Centre for Global Higher Education 2024-2029

在全球范围内，越来越多的人上大学。联合国教科文组织估计，到2022年，有2.543亿人接受高等教育，这一数字在20年内翻了一番。然而，全球42%的年轻人入学率掩盖了--甚至产生了--鲜明的鸿沟。在国家内部和国家之间，入学、升学、学习成果和就业能力的水平差别很大。对于那些无法接受高等教育的人来说，落后的感觉很强烈。不可持续的学生债务，大学融资不足，以及对毕业生就业能力的质疑都占据了新闻。高等教育和科学的发展虽然为许多人提供了机会，但也加剧了社会、政治和经济的分裂。许多高等教育系统的财政可行性越来越受到质疑，政策挑战是平衡公平、质量和负担能力。自2015年以来，全球高等教育发生了很大变化。部门的进一步增长强化了体制等级、研究不平等和社会鸿沟。全球科学体系边缘化并排斥其他形式的知识。气候危机加剧了。英国大学在经济上依赖于国际学生的学费，而这些学生及其家庭很容易受到移民政策突然变化的影响。政客们已经把那些从高等教育中受益的人和那些无法参与高等教育的人之间的鸿沟武器化了。大学陷入了两极分化的政治辩论，在决定录取谁、教什么以及如何保护言论自由方面受到了来自各方的攻击。近十年来，全球高等教育中心（CGHE）对高等教育系统，学生学习和研究以及高等教育如何塑造人和社会进行了研究。来自五大洲16所不同大学的30名研究人员组成了一个积极参与的网络，编写了数百份工作文件、文章和书籍。这项工作已经产生了证据，并形成了从毕业生技能到高等教育系统设计，从大学的“公共利益”到英国脱欧的影响等主题的辩论。CGHE通过国际研究合作，倡导对不断发展的全球高等教育格局进行跨学科和比较研究。它的研究项目集中在概念问题以及主导新闻的“大问题”上。高等教育面临的复杂政策挑战需要跨学科、比较甚至全球性的研究。在未来五年中，CGHE将扩大其政策重点，即公平，质量和负担能力之间的关系。得益于其与兰开斯特、伯明翰、伦敦大学学院和香港岭南大学等大学合作伙伴的政策专业知识，CGHE将推出一个新的CGHE政策中心。解决政策挑战在英国（如学生债务，在区域资金的差异，进入大学和学术生涯的可持续性）和国际（如援助流向高等教育，欧洲大学一体化，在全球科学的不平等）这个政策中心将最大限度地提高现有和未来的研究的影响。充分利用其全球知名度和沟通形象，CGHE还将帮助其早期职业研究人员社区发展他们的政策素养，扩大他们的政策网络，并建立他们的知识交流技能。长期目标是支持来自世界各地的下一代高等教育研究人员开展创新的，以影响为重点的研究。

Across the planet, ever more people attend university. UNESCO estimates that in 2022, 254.3 million people were enrolled in tertiary education, a number that has doubled in 20 years. Yet the global enrolment ratio of 42% of young people disguises - and even generates - stark divides. Levels of access, progression, learning gain and employability range hugely within and between countries. For those unable to access tertiary education, the sense of being left behind is acute. Unsustainable student debt, inadequate university financing, and questions about graduate employability all dominate the news. The growth of higher education and science, while providing opportunities to many, also exacerbates social, political and economic divisions. The financial viability of many HE systems is increasingly in question, and the policy challenge is balancing equity, quality and affordability. Even since 2015, much has changed within global higher education. Further sector growth has reinforced institutional hierarchies, research inequalities and social divides. The global science system marginalises and excludes other forms of knowing. The climate emergency has deepened. UK universities are financially reliant on international student fees, whilst these students and their families are vulnerable to sudden shifts in immigration policy. Politicians have weaponised the divide between those who have benefitted from higher education, and those unable to participate. Universities have become entangled in polarised political debates, attacked from all sides over decisions about who to admit, what to teach, and how to protect freedom of speech. For almost a decade, the Centre for Global Higher Education (CGHE) has carried out research on tertiary systems, student learning and research, and how higher education shapes people and societies. An active and engaged network of 30 researchers from 16 different universities on five continents have produced hundreds of working papers, articles and books. This work has generated evidence and shaped debates on topics ranging from graduate skills to tertiary system design, from the 'public good' of universities to the impact of Brexit. CGHE has championed the interdisciplinary and comparative study of an evolving global higher education landscape, through international research collaborations. Its research projects have focused on conceptual questions as well as the 'big issues' that dominate the news. The complex policy challenges facing tertiary education need interdisciplinary, comparative and sometimes global study. In the next five years CGHE will amplify its policy focus on the relationship between equity, quality and affordability. Benefitting from the policy expertise of colleagues in its partnership of universities, including Lancaster, Birmingham, UCL and Lingnan university in Hong Kong, CGHE will launch a new CGHE Policy Hub. Addressing policy challenges in both the UK (such as student debt, disparities in regional funding, access to university and the sustainability of academic careers) and internationally (eg aid flows to HE, European university integration, and inequalities in global science) this Policy Hub will maximise the impact of existing and future research. Making the most of its global visibility and communications profile, CGHE will also help its Early Career Researcher community develop their policy literacy, extend their policy networks and build their knowledge exchange skills. The long-term aim is to support the next generation of higher education researchers from across the world to carry out innovative, impact-focused research.