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Book ChapterDOI: 10.1007/978-981-32-9061-7_6

The World-Class University Discourse: Disentangling the Conflict Between Efficiency and World Class-Ness

01 Jan 2019-pp 95-112
Abstract: The discourse of world class universities has very recently swept the Indian higher education policy, a concept which has been burgeoning globally for quite some time now. A world-class university is the one which is held to be amongst the best in the world; it is ideally premised on academic freedom and displays high-quality output. What underlies this quest for achieving world-class status is competitiveness amongst the universities, inside the country and also with universities globally. There is always a comparison between universities and thus the ranking discourse is rendered legitimacy.

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Topics: Higher education policy (58%), Academic freedom (54%), Competition (economics) (51%) ...read more
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Journal ArticleDOI: 10.1108/IJCED-04-2021-0035
29 Jul 2021-
Abstract: This study describes and elucidates higher education internationalisation with an in-depth case study of China and its Tsinghua University using international entrepreneurship concepts. The study examines internationalisation as a dynamic reciprocal interplay between opening-up policy and higher education policy, especially world-class university policy.,This is a qualitative mixed-method single case study. In desktop research, the study reviewed China's national policy documents on educational opening-up, Tsinghua's institutional strategy papers and research literature concerning internationalisation, entrepreneurship, Chinese higher education and Tsinghua University. In fieldwork research, the present researcher engaged in action, participatory and collaborative research about university internationalisation in her capacity as both a faculty and an international office administrator at Tsinghua.,Entrepreneurial internationalisation in Chinese higher education has served multiple purposes simultaneously: (1) a pillar to support domestic confidence in educational opening-up for modernisation while also contributing to global development; (2) a cost-effective way to cultivate Chinese talent by accessing the international education market; (3) a quality imperative to stimulate domestic reform and innovation through Sino-foreign exchange and collaboration; (4) a public diplomacy measure building a global network of educational engagement; and (5) a differentiation strategy to stretch the capacity of the nation's top universities by benchmarking their global competitiveness.,Conceptualising opening-up as entrepreneurial internationalisation is key to understand China's higher education development. This study expounds this special term by connecting it with basic concepts in international entrepreneurship research. The analyses at system and institutional levels reinforce one another to forge a synthetic view by integrating policy and practice.

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Topics: Higher education policy (62%), International education (57%), Higher education (55%) ...read more
References
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Open accessBook
01 Jan 1970-

1,954 Citations


Journal ArticleDOI: 10.1080/02680930500108718
Mark Olssen1, Michael A. Peters2Institutions (2)
Abstract: The ascendancy of neoliberalism and the associated discourses of ‘new public management’, during the 1980s and 1990s has produced a fundamental shift in the way universities and other institutions of higher education have defined and justified their institutional existence. The traditional professional culture of open intellectual enquiry and debate has been replaced with a institutional stress on performativity, as evidenced by the emergence of an emphasis on measured outputs: on strategic planning, performance indicators, quality assurance measures and academic audits. This paper traces the links between neoliberalism and globalization on the one hand, and neoliberalism and the knowledge economy on the other. It maintains that in a global neoliberal environment, the role of higher education for the economy is seen by governments as having greater importance to the extent that higher education has become the new star ship in the policy fleet for governments around the world. Universities are seen as a key driver in the knowledge economy and as a consequence higher education institutions have been encouraged to develop links with industry and business in a series of new venture partnerships. The recognition of economic importance of higher education and the necessity for economic viability has seen initiatives to promote greater entrepreneurial skills as well as the development of new performative measures to enhance output and to establish and achieve targets. This paper attempts to document these trends at the level of both political philosophy and economic theory.

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Topics: Knowledge economy (58%), Higher education (57%), Neoliberalism (56%) ...read more

1,736 Citations


Open accessBook
Jamil Salmi1Institutions (1)
01 Jan 2009-
Abstract: Governments are becoming increasingly aware of the important contribution that high performance, world-class universities make to global competitiveness and economic growth. There is growing recognition, in both industrial and developing countries, of the need to establish one or more world-class universities that can compete effectively with the best of the best around the world. Contextualising the drive for world-class higher education institutions and the power of international and domestic university rankings, this book outlines possible strategies and pathways for establishing globally competitive universities and explores the challenges, costs, and risks involved. Its findings will be of particular interest to policy makers, university leaders, researchers, and development practitioners.

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Topics: Higher education (54%), Institutional research (53%), International education (53%) ...read more

864 Citations


Open accessJournal ArticleDOI: 10.1257/JEP.13.1.13
Gordon C. Winston1Institutions (1)
Abstract: Higher education is a business: it produces and sells educational services to customers for a price and it buys inputs with which to make that product. Production is subject to technological constraints. Costs and revenues discipline decisions and determine the long-run viability of a college or university. ‘‘But higher education is not just a business.’’ While that statement is often meant to imply that higher education is nobler than business—more decent and humane in the purposes it serves—it can also mean that even in economic terms higher education is, in important ways, simply different from a business. This paper asks how well our extensive experience with commercial businesses—and the microeconomic theory of firms and markets that has evolved to describe them—helps in understanding the economics of higher education. That experience and those insights will be used by trustees, politicians, administrators, lawyers, reporters and the public, as well as by economists, to understand and evaluate the behavior of colleges and universities. So it is useful to ask how safe it is to use ‘‘the economic analogy’’ in the context of higher education, drawing parallels between universities and firms, students and customers, faculty and labor markets, and so on. The discussion here seeks to identify the key economic features of higher education that make it different from familiar for-profit industries and to ask what difference those differences make. This is a stick that can be picked up from either end. One approach is to start with meticulous economic theory and see how far it can be made to encompass the economic realities of higher education. An excellent recent paper by Rothschild and White (1995) does that. In their matching model, students and colleges meet

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Topics: Higher education (60%)

622 Citations


Journal ArticleDOI: 10.1080/13538320120045076
Abstract: The main argument of this paper emanates from an understanding that 'quality' is a highly contested concept and has multiple meanings to people who conceive higher education and quality differently. This paper attempts to analyse ways of thinking about higher education and quality; consider their relevance to the measurement of performance of universities and colleges; and explore their implications for the selection of criteria, approaches and methods for the assurance of quality in higher education. This paper also investigates various models of measuring quality in higher education, consider their value and discuss both their shortcomings and contributions to the assessment of higher education institutions. These models include the simple 'production model', which depicts a direct relationship between inputs and outputs; the 'value-added approach', which measures the gain by students before and after they receive higher education; and the 'total quality experience approach', which aims to capture the e...

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269 Citations