International Education Hubs
International Education Hubs
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国际教育中心
DOI：
10.1007/978-3-319-75593-9_21
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
J. Knight
中科院分区：
文献类型：
--
作者：
J. Knight
教育中心是国际高等教育领域的最新发展。国家、地区和城市都在努力将自己定位为高等教育和研究的卓越中心。本章的目的是在三代跨境教育和更广泛的国际化现象的框架内考察教育中心的复杂性。概念分析质疑的主要思想和假设支撑的教育中心的定义，并提出了三种不同类型的学生，人才和知识创新中心的类型学。六个目前的教育中心国家--阿拉伯联合酋长国、卡塔尔、博茨瓦纳、马来西亚、新加坡和香港--的亮点表明，各种目标促使各国准备并将自己定位为教育中心，包括创造收入、创造软实力、实现国内高等教育部门的现代化、提高经济竞争力、建立训练有素的劳动力队伍，最重要的是，向知识经济转型。
Education hubs are the newest development in the international higher education landscape. Countries, zones, and cities are trying to position themselves as reputed centers of excellence in higher education and research. The purpose of this chapter is to examine the complexities of education hubs within the frame of three generations of cross-border education and the broader phenomenon of internationalization. A conceptual analysis interrogates the primary ideas and assumptions underpinning the definition of an education hub and presents a typology of three different types—student, talent, and knowledge–innovation hubs. Highlights of six current education hub countries—United Arab Emirates, Qatar, Botswana, Malaysia, Singapore, and Hong Kong illustrate that a variety of objectives drive countries to prepare and position themselves as an education hub, including generating income, creating soft power, modernizing the domestic tertiary education sector, increasing economic competitiveness, building a trained work force, and, most importantly, transitioning to a knowledge-based economy.