2021 ASHE/CIHE Award for Significant Research on International Higher Education U.S. Power in International Higher Education explores how internationalization in higher education is not just an educational endeavor, but also a geopolitical one. By centering and making explicit the role of power, the book demonstrates the United States’s advantage in international education as well as the changing geopolitical realities that will shape the field in the future. The chapter authors are leading critical scholars of international higher education, with diverse scholarly ties and professional experiences within the country and abroad. Taken together, the chapters provide broad trends as well as in-depth accounts about how power is evident across a range of key international activities. This book is intended for higher education scholars and practitioners with the aim of raising greater awareness on the unequal power dynamics in internationalization activities and for the purposes of promoting more just practices in higher education globally.
U.S. Power in International Higher Education demonstrates the advantage that the United States has in international higher education by presenting broad trends as well as in-depth accounts about how power is evident across a range of international activities.
A particularly timely book, given the high proportion of international students and staff in higher education Public health was the immediate concern when the Covid-19 pandemic struck in Asia, then in Europe and other parts of the world. The response of our education systems is no less vital. Higher education has played a major role in responding to the pandemic and it must help shape a better, more equitable and just post-Covid-19 world. This book explores the various responses of higher education to the pandemic across Europe and North America, with contributions also from Africa, Asia and South America. The contributors write from the perspective of higher education leaders with institutional responsibility, as well as from that of public authorities or specialists in specific aspects of higher education policy and practice. Some contributions analyse how specific higher education institutions reacted, while others reflect on the impact of Covid-19 on key issues such as internationalisation, finance, academic freedom and institutional autonomy, inclusion and equality and public responsibility. The book describes the various ways in which higher education is facing the Covid-19 pandemic. It is designed to help universities, specifically their staff and students as well as their partners, contribute to a more sustainable and democratic future.
By presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries. With contributions from Africa, Asia, Europe, Latin America, Middle East, and North America the volume considers the nature and origin of positive and negative unintended consequences of internationalization policy and practice in national contexts, while also offering uniquely comparative insights. Chapters consider how internationalization is reflected in curricula, teaching, research, and mobility initiatives to highlight common pitfalls, as well as best practice for effective, sustainable, and equitable internationalization globally. Using a critical lens, the book explores how internationalization offers opportunities for learning, for entrepreneurial change, and for knowledge dissemination, and generates paradoxes and dilemmas in terms of political and ethical issues for individuals, communities, and the institutions themselves. Foregrounding the study of internalization in countries not typically studied, this book is a valuable resource for researchers and academics with an interest in internationalization, comparative and international education, and the sociology of education.
This volume uses case studies and students' lived experiences to document the impacts of coronavirus (COVID-19) on international students and explore future challenges and opportunities for student mobility within higher education. Responding to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19, this text analyses the changing roles and responsibilities of institutions and international education leaders post-2020. Initial chapters highlight key issues for students that have arisen as a result of the global health crisis such as learning, well-being, and the changed emotional, legal, and financial implications of study abroad. Subsequent chapters confront potential longer-term implications of students’ experiences during COVID-19, and provide critical reflection on internationalization and the opportunities that COVID-19 has presented for tertiary education systems around the world to learn from one another. This timely volume will benefit researchers, academics, and educators with an interest in online teaching and e-learning, curriculum design, and more specifically those involved with international and comparative education. Those involved with educational policy and practice, specifically related to pandemic education, will also benefit from this volume.
This empirical work illuminates how China uses the higher education mechanism in South Asia to advance its national interests and investigates the outcomes for China, including both challenges and opportunities. Using a soft power theoretical framework, this book employs the case study of Nepal, a South Asian country of profound geostrategic value for the two competing powers of China and India. Illustrating how higher education is the mechanism for achieving soft power goals, it draws on data analysis based on archival sources and interviews with China and South Asia experts, including academics and politico-bureaucratic elites, as well as interviews with Nepalese students and alumni. Importantly though, this book advances an innovative conceptual model of geointellect to trace the evolving dimensions of China’s global dominance in higher education, research, and innovation paradigm, especially in the context of the Belt and Road Initiative and ultimately reveals how foreign policy and higher education policy reinforce each other in the context of China. China’s Soft Power and Higher Education in South Asia provides an empirically rich resource for students and scholars of education, international relations, Asian studies, and China’s soft power.
The term "soft power" describes a country's ability to get what it wants by attracting rather than coercing others - by engaging hearts and minds through cultural and political values and foreign policies that other countries see as legitimate and conducive to their own interests.This book analyzes the soft power assets of the United States and Japan, and how they contributed to one of the most successful, if unlikely, bilateral relationships of the twentieth century. Sponsored by the U.S. Social Science Research Council and the Japan Foundation's Center for Global Partnership, the book brings together anthropologists, political scientists, historians, economists, diplomats, and others to explore the multiple axes of soft power that operate in the U.S.-Japanese relationship, and between the United States and Japan and other regions of the world.The contributors move beyond an "either-or" concept of hard versus soft power to a more dynamic interpretation, and demonstrate the important role of non-state actors in wielding soft power. They show how public diplomacy on both sides of the Pacific - bolstered by less formal influences such as popular cultural icons, product brands, martial arts, baseball, and educational exchanges - has led to a vibrant U.S.-Japanese relationship since World War II despite formidable challenges. Emphasizing the essentially interactive nature of persuasion, the book highlights an approach to soft power that has many implications for the world today.
Unlike most books which consider China’s transformation and globalization over the last four decades by focusing on China’s economic growth, this book examines how the Chinese regime has handled the increasingly complex sociopolitical and socio-economic challenges generated as a result of the country’s economic growth and transformation, challenges arising both from within the country and also from the external political environment. Based on extensive original research, the book outlines how China’s economic development has generated social and governance pressures, discusses the government’s social, educational, and governance reforms, and highlights how China’s development experiences, which differ from the Western economies with democratic political regimes, have drawn increasing attention from other countries in the developing world as an example to follow.
This book argues that academic freedom in higher education in East Asia, the U.S. and Australia is under stress. Academic freedom means freedom to teach, research, and serve in multiple political and social roles based on professional principles. It is closely linked to shared governance, in which academics participate in and influence decision making in core academic concerns such as choosing new faculty, faculty promotion, tenure decisions and the approval of new academic programs. In different countries and regions, the duress confronting academic freedom may come from different directions, and the ability of faculty to share power can vary greatly. In authoritarian mainland China, it is mostly political and ideological controls that greatly affect academic freedom, and shared governance is very much limited. In semi-democracies like Hong Kong and Macau and democracies like Taiwan, Japan, South Korea, the U.S. and Australia, corporatization and commercialization have had great impact on both academic freedom and shared governance. The result is that the roles professors play within academia are continually being diminished and the academic profession is struggling to maintain its ground. Similar developments are also occurring in Europe. These developments should cause great concern to educators, researchers and policymakers everywhere. The authors collected here present attempts to learn from current practice in order to move policy into directions that will help protect higher education as a common good. This book highlights the importance of academic freedom and provides insights into the ways it is being infringed both by commercialization and corporatization on the one hand and political repression on the other. It vividly illustrates detailed case studies and empirical data that make it a compelling read.- Professor Ruth Hayhoe, University of Toronto, Canada Academic freedom is as important today as at any time in the last century. The authors point out the challenges that academic freedom faces on a global scale. The import of the book is in its comparative perspective steeped in data and analysis. Thoughtful. Cogent. Compelling. - Professor William G. Tierney and Professor Wilbur-Kieffer, University of Southern California, United States