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Globalization creates conditions for higher education institutions to collaborate, and in this chapter the authors examine the state of international collaboration. The means by which internationalization in Asia often occurs includes degree sharing, twinning agreements, franchised programs, validated programs, distance learning, and branch campuses. Beyond an encyclopedic overview of Asian higher education collaboration, the authors apply an anthropological method to ask, “Are these methods effective?” Utilizing a case study of the Tokyo Convention, which is an international effort to advance Asian higher education mobility, the authors implement Appadurai’s concepts of global scapes as one analytical tool to assess the effectiveness of mobility. Documenting the providers and methods of internationalization is vital to understanding the current era of Asian higher education, but a more acute issue is to clarify why mobility matters, what it is accomplishing, and whether or not it is worth the investment.

The policies, priorities, and productivity of postsecondary admission offices are under a great deal of scrutiny. The current realities range from the pressures of tuition-driven institutions to de...

This study examined student learning via the composite measure of intellectual abilities among 1,210 Latina/o undergraduates at 4-year institutions. Longitudinal pre and post surveys were used to e...

Despite myriad benefits of higher education to communities and the public at large, a commonplace perception these days is that the most important benefit of higher education centers on what accrues to individual degree earners. Institutions can inadvertently encourage this narrower perception in various ways. The purpose of this article is to reflect on the distinctive function of Christian higher education and to consider how that function might affect contributions to the common good. We outline three contributions to the common good that appear to be connected in important ways to the distinctive function of Christian higher education.

Central to this study is an exploration of the degree to which higher education is perceived as an individual and/or a collective value. Seminal literature supports the notion that colleges and universities are Western institutions. Throughout the Asia Pacific, higher education is expanding in a hybrid form in collectivist societies. This qualitative phenomenological study was guided by two questions: How is economic value shaped by cultural values and Western and Asian constructs? How is the value of higher education constructed as an individual and/or collective good by colleges and universities in the Asia-Pacific region? Using notion of disjunctures, scapes, and flows as a framework of analysis, we interviewed 25 participants in higher education across the Asia-Pacific region. The findings yielded themes of Western dominance, Asian distinctions, and the complicated perceptions of higher education as an individual or collective benefit. The theoretical framework of scapes and flows provided a lens to e...

Using a large dataset from a state education system, this study examined the experience of international college students in the United States as well as the connection to their cognitive, affective, and civic outcomes. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES) and a sample of 35,146 junior and senior undergraduate students across 10 campuses. The results of this study showed that international students may uniquely experience college and may not benefit from those experiences as much as their domestic peers. Furthermore, this study identified a broad range of college experiences that contribute to the key outcomes for international students. The study discusses the theoretical and practical implications of the findings

Belief systems, spirituality, and religion are all integral components of culture. In any society, culture permeates institutions in ways that are both visible and unseen. Furthermore, belief systems are important to understand in cultures where higher education plays a prominent role in educating students, producing knowledge, and serving the purpose of creating good citizens. However, because of commitments to objectivity, positivism, and formal science, the role of belief and knowledge that are outside the canons of science is not often considered within the core functions of a university. This volume seeks to engage these questions directly and explore the various ways in which belief systems are part of the fabric of higher education—whether implicitly or explicitly. Throughout the Asia Pacific region, there are predominant philosophies, belief systems, and religions in societies, including Buddhist, Muslim, Shinto, Christianity, Marxism, and derivatives of Confucianism. In this chapter, we pursue a deeper understanding of the role of belief practices as it is played out in both private and public higher education and provide an overview of each section and chapter throughout the volume.

Higher education in Asia is marked by a variety of belief systems that are intertwined by local context and culture. Historically colleges by and large have all been initiated with a clear mission and vision that are tied toward a fundamental purpose and public good, but over time, most institutions drift from their original mission, embracing a variety of different approaches and techniques to either remain competitive in a global environment or fight to stay financially viable. In addition imperialism and colonization have left an indelible mark, and the lingering impact is still evident in policies and practices. In this chapter we also introduce the concept of spiritual capital, borrowing from the framework of Pierre Bourdieu, and argue that spiritual capital can ultimately serve as symbolic capital in societal contexts that are invisibly driven by certain beliefs and philosophies.

Trademarks figure prominently in college and university brand formation efforts. Trademarks are intangible rights that allow institutions to define and protect aspects of their identities important to them as they engage in markets. This multiple-method study, grounded in legal and policy research, provides a first look at how institutions are harnessing the power of trademarks in service of brand initiatives in three understudied areas: promulgation of institutional slogans, engagement in contentious arbitration actions over Internet domain names, and the coining and adoption of new names by university offices of technology transfer.

Public land-grant universities have historically engaged with the public through knowledge extension in the agricultural sciences, which later grew into other forms of outreach. Given the important mission of land-grant institutions to positively impact agricultural sciences, this inquiry focuses on the role of agricultural extension and the exchange of Indigenous knowledge through university programs. In a case study of a Native-serving institution with land-grant status, we explored the roles of Western and Indigenous science through interviews with university faculty and food producers. The responses demonstrate that perceptions of Native science in the Western knowledge environment are varied and can create a barrier between the University and the community. The barrier, in turn, can produce a gap that prevents the university from fully offering public benefits that are inclusive of Native peoples, perspectives, and science.

Although international students annually contribute billions of dollars to the US economy, meaningful intercultural interaction between international students, peers, and faculty is often missing at US host campuses. Feelings of isolation, loneliness, and alienation are pervasive among international students at US campuses; these feelings can negatively impact students

This study presents the findings that emerged in a qualitative policy-oriented case study of an institution&rsquo, s transition to a work college in the United States of America. Researchers collected 32 individual interviews, along with other observational data and institutional archives to understand the appeal of federal policy and government investment in the institution&rsquo, s transition to a work college. From this data, two findings emerged that promoted the sustainability of the institution: Educational Justice Promotes Cultural Sovereignty and Academic Activism and Political Connections. What emerged in the analysis of the findings was that notions of access, affordability, dignity, sovereignty, and justice are all expressions of sustainability in higher education, which is one part of a societal ecosystem. The institution&rsquo, s movement toward a work college model created a more sustainable educational model that allowed the institution to access federal policies and government investment inclined toward employability, promote its community, and develop significant political connections and advocacy. Throughout the transition, the institution exhibited profound ethical vision of higher education. This ethical vision&mdash, justice through education&mdash, stretched beyond the boundaries of the institution and into its adjacent neighborhood, city, and nation.

Although there are limitations to the measurement of global poverty, it is a large enough indicator to draw the interest of global and regional development banks, bilateral and unilateral aid from governments, and research initiatives from companies, think tanks, and universities. Concerning global poverty research, there are eight development labs (at seven universities) funded by USAID. In this chapter, the role of interdisciplinary work at university development labs will be focused on. The larger work of the USAID funded development labs shows an impressive body of outcomes and evidence. The connection between the diverse knowledges required to solve complex problems and the ability for universities to play a role in global development was quite profound. The concept of interdisciplinary work in STEM and global development should be expanded further to poly-epistemologies to prevent falling into the traps of tyrannical expertise.

This study explored college student perceptions of racial and ethnic stereotype-based humor in Hawai’i where humor is salient to the local culture. It has been suggested elsewhere that perceptions may be understood through eliciting a cultural domain or mental category including a set of items that are perceived to belong in the same category. For the present study, 72 students participated in interviews or focus groups to explore characterizations of racial and ethnic stereotype-based humor among university students in Hawai’i. The interviews consisted of generating free lists, rank orders and pile sorts, and were analyzed using ANTHROPAC software to convert textual data into matrices and cluster analyses to interpret the cultural domain. The findings indicated that students’ understanding of local stereotypes and humor aligned with the conceptualization of a social stratification in Hawai’i, because they acknowledged more derogatory stereotypes for certain racial and ethnic populations. As colleges continue to work towards diverse learning environments, humor is likely to be one of the more complex areas to address. Future research may involve a content analysis that examines campus fliers, events and media to understand better the role of the institution in developing and perpetuating existing stereotypes.

The concept of human rights has a lengthy and theoretically diverse history as both a philosophy and a corresponding system of laws and protections. Fundamental and collective values are translated into a set of laws to protect individuals in a way that will benefit society. Societal philosophies have ranged from broad and equal protections to unequal protections that were justified as good for broader society. In relation to education, the seventeenth-century philosopher and theologian Comenius is credited with focusing on education as a universal right without respect to class, sex, race, or any other category.

The authors investigate whether Greek affiliation and living in Greek housing significantly influence college students’ health-related behaviors. In addition, based on the findings, this study provides some important implications about the current practice of Greek society in higher education. The authors empirically tested a path model using three waves of nationwide large-scale data sets. Consistent across the three samples, Greek affiliation among college students was positively associated with violent behavior; substance abuse that includes cigarette, alcohol, and marijuana; and infection with sexually transmitted diseases. In addition to the negative effects associated with Greek membership, students living in Greek houses are more likely to be involved in physical fights and use alcohol and marijuana. These findings and the history of studies on Greek environments indicate that a more robust response to altering these environments may be necessary to curb the negative effects.

The purpose of this article is to expand knowledge beyond quality and assessment practices in the Asia-Pacific region to develop a profile about the nature of learning domains and degree qualifications. Using a policy research and analysis framework, data were collected from 16 of the 21 APEC economies about higher education systems and learning outcomes. This article evaluates the learning outcomes used throughout the region for a focus on workforce development and capacity building and addresses the regional landscape across Asia-Pacific economies for higher education learning domains or outcomes, student mobility, and regional cooperation.

Public good is generally defined as a benefit to or the well-being of society. However, articulating the centrality of the public good mission proves to be an easier task than understanding the degree to which the mission is being fulfilled. Higher education institutions typically identify a mission to articulate a purpose and a guiding framework for existence. There is an ongoing need to describe the aspects of what is public and to communicate the macro historical impact of higher education that has eluded a clear definition. This chapter creates a clear framework for understanding academic public good and positions each chapter as one perspective on the impact of university–community engagement. The seven chapters include education for elderly citizens, digital cultural preservation, creative tourism, the role of industry, transnational higher education, and social philosophy.

This article published in Volume 2, Issue 1, pages 29-41 (DOI 10.5195/ehe.2011.41) has been retracted at the request of the editors. The editors became aware of the issue on 21 March 2016 and quickly began investigating the situation. Several locations in the article contain plagiarized texts from various authors, either with inadequate or no attribution. Specifically, these include: excerpts from Marilee J. Bresciani’s 2006 book Outcomes-Based Academic and Co-Curricular Program Review: A Compilation of Institutional Practices appearing on page 30; excerpts from Tom Schuller and Stéphan Vincent-Lancrin’s chapter in the 2009 book International Organizations and Higher Education Policy: Thinking Globally, Acting Locally? appearing on page 31; excerpts from the Organisation for Economic Co-operation and Development (OECD) website “UNESCO, OECD guidelines for quality provision in cross-border higher education” appearing on page 31; excerpts from David H. Kamens and Connie L. McNeely’s 2010 article, “Globalization and the Growth of International Education Testing and National Assessment” published in the Comparative Education Review appearing on page 31, and; excerpts from E. J. K. McKellar’s conference paper “Change our assessment practices? Why should we? The theory behind assessment practices” appearing on pages 32-33. The author apologizes to the journal and to its readers for the errors noted above.