research funds, increase international student quotas, and seek funding from the private sector. This was accompanied by a substantial
Hutcheson, P. (2011). Goals for United States higher education: from democracy to globalisation. History Of Education, 40(1), 45-57.
It sounded very offensive when he mentioned about Cash Cows. Therefore, in my paper, I wish to extend Eby’s idea one step further. Let’s assume the role of universities is “to provide opportunities for everyone to be educated and have access to researches as well as the international ideas.” I think this is also a profound aim for higher education. Therefore, according to Fenstermacher’s (2000) idea, I will set this notion as a “North Star” for universities. In the following paper, I will use information provided during Eby’s talk and ideas we learnt throughout the course to examine how treating international students like “Cash Cows” will not fulfill or even antagonize the “North
...), 2012. Principles and Practices of Teaching English as an International language. Bristol: Multilingual Matters.
Martinez, Luis. "The Study Abroad Advantage." Diverse: Issues In Higher Education 28.21 (2011): 25. Academic Search Premier. Web. 23 Apr. 2014.
Journal of Social Research & Policy, 4(1), 77-92. Roux, J. L. (2002). "The Species of a Species." Effective Educators are Culturally Competent Communicators. Intercultural Education, 13(1), 37-47.