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This book investigates the dilemma of educating students for future work in the context of the Philippines, one of the top sources of migrant labor in the world. Here, colleges and universities are expected to not only educate students for jobs within the country, but for potential employers beyond national borders. It demonstrates how human capital ideology reinforces such export-oriented education, creating an assumed relationship among academic credentials, overseas opportunity, and future migrant remittances. Findings indicate that attempts to produce migrant workers undermine the job security of college instructors, skew local curriculum towards foreign requirements, and challenge efforts to develop academic programs in line with local needs. As more developing nations turn to migration as a development strategy, colleges and universities face increasing pressures to produce future migrant workers who will have an advantage over other nationalities. This book emphasises the importance of understanding how this global phenomenon affects colleges and universities, as well as the teachers and students within these institutions. This book raises important questions on the role of universities in today’s global economy and the effects of contemporary migration flows on developing countries.
This book inspects higher education reform in market-oriented socialist Vietnam, with a focus on newness narratives and enquiry. Engaging in dialogic conversations with global and regional forces and exploring convergences in the domains of policy, curriculum, research, pedagogy, and society, chapter authors analyse ideologies that have entered Vietnam’s educational landscape. Chapters include discussions of post-Soviet legacies, socialist thought, privatization, neoliberalism, global rankings, academic freedom, autonomy, and elitism, as well as the actors, discourses and practices through which they manifest. In so doing, authors’ commentaries juxtapose phenomena in Vietnam with other national contexts such as the Philippines, Brunei Darussalam, Japan, Australia, and Trinidad and Tobago.
Since the turn of the millennium it has become clear that the Asia-Pacific Region is, economically, the fastest growing continent in the world, and is likely to remain so for some time despite the setbacks of the COVID-19 pandemic. Asia-Pacific's share of the world's Gross Domestic Product (GDP) doubled from 15 per cent to 30 per cent between 1970 and 2017 and is projected to account for half of global GDP by 2050. With South East and South Asia also growing rapidly, with over half the world's population and three of the world's five largest economies, Asia is soon poised to home half of the world's middle class - a class that is both the driver and the product of higher education. The quality of a country's system of higher education may be seen both as a gauge of its current level of national development as well as of its future economic prospects. It is therefore natural that the putative "Asian Century" should generate interest in the region's higher education systems which, on the one hand, share common characteristics-a fixation with credentials and engineering, high technology (especially among male students), and business degrees-while at the same time are also highly differentiated, not only across countries but also within. As such, a better understanding of higher education achievements, failings, potential, and structural limitations in the Asia-Pacific Region is imperative. This handbook presents a number of significant country case-studies and documents cross-cutting trends relating to, among other things: the trilemma faced by governments juggling competing claims of access, accessible cost, and quality; the balance between teaching and research; the links between labour markets (demand) and higher education (supply); preferred fields of study and their consequences; the rise of the research university in Asia; the lure of institutions of international reputation within the region; new education technologies and their effects; and, trends in government policy within the wider region and sub-regions.
This volume examines the sustainability of higher education massification throughout the Asia Pacific region. The massification of higher education has swept across the region over the past three decades in complex and astounding ways in some cases. The book inquires after the many faces that higher education massification is taking in varied country settings and seeks to identify the more important implications that follow. It discusses massification and its sustainability within the region’s complex contexts and addresses the issues of implications, challenges, and limitations. Paying particular attention to implications on resources, employment and social mobility, institutional identity, programs, funding and teacher education, the book explores the capacity of countries to stay on the course they have chosen and the implications this may have for the continued identification of resources to do so, the choice to focus more particularly and importantly on the considerable range of innovations and variations and the ability to recognize and develop them in meaningful ways.
The Springer International Handbook of Educational Development in Asia Pacific breaks new ground with a comprehensive, fine-grained and diverse perspective on research and education development throughout the Asia Pacific region. In 13 sections and 127 chapters, the Handbook delves into a wide spectrum of contemporary topics including educational equity and quality, language education, learning and human development, workplace learning, teacher education and professionalization, higher education organisations, citizenship and moral education, and high performing education systems. The Handbook is grounded in specific Asia Pacific contexts and scholarly traditions, using unique country-specific narratives, for example, Vietnam and Melanesia, and socio-cultural investigations through lenses such as language identity or colonisation, while offering parallel academic discourse and analyses framed by broader policy commentary from around the world.
The contributors to this volume examine the actual workings and on-the-ground effects of contemporary political economic shifts in the Global South, and implications for reconfiguring social networks, conceptions and practices of governance, and burgeoning social movements. How do various groups in the Global South respond to and manage chronic states of insecurity and precarity concomitant with contemporary globalization processes? While drawing on diverse ethnographic viewpoints in the Philippines, the authors analyze the impact of these processes through the conceptual framework of "emergent sociality," a purported connectedness among individuals fostered through interactions, copresence, and conviviality within a community over a long duration. In so doing, the case studies in this volume suggest, illuminate, and debate insecurities that may be commonly shared among populations in the Philippines and throughout the Global South. This anthology will be of great interest to students and scholars of cultural anthropology, globalization and Philippines society.
How universities in the US and South Korea compete for global student markets—and how university financials shape students’ lives. The popular image of the international student in the American imagination is one of affluence, access, and privilege, but is that image accurate? In this provocative book, higher education scholar Stephanie Kim challenges this view, arguing that universities—not the students—allow students their international mobility. Focusing on universities in the US and South Korea that aggressively grew their student pools in the aftermath of the Great Recession, Kim shows the lengths universities will go to expand enrollments as they draw from the same pool of top South Korean students. Kim closely follows several students attending a university in Berkeley and a university in Seoul. They have chosen different paths to study abroad or learn at home, but all are seeking a transformative educational experience. To show how student mobility depends on institutional structures, Kim demonstrates how the universities themselves compel students’ choices to pursue higher learning at one institution or another. She also profiles the people who help ensure the global student supply chain runs smoothly, from education agents in South Korea to community college recruiters in California. Using ethnographic research gathered over a ten-year period in which international admissions were impacted by the Great Recession, changes in US presidential administrations, and the COVID-19 pandemic, Constructing Student Mobility provides crucial insights into the purpose, effects, and future of student recruitment across the Pacific.
This volume seeks to identify and explore the dynamics of global forces on the development of higher education in Asia, in particular, how neoliberalism has affected reforms on university governance and management in the region. It includes a set of country-specific studies on how various countries have responded to the dominant neoliberal ideology at the systemic, institutional, and process levels. The focus is on the relationship between the state and the universities, which is usually reflected in the degree of autonomy and accountability allowed in a particular higher education system. The selected countries are Cambodia, China, Indonesia, India, Japan, Malaysia, Singapore, South Korea, and Thailand. Each case study examines the establishment of corporatised or autonomous universities in the country focusing on (i) the acts, reports, and/or policies that led to such a move as well as the rationales behind the move; (ii) the changes in the governance and organisational structure of the universities, highlighting the kinds of autonomy that the universities have; (iii) the new management strategies, techniques, and practices that have been introduced to the university including the internal and external quality assurance mechanisms, and (iv) some of the tensions, conflicts, and acts of resistance that may have emerged.
Written by academics from different disciplines and backgrounds, this book offers an international practical guide to doing diversity in the social sciences.
This book explores questions around the meaning and significance of international student migration. Framed in relation to the mobilities – and immobilities – of international students, the book highlights various key themes emerging from the rich interdisciplinary scholarship in this area, including socio-economic diversification in mobile students, the differential value of international higher education, and citizenship and state-building projects. It also discusses the importance of considering ethics in relation to student migrants. This pioneering book will be of interest and value to scholars of student mobilities and the international student experience more widely, as well as practitioners and policy makers.