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 articles of International Higher Education (IHE) as of no. 5, July 1996 to current.

Recent Submissions

  • 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).
  • 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.
  • 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.
  • How Is Academic Culture Influenced by Internationalization?

    Benitez, Milena (Center for International Higher Education, 2019-03-13)
    Internationalization processes have an impact on higher education systems and institutions. The mechanisms of these processes—rankings, cooperation, academic mobility, and curriculum reforms—influence teaching and learning, research, and service practice. In turn, academic culture is also impacted: the institutions’ own sets of beliefs, norms, habits, and values. Internationalization processes generate new challenges, tensions, and conflicts, and allow higher education institutions to reevaluate institutional strategies in a global context.
  • Internationalization of Indonesian Higher Education: Recent Initiatives and their Problems

    Sutrisno, Agustian (Center for International Higher Education, 2019-03-13)
    While the Indonesian higher education sector is relatively inward looking in comparison with those of its neighbors in Southeast Asia, the government has been proposing new initiatives to speed up internationalization in an attempt to increase the sector’s quality. However, problems existing in the government policy direction and organizational factors within the universities may mean that Indonesian higher education will remain insular for quite some time. Adapting effective policies implemented in other Asian countries may help Indonesia transform its higher education sector.
  • Critical Thinking and Ideology in Chinese Higher Education

    Du, Xiaoxin (Center for International Higher Education, 2019-03-13)
    This article takes Fudan University in Shanghai, China, as an example to show the complex interaction among players in the process of socialization through political education and academic affairs. The roles of teachers have been split between enforcing political socialization and pursuing academic freedom—alternating between obediently observing political bottom lines and attempting to expand the scope of their academic autonomy.
  • Challenges to Higher Education in Laos and Cambodia

    Hayden, Martin (Center for International Higher Education, 2019-03-13)
    The higher education systems in Laos and Cambodia have been expanding rapidly over recent years, but with increasing reliance on a teaching-only private higher education sector, the quality of which is extremely variable. Public-sector higher education institutions, though generally considered more prestigious to attend, are severely constrained by a lack of institutional autonomy and limited budgets, and so their quality is also a matter for concern.
  • International Baccalaureate in Japan and Asia

    Ishikura, Yukiko (Center for International Higher Education, 2018-12-05)
    The International Baccalaureate (IB) offers internationally recognized programs that prepare students to think and act critically and independently as internationally competent individuals. IB has recently undergone a rapid worldwide expansion as an increasing number of educational systems are recognizing the value of nurturing globally prepared citizens. Japan, in particular, has witnessed a recent increase in the spread of IB programs because of the government-initiated push to increase the number of IB schools to 200 by 2020. The IB Dual Language Program (English and Japanese) was created to support this initiative. This article sheds light on the trend of IB expansion worldwide through the lens of the Japanese experience and addresses challenges and opportunities that this expansion has brought to Japanese higher education.
  • International Student Mobility in Israel

    Bamberger, Annette (Center for International Higher Education, 2018-12-05)
    The government of Israel is seeking to double the number of incoming international students. This article outlines the antecedents of this policy and identifies issues that are emerging as the state seeks to broaden the nature and purposes of internationalization. It problematizes the policy and raises questions concerning the development of international student mobility in Israel.
  • English-Taught Bachelor’s Programs in Europe

    Sandstrom, Ann-Malin (Center for International Higher Education, 2018-12-05)
    In less than a decade, Europe has witnessed a 50-fold increase in the number of English-taught bachelor’s programs (ETBs). ETBs refer to programs that are taught in English and result in a first-cycle postsecondary education diploma. This development has sparked debates about their value and purposefulness. Yet, research conducted by the European Association for International Education (EAIE) and Study Portals, English-taught bachelor’s programs—Internationalising European higher education (2017), has shown that the overall effect of ETBs on higher education institutions and the higher education sector in general has been positive.
  • Hybrid Internationalization in Korea: A Promising Development?

    Lee, Hee Kyung; Rhee, Byung Shik (Center for International Higher Education, 2018-12-05)
    This article presents and analyzes a newly developed model of inbound internationalization of higher education in Korea—a demand-based, locally oriented, hybrid model of internationalization. This model combines existing features of internationalization—the typical study-abroad model in which international students are taught in the host country’s primary language and the decade-long Korean internationalization model, in which international students are educated in separate academic programs—with recently developed, demand-based educational programs. While conventional, English-language-driven internationalization strategies such as increasing the number of English as a medium of instruction (EMI) courses still exist, this hybrid model is becoming popular among Korean higher education institutions. Yet, although this model may seem better than conventional strategies, it still does not solve a main challenge of internationalization, academic capitalism—and it even reproduces it. This article is meant to help higher education institutions in developing countries whose primary language is not English to develop new internationalization strategies.  
  • International Higher Education Research and Comparative Analysis

    Kosmützky, Anna; Krücken, Georg (Center for International Higher Education, 2015-01-01)
    The article investigates whether international comparative higher education research has grown considerably during the past two decades. It reports the outcomes of a recent bibliometric study which found three key characteristics of international comparative higher education research: a relatively steady state, a larger share of international collaborative articles in international comparative research compared to non-comparative research, and a preference for small-scale country clusters for comparison.
  • Battle of the Brand: Independent “American” Universities Abroad

    Long, Kyle A. (Center for International Higher Education, 2018-09-11)
    Over the past quarter century, dozens of entrepreneurs, academics, clerics, and politicians around the world have established private colleges that brandish the American name. This surge of activity has irritated the historic standard-bearers of American higher education overseas, who worry that bad faith imposters will sully their hard-earned individual and collective reputations. This article describes the challenges posed by coattail riders and identifies other common problems among independent American universities abroad.
  • Definitions of Transnational Higher Education

    Wilkins, Stephen (Center for International Higher Education, 2018-09-11)
    Transnational higher education involves providers and programs crossing national borders. The providers take a variety of forms, with different ownership structures, objectives, strategies, disciplines, and types of student. The purpose of this article is to identify the different types of transnational education providers, so that these institutions can be categorized and defined. The focus is only on institution mobility, and therefore program mobility—such as distance education, franchised programs, and joint or dual degrees—are outside the scope of the article.
  • Teaching in Indian Higher Education: Six Principles for Improvement

    Mandal, Sayantan (Center for International Higher Education, 2018-09-11)
    While traditional, information-oriented lectures have been the de-facto practice in Indian higher education institutions (HEIs), they are often not effective in imparting learning. There is a need to reform instruction in colleges and universities, focusing on effective teaching and learning methods. As a first step in that direction, a national study of selected public HEIs attempts to assess the current state of teaching by focusing on different teaching practices at the undergraduate and master’s (graduate) levels. The study reflects on issues and challenges and suggests six principles to help improve teaching in Indian college and universities. This is a synthesis of the research, based on empirical evidence.
  • Measuring Education Quality in Global Rankings: What’s the Likelihood?

    Altbach, Philip G.; Hazelkorn, Ellen (Center for International Higher Education, 2018-09-11)
    Can the global academic rankings measure teaching quality? The major academic rankings have been adding measures of teaching quality—such as teacher-student ratios. We argue that it is not possible, at least now, to accurately measure teaching quality in a cross-national context. We recommend that the rankings cease measuring something that cannot, at this time, be evaluated.
  • Graduate Student Learning Abroad: Emerging Trend?

    Dirkx, John M; Millar, Kristin Janka; Berquist, Brett; Vizvary, Gina (Center for International Higher Education, 2014-09-01)
    Within the United States and around the world, universities are increasingly sending their graduate students abroad. But we know relatively little about the learning derived from these international experiences or how they contribute to graduate-level education. Researchers at Michigan State University have begun to explore this “black box” of internationalization, providing some answers and raising more questions.
  • APEC’s Bold Higher Education Agenda: Will Anyone Notice?

    Ziguras, Christopher (Center for International Higher Education, 2014-03-17)
    APEC is becoming increasingly interested in fostering greater cooperation and exchange in higher education across the Asia Pacific region. This article describes the genesis of that interest and points to some ongoing tensions that will continue to complicate regional initiatives.
  • Study Abroad Fever Among Chinese Students

    Qiang, Zha (Center for International Higher Education, 2015-03-25)
    The numbers of Chinese students choosing to study abroad continues to increase. This article discusses some of the factors creating this demand, and argues that it will continue. One of the main groups are undergraduates who are going abroad for study.

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