International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world. Each edition also includes short abstracts of new books and other publications of relevance to the global higher education community. IHE covers an extensive array of topics and is interested in all geographic regions. Our aim is to expose readers to a broad range of issues and concerns facing contemporary higher education, and to provide timely, accurate, and insighful analyses of key higher education developments across a diverse global context.

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The Globethics.net library contains no. 5(1996) July-no. 99(2019). As of no. 100 the journal is published by DUZ Medienhaus and available at:https://www.internationalhighereducation.net

Recent Submissions

  • China’s English-Language Journals in Human and Social Sciences

    Li, Mengyang; Yang, Rui (Center for International Higher Education, 2019-09-17)
    Since the 2000s, China has been establishing English-language academic journals at a fast pace to further internationalize research. Reporting findings from an investigation on the current state of such journals in the humanities and social sciences, this article shows the great challenges that they face in the hierarchical global structure of knowledge production. Struggling between international ambition and local commitment, these journals try to balance realistic strategies to enhance international impact with orientation to Western research agendas and their long-term commitment to empowering Chinese researchers to become global.
  • Post-18 Education and Funding in England

    Callender, Claire (Center for International Higher Education, 2019-09-17)
    In May 2019, the government-commissioned report on Post-18 Education and Funding in England was published. Here we outline the report’s main recommendations for both higher and further education funding, which seek to tackle the disparity between the 50 percent of young people who participate in higher education and the other 50 percent who do not.
  • “More with Less” in Higher Education in Mexico

    Rodríguez Gómez , Roberto; Maldonado-Maldonado , Alma (Center for International Higher Education, 2019-09-17)
    This article analyzes the higher education agenda of the government of Andrés Manuel López Obrador in Mexico as a case of a neopopulist regime. The authors review the trajectory of the agenda, considering campaign promises, the budget projected for higher education during the first year of his presidency, the constitutional educational reform, and the first public policy actions. It reflects on the difficulty to conduct reforms under heavy financial constraints.
  • Engaging the Ethiopian Knowledge Diaspora

    Woldegiyorgis, Ayenachew A. (Center for International Higher Education, 2019-09-17)
    Although there is a consensus that Africa has considerable intellectual resources in its diaspora, the benefit that the continent is garnering from it is limited for different reasons. The political climate in several countries and the absence of well-articulated strategies are among the main factors preventing the African knowledge diaspora from engaging with their home countries. Even when, occasionally, political relations improve—such as currently in Ethiopia, diaspora engagement in higher education is challenged by routine issues such as bureaucratic processes, the absence of a coordinating body, and a mismatch between demand and supply.
  • Indian Research Universities and Global Rankings

    Jalote, Pankaj (Center for International Higher Education, 2019-09-17)
    There is a strong desire, in countries like India, to see some of the best national research institutions recognized among top universities globally. In this article, we show that the age, size, and funding profile of top Indian institutions is radically different from that of the top 200 global universities. Top global universities are generally old, large in size, and well-funded—while Indian institutions are generally quite young, small in size, and have modest funding. The article suggests that top Indian universities might make it to global rankings if the two parameters that are in control—size and funding—are aligned to the global pattern.
  • What Works to Reduce Inequality in Higher Education?

    Geven, Koen; Herbaut, Estelle (Center for International Higher Education, 2019-09-17)
    Policy makers are increasingly searching for ways to reduce inequality in higher education. There is now a sizeable and high-quality body of literature that estimates the effects of interventions on access and completion in higher education. Our new paper reviews 75 quasi-experimental studies and rigorously compares more than 200 causal effects of outreach and financial aid interventions on disadvantaged students. We found that outreach and financial aid can both work, but important lessons should be learned from interventions that do not show an effect. In this article, we first provide an overview of the main mechanisms driving exclusion, both in terms of access to and completion from higher education. We then summarize the evidence for policy makers, highlighting key lessons, while we also indicate directions for future research.
  • Reforms in France: When Competition and Cooperation Clash

    Musselin, Christine (Center for International Higher Education, 2019-09-17)
    France has experienced two major waves of reforms in the past fifteen years. The first one enhanced cooperation at the local level and the second increased the level of competition. This paper describes these reforms and analyses how they interfered one with another.
  • Full Issue

    Altbach, Philip G. (Center for International Higher Education, 2019-09-17)
    No abstract
  • New Publications

    Altbach, Philip G. (Center for International Higher Education, 2019-09-17)
    No abstract
  • Why India Will Fail to Attract Global Faculty

    Altbach , Philip G.; Mathews , Eldho (Center for International Higher Education, 2019-09-17)
    India is trying to attract international faculty to teach and do research in Indian universities. The challenges of this initiative are considerable, including low salaries, government regulations and bureaucracy, and a lack of appropriate infrastructure.
  • The Internationalization Agenda of African Universities in the Next Decade

    Andoh, Harris; Salmi, Jamil (Center for International Higher Education, 2019-09-17)
    Since the late 2000s, a growing number of African universities have put the international dimension at the heart of their strategic agenda. Flagship and national universities have created offices for deputy vice chancellors or directors, directorates, and centres for internationalization and strategic partnerships, and moved from a narrow focus on student mobility programs to research partnerships with universities in industrial countries as a way of building their capacity and improving their position on the global stage.
  • Global Student and Talent Flows: Reexamining the Brain Drain Equation

    Bhandari, Rajika (Center for International Higher Education, 2019-09-17)
    At a time when the student mobility landscape is poised to undergo significant changes, this article argues that it is time to revisit the brain drain issue and examine the fundamental ethics, assumptions, and power dynamics that underpin student mobility, thus ensuring that the mobility of students and talent is based on principles of access, equity, and inclusiveness.
  • International Graduate Outcomes in the United Kingdom

    Stern, Vivienne (Center for International Higher Education, 2019-09-17)
    The United Kingdom’s International Education Strategy sets a target to attract 600,000 international students by 2030, an increase of 30 percent. With Brexit, there is a sharper awareness across government of the benefits that international students and graduates confer in economic terms and in long-term positive influence on perceptions of the United Kingdom itself. To reach this target, the country needs to offer opportunities for international graduates to remain in the United Kingdom and work for a period post graduation. It also needs to understand, and where possible improve upon, the strength of its offer to prospective international students.
  • Quality and Equitable Access: Insights from Indonesia

    Brewis, Elisa (Center for International Higher Education, 2019-09-17)
    Sustainable Development Goal 4 calls for equal access to quality higher education. How this can be achieved in practice remains a major policy question. This article presents the case of accountability reform in Indonesia, offering insights as to how the twin policy objectives of teaching quality and equitable access can be addressed. Evidently, accountability mechanisms have empowered the state to regulate both teaching quality and equitable access. The key is holding both state and private institutions to account to maximize system-wide impact.
  • Religion, a Major Driver for Forced Internationalization

    Ergin, Hakan; De Wit, Hans (Center for International Higher Education, 2019-09-17)
    Today's global phenomenon of forced displacement, at a record high since World War II, has resulted in refugees struggling for access to higher education around the world. Refugees form an untraditional category among international students and force policy makers to employ uncommon drivers to both support their access to universities and handle any possible local societal tensions. Using the case of Syrian refugees' access to higher education in Turkey, this article discusses how religious motivation can enhance refugees' access to higher education in a host country.
  • Concentration of Institutions and Urban Bias in India

    Varghese, N.V.; Panigrahi, Jinusha (Center for International Higher Education, 2019-09-17)
    Higher education development in India shows signs of concentration and urban bias. As in many countries, the permeation of market processes and proliferation of private higher education institutions seem to have contributed to increased regional inequalities. Relying on the concentration ratio, a measure developed by a CPRHE/NIEPA research study, this article discusses the nature and extent of regional inequalities in the current provision of higher education and identifies locations to be prioritized for establishing new institutions to level off regional inequalities in the future.
  • The #MeToo Movement as a Global Learning Moment

    Regulska, Joanna (Center for International Higher Education, 2018-06-11)
    This article places the #MeToo movement within the context of global learning. Given the global nature of sexual harassment, sexual assault, and violence against women, it asks what responsibilities we have as international educators. It raises numerous questions that can be utilized as teaching tools—and it proposes that institutions rethink internationalization strategies and seize this moment of opportunity to create aninclusive and diverse environment conducive to advancing intercultural and intracultural understanding.
  • Gender and Higher Education: Increasing Exposure of Harassment and Pay Gaps

    Hazelkorn, Ellen (Center for International Higher Education, 2018-06-11)
    In Ireland and the United Kingdom, public discourse around issues of sexual harassment and promotion and pay gaps is increasing. A lack of research, combined with a lack of understanding, means the full scale is unknown, and universities lack basic guidelines. Narrow definitions of excellence also shape academic culture. But action is slowly taking hold. The take-away is that nothing moves institutions fasterthan compliance and money.
  • Sexual Harassment at African Higher Education Institutions

    Dranzoa, Christine (Center for International Higher Education, 2018-06-11)
    In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).
  • Sexual Violence in Ethiopian Higher Education

    Woldegiyoirgis, Ayenachew (Center for International Higher Education, 2018-06-11)
    Several studies have shown the shocking extent of sexual violence in the Ethiopian higher education. Situated in the deep-rooted culture of gender bias, the problem is both at institutional and systemic levels. This article proposes a peer-based alternative that empowers students as bystanders in fighting sexual violence on campus.

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