Within the context of broad literature on cross-border flows for higher education, this article examines the distinctive case of mainland Chinese students in Hong Kong and Macau. These territories are a sort of bridge between the fully domestic and the fully international. Hong Kong and Macau higher education plays a dual role, as a destination in itself for higher education and as a stepping-stone for students’ further international development. Patterns in Hong Kong are slightly different from those in Macau, and the territories may thus be usefully compared with each other as well as taken as a pair for comparison with other parts of the world. The paper begins by noting the literature on the ways that push and pull factors influence student mobility, and then turns to motivations in pursuit of academic and professional growth, economic benefit, individual internationalisation, and enhanced social status. The paper shows that flows of mainland Chinese students are driven by both excess and differentiated demand. Analysis of the distinctive features of this pair of territories adds to wider conceptual understanding of the nature of cross-border flows for higher education.

http://www.ses.ecnu.edu.cn/picture/article/148/57/ee/a7faed434c058109a8c983e78def/775fb62c-7b71-46d9-9812-ce760265505a.pdf

Cross-border flows of students for higher education: Push-pull factors and motivations of mainland Chinese students in Hong Kong and Macau

The Third Mission of the university: A systematic literature review on potentials and constraints

In research in cross-cultural psychology, international education is largely understood as an “adjustment” to host country norms and institutions, a notion that prioritizes social order and stability. The student is seen as in deficit in relation to these norms. The student’s home country identity becomes seen as a barrier to be broken down. In contrast, this article sees higher education, and within that international education, as a process of self-formation within conditions of disequilibrium in which student subjects manage their lives reflexively, fashioning their own changing identities, albeit under social circumstances largely beyond their control. International students form their self-trajectories somewhere between home country identity (which continues to evolve in the country of education), host country identity, and a larger set of cosmopolitan options. In piloting their pathways they draw on multiple identities and fashion new forms of hybrid identity. The article highlights the need for int...

Student Self-Formation in International Education:

The growing importance of knowledge, research and innovation are changing the social role of universities in the globalized world One of the most popular concepts used to approach these changes in post-industrial and post-modern societies is the concept of ‘Knowledge Society’ In this paper, we will analyse the roles higher education is expected to play with regard to various knowledge society discourses We will begin with analyzing the uses of knowledge society as an intellectual device and continue by reflecting on how changes in higher education are related to knowledge society discourses in national, regional and global levels In the final section we will reflect on current challenges and expectations generated within these discourses for higher education and the implications these expectations have for higher education research

https://www.jstor.org/stable/pdfplus/40269077.pdf

Knowledge society discourse and higher education

This article, which serves to introduce the special issue on “Contesting Coloniality: Rethinking Knowledge Production and Circulation in Comparative and International Education,” brings to the fore the rarely acknowledged colonial entanglements of knowledge in the field of comparative and international education (CIE). We begin by showing how colonial logics underpin the scholarship of one of the field’s founding figures, Isaac L. Kandel. These logics gained legitimacy through the Cold War geopolitical contexts in which the field was established and have shaped subsequent approaches including the much-debated world-culture approach to globalization in education. The article then reviews decolonial, postcolonial, and southern theory scholarship as an intellectual resource upon which CIE scholars and practitioners can draw to tackle these active colonial legacies. We situate the contribution of this special issue within this larger intellectual movement and call for a major collective rethinking of the way ...

/pdf/toward-a-postcolonial-comparative-and-international-3pclm80u9o.pdf

Toward a Postcolonial Comparative and International Education

Globalization is a multifaceted phenomenon, and one of its major components is the internationalization of education. The increasing pace and complexity of global knowledge flows, and the accelerat ...

Internationalizing Higher Education : critical explorations of pedagogy and policy

Internationalizing Higher Education

For the a cademi cw ith a taste f or adventure, an insatiable desire to know and experience a wide range of exotic ‘others’, a willingness to board the entrepreneurial bandwagon, a hankering after airport departure lounges, and an immunity to the effects of long term exposure to radiation at 10,000 metres above sea level, the internationalization of higher education is an enticing and intoxicating cocktail of possibilities. From teaching intensive residential school so ff-shore in the ‘glitz and glamour’ of Hong Kong, to educational consultancies in remote Kingdoms ‘lost in time’, to the mad cap intellectual menagerie of massive academic conferences in Montreal, to the exquisite pleasure of witnessing the graduation of one’s on-shore international students, the internationalization of higher education appears to provide increasing opportunities for academics to become global travellers, makers of difference, effectors of personal change, and facilitators of social progress. Indeed, if some programs are to be believed, it provides elusive opportunities to be peddlers of poverty alleviation practices and dispensers of sustainable development. Under internationalization, the world is our oyster, or perhaps, our garden, in which we sow the seeds from the fruits of our academic labours: powerful knowledges, proven (best) practices, and established systems of scholarship, administration and inquiry. Of course, the preceding description is only one reading of the internationalization of higher education, and the main purpose of this volume is to trouble such unproblematized notions and to provide more critical readings and explorations of the process. Internationalization has been the subject of study and comment in a range of academic fields, including comparative education. The relationship between interd nationalization and comparative education is both complex and dynamic. For decades, comparative educators have been concerned that the field of comparative education

Introduction: Critical Engagements with the Internationalization of Higher Education

The field of comparative education continues to struggle with its identity and relevance in the face of new thinking about education, society, colonialism, and development. Ideas from postfoundational thinking—postmodernism, poststructuralism, and postcolonialism—are particularly important, because they tend to challenge common comparative education metanarratives of progress, modernity, dominance, and subordination that have been the lifeblood of the major sets of ideas in comparative education. While these new and important ideas have begun to be applied to issues and problems in many educational fields, the extent and importance of their uptake in comparative education remains a subject of substantial debate.

https://www.jstor.org/stable/10.1086/376538

Postmodernism debates and comparative education: A critical discourse analysis

Educational Research Undone: The Postmodern Embrace by Ian Stronach and Maggie MacLure. Buckingham: Open University Press, 1997. 193 pp. $29.95 (paper). ISBN 0-335-19433-8. The three books reviewed in this essay present, in distinct forms, the intersections of educational philosophy and research with the postpositivist landscape as interpreted by the authors. Why should we, as comparative educators, be interested? As educators we deal with the very human processes of learning, communicating, creating, and enabling knowledge; we simultaneously deal with the institutions that embody and encode those processes. As comparative educators, we encounter these processes and institutions on a global level. Whatever the reasons for which we study education within our own nations or beyond them, it is the whole world that remains our stage. Understanding the complexity of the view from such a platform, however, is the very key to what we think we can achieve. Situated as we are in several worlds, it seems detrimental for any one or two paradigms to dominate what and how we teach and how we conduct and legitimate research. Educational theory since the 1950s has been largely influenced by modernist, positivist, and functional theoretical approaches, and comparative education as a discipline has reflected this dominance. Postpositivist approaches have been debated across disciplines other than education and, with some exceptions,1 largely to the exclusion of the participation of comparative education. As Val Rust points out, this has been to the disadvantage of the field as an academically inquiring one.2 The books reviewed here present a gateway through which to further develop the discussion of other ways of approaching our research and teaching as comparative educators.

Postpositivist Theorizing and Research: Challenges and Opportunities for Comparative Education

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