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The United States retains many aspects of a healthy open society, but there are indicators of trouble and deep divisions around the meaning and importance of democratic values. This debate has significant repercussions for universities and their academic communities. In the most-simple terms, there is a red and blue state divide over the role and importance of public institutions, including universities -- red representing largely rural states in which most voters vote Republican and blue being majority Democratic voters, often with one of the two parties having majorities in their respective state legislatures. Then there are so-called purple states in which both parties are vying for dominance, but they are fewer in number. This brief discusses this contemporary dynamic and its implication for higher education and science policy.

China's higher-education system has been shaped in recent years by a trio of factors: the COVID-19 pandemic, the ambitions of Chinese leader Xi Jinping to make his country into an innovation superpower that is loyal to the Communist Party, and western alarm about those ambitions. But a fourth development, the slowing of China's formerly super-charged economy, could play a more prominent role going forward. This article examines these four factors.

While international alliances among research universities are relatively well established, the challenges for the small liberal arts college to execute a meaningful global collaboration can be much more difficult, due both to the much smaller size of the institution, its more limited resources, and its smaller and more intimate culture centered on undergraduate teaching and learning. A new alliance of liberal arts colleges known as the Pacific Alliance of Liberal Arts Colleges (PALAC) was established in 2021 with the purpose to better articulate the global components of liberal arts education, and to collaborate on key projects that will build collective capacity for student-centered liberal arts education that engages with the world's most pressing problems. PALAC contains nine of the best liberal arts institutions from across the Pacific Region, including institutions in China, Hong Kong, Vietnam, Canada, and the United States. This essay describes the origins, motivations, and context of the creation of PALAC, its member institutions, and some of the initial projects planned by the new organization, and goals for global impact for PALAC.

This paper examines how international education (IE) as a tool of government foreign policy is challenged in an era of new geopolitics, where China's growing ambitions have increased rivalry with the West. It compares U.S. and Canada as cases first, by examining rationales and approaches to IE in both countries, second, IE relations with China before conflict and third, current controversies and government policy responses to IE relations with China. The paper concludes identifying contextual factors that shape each country's engagement with IE, but suggests that moving forward, the future of IE in a world of new geopolitics is likely to be far more complex and conflictual.

This paper describes the current criticisms of academic research collaboration between the US and China and proposes a university-led initiative to address those concerns. The article begins with the assertion that bilateral research collaboration has historically benefitted both countries, citing cooperation in virology as an example. The paper continues with a discussion of the criticisms leveled by several US government agencies against the Chinese government, especially with regard to the Thousand Talents Program (TTP). A close examination of publicly available appointment letters under the TTP suggests that Chinese universities are given wide discretion when it comes to defining the specific terms of scholarly collaboration. Along with additional supporting arguments, the paper concludes that the most significant violations of commonly accepted research norms are owing to the behavior of individual Chinese institutions and are not directed by the TTP or the Chinese national government. The paper then suggests several steps for addressing these issues at the university level, beginning with a convening of campus leaders from both countries.

Hong Kong and Singapore are island city-states that exude the complicated tensions of postcolonial nationalism. Both are influenced directly or indirectly by the long shadow of China's rising nationalism and geopolitical power and, in the case of Hong Kong, subject to Beijing's edicts under the terms of the 1984 Sino-British Joint Declaration. Both have productive economies dependent on global trade, and each has similar rates of population density--Hong Kong's population is 7.4 million and Singapore is home to 5.8 million people. It remains to be seen whether Hong Kong's peripheral nationalist identity will be retained, or whether the increasingly assertive influence and control by mainland China will prevail and fully assimilate Hong Kong. But it is apparent that Hong Kong is at a turning point. Throughout 2019, protesters filled the streets of the city, worried about declining civil liberties, specifically Beijing's refusal to provide universal suffrage as promised previously in law and the disqualification of prodemocracy candidates, along with the growing control of Hong Kong's government and universities by Chinese central government designates and fears of an ever-expanding crackdown on dissent. Singapore provides a less dramatic but relevant example of the tension caused by the influx of foreign national students and academics who often displace native citizens, combined with government-enforced efforts to control dissent in universities. And like Hong Kong, the long shadow of China influences the role universities are allowed to play in civil society. The following is an excerpt from the book "Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education" (Johns Hopkins University Press) that explores the implications of nationalist movements on universities in Hong Kong and Singapore. In both, university leaders, and their academic communities, value academic freedom and the idea of independent scholarship. Yet the political environment is severe enough, and the opportunity costs great enough, that they, thus far, remain generally neutral institutions in a debate over civil liberties and the future of their island states. The exception is the key role students have played in the protest movement in Hong Kong, but for how long?

This article examines the rise and fall of a golden age of engagement between American and Chinese institutions of higher education. We assess the political context, examine institutional and demographic variables associated with successful initial joint efforts, and explore why current relationships are unraveling. The authors do not assume alignment in the interests promoting initial cooperation between the United States and China but a convergence of mutual interests. The paper discusses operational realities underpinning support for engagement (a need for coordination in organizational infrastructure, faculty support and what are referred to as "administrative nuts and bolts") associated with meaningful and long-term agreements. We present evidence of a dramatic decline in Sino-U.S. cooperative endeavors in post-secondary education and suggest that a new paradigmatic shift is underway and consider what this might mean for future engagement efforts. Finally, the paper poses recommendations to American institutional leaders for next steps to continue engagement with China.

In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]

As a result of its direct link to the labour market, technical and vocational education and training (TVET) plays an important role in equipping the modern workforce with in-demand skills. This discussion paper aims to inspire the introduction of entrepreneurial learning in TVET towards a fully mainstreamed approach, whereby entrepreneurial learning is integrated into the role, function and delivery of TVET systems for the benefit of all learners. The paper provides insight into the different approaches to mainstreaming entrepreneurial learning and illustrates the contribution of the key pillars that make up the entrepreneurial learning ecosystem. This is supported by a series of practical examples from TVET systems around the world, illustrating how entrepreneurial learning is being transformed into reality by governments, TVET systems, communities, networks, institutions, teachers, trainers and TVET learners. This paper explores five elements of the entrepreneurial learning ecosystem: (1) Developing policy for entrepreneurial learning; (2) Curricula and pedagogies; (3) Supporting teachers and trainers; (4) Learning modes other than formal curricula; and (5) Career paths and start-ups.

In spite of efforts to improve the quality of early childhood education for girls and boys globally, incorporating a gender perspective--particularly in teacher policies--remains a gap, including in China. This inattention to early childhood poses an additional barrier for countries to achieve quality education and the United Nations Sustainable Development Goals. In China, gender parity in primary and lower secondary education was achieved almost a decade ago. However, gender-based inequalities in education processes and outcomes--e.g., biased sex ratio at birth, different education aspirations, labor market discrimination, and restricted female leadership--persist as a result of deeply entrenched gender stereotypes that are formed early in life. The next step to improving gender equality in China is to provide a quality, gender-sensitive education for a harmonious and sustainable society. Fortunately, the Chinese government is promoting gender equality in schools and is set to develop policies in early childhood education and teacher quality. This paper highlights the gaps and opportunities in bringing gender equality into early childhood teacher policy in China. Drawing from a review of global examples, the paper concludes by outlining aspects at the education system and pedagogical levels to ensure gender-responsive teaching and learning for all kindergarten children so China can build upon its sustainable approach to gender equality and education development.

The employability of college students is one of postsecondary education's most pressing concerns in the United States and China, especially when it comes to the possible over-production of bachelor's trained students and "skills gaps" where jobs go unfilled due to inadequately prepared graduates. In response, policymakers are focusing on developing students' human capital, in the form of credentials and cognitive skills acquired in technical colleges, so that higher education becomes more aligned with workforce needs. However, the focus on completion and pathways overlooks the role that non-cognitive skills and contextual factors may play in student employability. In this exploratory study we use a cultural capital framework to examine how a group of technical college educators and employers in a large eastern Chinese city conceptualize skills, cultivate them via teaching and training, and utilize them when making hiring decisions. Inductive thematic analyses of interviews, classroom observation, and notes from factory tours with eight educators and two employers revealed the importance of a cultural perspective. Findings include a shared view that both cognitive and non-cognitive skills are essential, a cultural predisposition to lecturing but also a growing use of active learning techniques, and the importance of "cultural fit" during the hiring process. The data are used to advance a new cultural framework for conceptualizing college student employability, which indicates that improving students' prospects in the labor market requires integrating non-cognitive skills development in technical college classrooms, and advising students about the cultural underpinnings of the job search process. Finally, implications of different approaches to correcting "skills gaps" in China and the United States, particularly the varying emphases on structural and/or pedagogical reform strategies evident in each country, are considered in light of the need for all students to acquire both cognitive and non-cognitive skills for long-term success.

This paper focuses on China both as an object and a subject in the globalization of higher education and the sometimes paradoxical nature of the country's policies in this respect. How is the Chinese perspective on globalization shaping its agenda for higher education, the development of world-class universities, and cooperation with Europe and the West? What is China's role in the globalization of higher education, its global agency in higher education, and the impact of its diaspora, soft power, and its new Silk Routes policies? What is its capacity to become a global leader in higher education, i.e. in creating global public goods, such as knowledge and educational opportunity? It seems that China's higher education focus is shifting, widening, and diversifying. It is seeking a leading role along its New Silk Roads, primarily in its neighboring region, but potentially reaching out into Europe. This is in line with its renewed economic policy, aimed at innovating its large-scale manufacturing sector and reducing regional inequalities. A more diversified higher education system should come along to support this. At the same time, China is still an important basis for talent recruitment by the US and Europe. China's higher education sector is thus becoming more complex and will require a next level of strategic management, facilitated by new governance models which allow institutions to seize their opportunities, while guiding the country as a whole towards a "World-Class System."

This article examines institutional and demographic variables associated with successful joint partnerships between US and Chinese institutions of higher education. Understanding those variables requires an appreciation of overarching issues or catalysts bringing both nations together and, as well, how postsecondary environments differ and the implications of such differences for success. The authors do not assume complete alignment in the interests promoting cooperation between the U. S. and China, but a convergence of mutual interests. The paper discusses different operational realities leading to partnerships between smaller private and larger public institutions and the authors identify factors (forces promoting cooperation, need for alignment in organizational infrastructure, faculty support and what are referred to as "administrative nuts and bolts") associated with meaningful and long term agreements. Although it may sound trite, this paper argues an essential ingredient for success is leadership, but not in the traditional sense of the word as it is often used in academic environments. Leadership in this context entails using power and influence to change the status quo and assign resources to new ventures. The essay further argues that absent faculty support (which goes hand in hand with resources for faculty), partnerships will not flourish. Finally, the role of an "internal advocate" i.e., one who has the requisite organizational authority and stature, who can overcome organizational inertia, petty territorial jealousies and legitimize international cooperation using, in the best and fullest sense of the word, the "support" of the President or Chancellor, and sometimes the governing board, is fundamental to success. Bibliographic sources are provided.

Set against the backdrop of increasing economic interdependence in East Asia, the idea of regional integration is now being discussed as a long-term political process in the region. As in the field of the international economy, de facto integration and interdependence exist with respect to the internationalization of the higher education system in East Asia. Based on the results of a comprehensive Japan International Cooperation Agency Research Institute (JICA-RI) survey of 300 leading higher education institutions active in cross-border higher education, located in ten Association of Southeast Asian Nations (ASEAN) member Southeast Asian countries and three Northeast Asian countries (China, Japan, and Korea), this paper examines universities perceptions of the degree of cross-border activities, the significance of their expected outcomes, and their regional preferences for partners. The objective is to envision a direction for a future regional higher education framework in East Asia and to consider the policy implications of the internationalization of higher education in East Asia in the context of regionalization. The findings related to the degree of cross-border activities suggest a current perception that there is more prominent in conventional than in innovative activities, but that innovation will rise considerably in the future. With respect to the significance of expected outcomes,academic and political expected outcome are perceived to be more significant than economic expected outcome, which are nevertheless expected to be more significant in the future. Finally, in terms of their preferred regions of partners, universities in East Asia overall place a high priority on building partnerships within their own region. Yet, among Northeast Asian universities, North America is perceived as the most active partner. (Contains 3 figures, 21 tables, and 13 footnotes.) [This paper was prepared as part of a Japan International Cooperation Agency Research Institute (JICA-RI) research project titled, "Cross-border Higher Education for Regional Integration and the Labor Market in East Asia."]

Organizational diversity has been empirically proved as a prevailing phenomenon in the global expansion of private higher education. Chinese private higher education, which surged as a response to supplement public education provision and absorb demands in the education market, demonstrates different organizational forms and operational models. While there is ample evidence about variations in private higher education, there is a lack of theoretical accounts for the diversity. This article tries to provide a theoretical understanding of organizational diversity in Chinese private higher education through a revised lens of institutionalism. It discovers a number of conditions leading to diversification of private higher education in China, such as the short history as an organizational field, lack of firm or extensive legal and normative framework, severe inter-organizational competition, decentralized system and variations of economies and policies among provinces, higher institutional autonomy, as well as hierarchy and business nature. At the same time, the paper finds isomorphic tendencies due to private institutions' imitation of programs from their public counterparts and inter-organizational imitation within the private sector, arising from shared values among teachers and increasing governmental regulation on private higher education. (Contains 1 table.)

There is growing evidence that students throughout the world no longer see the US as the primary place to study; that in some form this correlates with a rise in perceived quality and prestige in the EU and elsewhere; and further, that this may mean a continued decline in the US's market share of international students. There clearly are a complex set of variables that will influence international education and global labor markets, including the current global economic recession. Ultimately, however, we think these factors will not alter the fundamental dynamics of the new global market, which include these facts: the international flow of talent, scientific or otherwise, is being fundamentally altered as nations invest more in educational attainment and human capital; the US will continue to lose some of its market share over time--the only question is how quickly and by how much; and without a proactive strategy, nations such as the US that are highly dependent on global in-migration of talented students and professionals are most vulnerable to downward access to global talent, with a potentially significant impact on future economic growth. This study provides data on past and recent global trends in international enrollment, and offers a set of policy recommendations for the US at the federal, state, and institutional level. This includes our recommendation of a national goal to double the number of international students in the US over the next decade to match numbers in a group of competitor nations, and requires recognition that the US will need to strategically expand its enrollment capacity and graduation rates to accommodate needed increases in the educational attainment rate of US citizens, and to welcome more international students. Attracting talent in a global market and increasing degree attainment rates of the domestic population are not mutually exclusive goals. Indeed, they will be the hallmarks of the most competitive economies. (Contains 6 figures and 41 endnotes.)

This paper examines the relationship of the Chinese National Academy of Educational Administration, the Asian Development Bank, and a consulting U.S. university in a project to provide technical assistance for senior Chinese university administrators in management training and modernization of facilities. Although the higher education component in China is relatively small, the central government expects it to play a key role in social and economic development. The government also wants to decentralize university administration and reduce its share of the financial burden, but at the same time not lose complete control. Sections of the paper discuss the development of Chinese higher education, sources of funding for higher education, private higher education, the need to decentralize the administrative structure, and issues of efficiency, effectiveness, and expansion. Issues addressed include free education in China losing out to market forces; a growing disparity between rich and poor; increasing demand for higher education as a result of the growth of secondary education; and the need for legal codes on which to base policies and protect the rights of institutions, their administrators, faculty, and students. (Contains 25 references.) (RH)

Dramatic enrollment expansion at the undergraduate level and institutional diversification are characteristics frequently used to describe major trends in China's massive higher education system. A less understood phenomenon is the relatively new and rapid establishment of graduate level programs that have implications for national economic development. As described in this study, beginning in the early 1980s, the Chinese government launched the first of a number of reforms meant to encourage the development of graduate programs and to change the face of China's higher education system. These programs were a substantial success. The quick development of the Ph.D. programs and the increasing number of students are part of a larger effort by the national government to increase China's national economic competitiveness and to both retain talent and attract Chinese nationals with graduate degrees to return to a robust economy with growing universities and research centers. At the same time, Chinese graduate education is still developing, and it faces many challenges. There is a need to both increase enrollment and to significantly improve the quality of its faculty and academic programs, with a focus on increasing the ability of students to pursue both scientific research and their knowledge of other nations and cultures. (Contains 4 tables and 13 footnotes.)

The United States has long enjoyed being on the cutting edge in its devotion to building a vibrant higher education sector. After a century of leading the world in participation rates in higher education, however, there are strong indications that America's advantage is waning. The academic research enterprise remains relatively vibrant. However, participation and degree attainment rates have leveled off and are showing signs of actual decline in a number of major states with large populations--and this seems to be more than just a bump or short-term market correction. Other competitive nations, and in particular key members of the European Union, along with China, India and other developing economies, are aggressively nurturing their higher education systems, expanding access, and better positioning themselves in the global economy. They have been trying harder, while in the US public funding for higher education has declined. The nation's international and domestic concerns lie elsewhere. In addition to outlining these reasons that America's higher education advantage is waning, this article also discusses the possible consequences. (Contains 53 notes.)