Impact Of Globalisation On Higher Education

The increase in cultural diversity and promotion of global understanding in Australia, is reflected through the educational systems and their growing acceptance of international students. According to Australian Education International (AEI), the size of the international student population in

A national change to “a fair and inclusive system that makes the advantages of education available to all, [as it] is one of the most powerful levers [in making] society more equitable” (OECD 2008). This Australian wide change can then lead to a global education revolution that involves all classes, gender and intellect to break poverty cycles and provide equal opportunities for all.

The Melbourne Declaration and its precursors, the Adelaide and Hobart Declarations, can be envisioned as being policy substitutes for broader socio-economic reform (Connell, 2011). The Human capital theory, which asserts that education is an investment that will be reap benefits in the future, is ingrained within the Melbourne declaration policy, were individuals are only seen as rational, depending on their economic viability (Carnoy 1995). The aims of the policy in relation to global competition is directly influenced by the growing trend towards globalisation were even education is being viewed as a commodity to be placed onto a quasi-market were the consumers, being the students and parents, regulate levels and discourse of competition. This is associated with the emerging "knowledge economy", were this substitutes for a ground basis of the 21 century economy, particularly in Australia's favour since production in our nation has fallen way side over the last quarter century. Economic competitiveness is exemplified throughout the rhetoric of the declaration were students driven to become "employable" and an obsession to outrank other nations (MCEETYA, 2008, pp.4-5). Students are seen as potential human capital to be enlisted and assist in the recovery, growth as well as

Globalization has accompanied by increasing numbers of people moving across the borders for various reasons. The clear majority crossing the border are students. This is due to the fact that it is not only encouraged by the government but for the purpose of a higher education and it is also has become part of the “global marketplace, with the World Trade Organization.” In 2004, approximately 2 million students were enrolled in institutes of higher education outside their country or origin. This number just keeps increasing over time. There are still people that leave the country of citizenship and move to another country. According to Doty’s article this is due to the fact that “some types of immigration are also welcome and facilitated

It is my duty to my future students to understand their perspective and remain on top of research and strategic models that can improve their classroom experience and foster their learning. Only by first adapting my classroom and teaching practice to effects of globalization can I hope to better prepare my students and ensure they are successfully able to live up to the potential, so that no student in my classroom has the experience of falling into the “nowhere,” such as Baman (2007)

Australia is a leading universal education powerhouse with some of the world’s best facilities and lecturers, providing local and overseas students with a range of quality study options. Australian Universities feature in the top 50 ranked universities in the world in the following study areas.

During my quest for this research study, I was introduced to various thoughts, ideas and studies which further helped me to do an in depth analysis of the topic. Many literatures have been studied by me as part of

Australia is a leader in Tertiary Education initiatives in research, innovation and reforms. The development of a national flexible framework has improved flexible learning and distance education. Increase in effective use of Information, Communication and Technology (ICT) based learning has been fuelled by employer 's hesitation to release trainees during working hours (Chinien, 2003). In the present technological environment, Australia recognises quality education and training is a critical issue.

21st century. It is undergoing some major transformations and developments which are mainly effected by Globalization. Such as, international education, global capitalism, spread of culture and media, trade and work. Thus, it’s crucial to interpret the term of Globalization, which becomes a major backdrop of other phenomenon, including high education. Certainly, higher education provides prerequisite skills and higher life

The internationalisation of Higher Education is a mainstream focus, however a review of the literature highlights issues of concerns to some scholars and researchers. Callan (2006) states that “a reading of the literature on the internationalisation, both European and world-wide (particularly North America) shows that…. the concept has been understood and applied in a highly variable fashion” (Callan,2006, p. 16). Kehm and Teichler (2007) concur, postulating that the internationalisation of HE is fraught ‘with strong political undercurrents’ embracing transnational and off-shore campuses and issues of cultural diversity and quality control (Kehm and Teichler, 2007, p. 261). Careful analysis of the literature would seem to support Knight’s view that “Internationalisation is changing the world of Higher Education and globalisation is changing the world of internationalisation” (Knight,2004, p.5).

Geographic areas are the most promising feature that attracts foreign students to enrol in European countries, especially the UK. The figures represent that 48% of the students enrol from North America. With this figure, another important aspect is present that explains how America only enrols 22% of the international students and 48% of the local citizens of America prefer to study in other European countries. The internationalization of universities has helped in attracting more international students in the countries. The UK has a promising feature that explains that the students will have a higher

Regardless of the financial costs of education, statistics show in the years from 1983 to 1996 numbers of students in tertiary education doubled and retention rates within secondary schooling reached new heights, rising from 40.6% in 1983 to 71.3% in 1996 (Jamrozik, 2009), clearly placing education as a high value within the Australian society and becoming a lifetime pursuit for many people. However historically, the changes that have occurred over the years, have reinforced Australia’s problem with social inequalities within the education system.

There is a prevalent trend of students going abroad for further study in the UK. In fact, the UK has become the second most common option for overseas students to study which is just behind the United State（King et al., 2010). According to the data from UK Council for International Student Affairs (UKCISA) (2015), 19 percent of the students in the UK are from abroad. Studies have shown that oversea study experience can help students improve English proficiency, gain cultural experience, enhance individual competency, construct self-consciousness and notional consciousness, embrace diversity, and promote the sense of responsibility (Rhodes et al., 2012).

The advantage of widespread education is the cultivation of international skills and attitudes, contributing to the values of university education.

Thus, globalisation is a dynamic of various interlinked processes operating on a planetary scale. The various dynamics of globalisation, always operating simultaneously, have serious implications for, and influences on, higher education (Altbach, 2004; Maasen & Cloete, 2002; Marginson & Rhoades, 2002; Vaira, 2004). For this paper, the important question is: How are the forces driving the (financial) restructuring of higher education being driven by processes of globalisation? The dynamics of globalisation circumscribe the various education policy shifts witnessed recently in education, in general, and higher education, in particular. Therefore, globalisation has become a key concept with which to interpret, inter alia, policy changes affecting higher education. Some of the aspects of globalisation impacting upon higher education include the hegemonic rise of English as the language of scientific communication (Altbach, 2004), advancements in information communication and technology, and the hegemonic rise of neo-liberalism as the de facto economic mode of the late twentieth century and the twenty-first century (Castells, 1996; Friedman, 1999; Fukuyama, 1992; Scholte, 1997; 2000). As far as higher education funding policies are concerned, the establishment of neo-liberalism as the de facto economic mode could be said to be of the greatest impact (Carnoy, 2000; Henry et al. 2001; Maasen &