Global Position and Position-taking in Higher Education: The Case of Australia
Global Position and Position-taking in Higher Education: The Case of Australia
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高等教育的全球定位和定位：澳大利亚案例
DOI：
10.1007/978-94-007-1500-4_20
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
S. Marginson
中科院分区：
文献类型：
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作者：
S. Marginson
1990至2007年间，澳大利亚的S在全球跨境学位市场的份额从1%上升到7%(OECD，2009年)。全额付费留学生占澳大利亚国内招生人数的五分之一，教育已成为澳大利亚S的第三大出口商品。澳大利亚定位为亚洲边缘的英美体系，在价格、地理位置、安全和气候方面有别于美国和英国的教育，而不是学术内容。经济增长的供给侧驱动因素是：大学的公共资金长期减少--澳大利亚是经合组织中唯一一个在1995至2002年间大幅增加私人资金和大幅减少公共资金的国家--在经济上依赖外国学生，并将大学领导者定位为商业模式和出口增长的驱动力；以及在外国学校放松价格和数量管制的背景下，为学生提供创业、营销和非学术服务。但澳大利亚高等教育在研究和博士教育方面的全球地位不如在全球跨境学位市场上那么强大。澳大利亚S政策驱动的全球定位可能会对其知识经济的长期全球地位产生负面影响，并限制其研究型大学可用的定位战略。
Between 1990 and 2007 Australia ’s share of the global market in cross-border degrees grew from 1 to 7% (OECD 2009). Full fee-paying foreign students constitute one-fifth of on-shore enrolments and education has become Australia ’s third largest export. Positioned as an Anglo-American system on the edge of Asia, Australia has differentiated itself from education in the USA and UK on the basis of price, location, safety and climate, rather than academic content. The supply-side drivers of growth have been a prolonged reduction in the public funding of universities—Australia is the only OECD nation that both markedly increased private funding and markedly reduced public funding between 1995 and 2002—which installed economic dependence on foreign students and positioned university leaders as drivers of the business model and export growth; and entrepreneurship, marketing and non-academic servicing of students in the context of price and volume deregulation of foreign places. But the global position of Australian higher education is less strong in research and doctoral education than in the global market in cross-border degrees. Australia ’s policy-driven global positioning may have negative implications for the longer-term global standing of its knowledge economy and limit the position-taking strategies available to its research universities.