Asian Higher Education Research Articles

Building Social Justice-oriented Resilience for Diversity, Equity and Inclusion in Higher Education: Propositions from Hong Kong

Diversity, equity, and inclusion (DEI) rhetoric and initiatives are gaining attention in Asian higher education. Yet, these are still underexplored in terms of their potential to bring about cohesive campus climates. As higher education institutions admit students from diverse backgrounds, there is room for examining how DEI might be leveraged to support growing student learning needs, particularly in contexts where cultural diversity is not the norm. Using Hong Kong as an example, this paper probes the genesis of DEI initiatives and sources of deficit thinking in higher education with reference to the experiences of ethnic minority (EM) students. It proposes a conceptualization of resilience theory from a social justice lens to counter deficit thinking and racism, which helps locate DEI initiatives in building culturally inclusive environments.

Navigating Traditions and Global Influences: The Evolution and Impact of International Higher Education in Asia

Navigating Traditions and Global Influences: The Evolution and Impact of International Higher Education in Asia

Convergence or fragmentation? Recent developments in recognition of microcredentials and their impact on higher education in Asia and the Pacific

PurposeThis paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and the Pacific. It also examines recent global initiatives led by the United Nations Educational, Scientific and Cultural Organization (UNESCO).Design/methodology/approachThe study reviews recent global initiatives aimed at developing shared definitions and principles for MCs, as led by UNESCO, taking into account the importance of existing initiatives such as the pilot project launched by the Australian government in 2022. The formalization of MCs within national education systems is also examined, with reference to frameworks developed by organizations like the European Union (EU), Australia and the Malaysia Qualifications Agency (MQA, 2020).FindingsThe paper underscores the increasing attention from international organizations and governments to the development and recognition of MCs, with significant efforts in countries like Australia and pilot initiatives in New Zealand and Malaysia. However, it also highlights that many MC projects in Asia are still in their early developmental stages, emphasizing the need for further progress and formalization.Originality/valueThis paper offers a unique perspective on the development of MCs in the Asia–Pacific region and their potential role in international education. It explores the prospects for MCs in international education, including student mobility and cross-border online courses. The challenge of integrating MCs into existing systems for recognizing international qualifications is discussed. Overall, the paper contributes to the understanding of MC frameworks as essential tools in the formalization of lifelong learning in the region, supported by the provided citations (OECD, 2021).

Internationalization of higher education in Asia: a bibliometric analysis based on Scopus database from 2003 to 2022

Internationalization of higher education in Asia: a bibliometric analysis based on Scopus database from 2003 to 2022

International Outlook and Mediocrity of Higher Education in Asia

Book Review of: PHAN, Le Ha. Transnational Education Crossing ‘Asia’ and ‘the West’. Adjusted desire, transformative mediocrity and neo-colonial disguise. New York: Routledge, 2018. 260 p.

Diversified patterns and future prospects of international student mobility: a multi-level analysis from global and Asian perspectives

ABSTRACT While most literature examines the determinants of international student mobility on a single scale, either global, regional, or national, differences between various patterns are under-investigated. To address this gap, this article explores the determinants of international student mobility at three distinct levels: global, Asian-outward, and intra-Asian. Secondary data from international databases are collected to test the effects of economic, linguistic, educational, technological, and geographical factors at each level. Findings reveal significant variation between intra-Asian student mobility and the other two levels. More specifically, while pull factors of the destination countries are salient to global and Asian outward mobility, intra-Asian mobility is predominantly influenced by push factors of the source countries. We then interpret how differences in macro socio-economic conditions shape uneven mobility dynamics replicated at the global and regional levels. Suggestions for future research on Asian higher education and international student mobility are also presented.

Comment on “Emerging and Near Future Challenges of Higher Education in East Asia”

East Asian economies have achieved strong progress in tertiary education since the second half of the 20th century. They have established higher education systems and institutions that are now accessible to most students. Partially thanks to the higher education systems, they have accumulated strong human capital which is pointed out as one of the major contributing factors for their astonishing economic and social developments. Horta (2023) describes the rapid changes in the East Asian higher education systems and institutions driven by massification and globalization. It also identifies new challenges facing them, such as how to address decreasing enrollments and shrinking resources, how to embrace new technologies, and how to develop a long-term collaborative science base. This paper must be a useful reference for readers who want to understand the status and future challenges of higher education in the East Asia region. I have some comments. First, Horta (2023) focuses on the seven economies in East Asia, such as China, Hong Kong SAR, Macau SAR, Japan, Mongolia, the Republic of Korea, and Taiwan. It would be more useful to the readers of this journal if this paper added more discussion of higher education systems in other Asian economies in the South and Southeast Asian regions and pointed out variations across Asian economies. Despite some useful discussions, the paper is limited in providing an insightful analysis when comparing the characteristics of higher education across Asia. For instance, the claim that “East Asian higher education systems are at the end of the massification era and have attained universal higher education” may not apply to many countries in other Asian regions. Second, a further discussion of the role of higher education in Asia's economic achievements, both in economic growth and income equality, would be helpful. In most Asian economies, alongside income growth, income inequality has increased in the past decades. Highly educated and skilled workers have contributed to economic growth through human capital accumulation and technological progress (Barro & Lee, 2015). In addition, the change in human capital distribution is related to income distribution. For instance, Lee and Lee (2018) show that educational expansion and educational inequality are significantly related to income distribution in Asian economies. Third, one important question regarding higher education is its returns in the labor market. It is necessary to conduct a careful evaluation on the change and determinants of the returns to college education (ie college wage premium) in individual Asian economies. Horta (2023) asserts that “the earning premiums for those with tertiary education have been declining” in most (advanced) economies. Horta conjectures that such a decline is due to the increase in the relative supply of college-educated workers. However, studies show that the college wage premium has not declined monotonically. The college wage premium is determined by changes in the relative demand for high-skilled labor due to technological development and trade expansion, in addition to changes in relative supply. Fourth, Horta (2023) rightly points out embracing new technologies as a key challenge for East Asia's higher education. Under rapidly changing technologies, education and vocational training should serve a vital role in equipping people with the adequate skills, knowledge, and attitudes they need not just for today, but also for tomorrow. Better technical skills and science knowledge can help people embrace new technologies and help economies nurture innovation-based growth. Unfortunately, current tertiary education systems in East Asian countries often fail to produce graduates with adequate skills and technical competencies relevant to the industry's needs. Education-skill mismatch is prevailing across many Asian economies. In this regard, Horta (2023) suggests that universities teach bachelor-degree students in all subjects some transversal technical knowledge (such as the basics of engineering). Horta also notes that the changes, which should be effective in higher education settings, must be initiated in the early childhood period and throughout primary and secondary education. It cannot be overemphasized that basic education must be redesigned to equip all students with basic digital knowledge as well as solid cognitive and non-cognitive skills. Good-quality pre-primary, primary, and secondary education are essential for reaping more benefits from subsequent education and training. In addition, life-long learning activities should be strengthened to provide better employment opportunities for the whole population, especially the elderly. As pointed out by the author, hybrid learning modes and international collaboration can help tertiary education institutions adapt to complex demands and tackle diverse challenges.

Introduction to symposium on English‐medium instruction (EMI) in Asian higher education

AbstractThis symposium comprises five articles dealing with English‐medium instruction (EMI) in higher education across the Asian region. All five articles report on original empirical research carried out in four diverse settings, Cambodia, Indonesia, Singapore, and South Korea. It is intended that this collection of articles will make a meaningful contribution to the frontline of research on English‐medium instruction worldwide.

International students’ identity negotiation in the context of international education: experiences of Burmese students in Hong Kong

ABSTRACT This paper reports findings of a qualitative study that explored international students’ identity negotiation during their cross-border studies against the backdrop of the internationalisation of higher education in Asia. Through a comparative narrative-based case study of two Burmese international students’ experiences during their studies in a Hong Kong university, the paper reveals both similarities and differences in their negotiation of (i) identities as ‘non-local’/‘international’ students in the university context and (ii) national identities in relation to the local community and the imagined global/international community. In particular, the findings illustrate the divergent ways in which the two international students negotiate the meanings they attach to the ‘non-local’ student label, respond to local students’ (mis)recognition of their national identities, and perceive the (in)compatibility between their national and global identities. Overall, the findings point to the diversity and heterogeneity in international students’ experiences which appear to be variably shaped by differential dispositions and capacities in exercising strategic agency for identity (re)construction. The case study also calls for the need to problematise the reification and over-simplification of the so-called ‘international student experience’ and argues for the importance of paying attention to the complexity of international students’ identity negotiation in the context of international education.

Entrepreneurs of the self: symbolic capital and social (Re)production in the neoliberal knowledge economy

ABSTRACT This conceptual study examines the neoliberal knowledge economy as a dimension of globalisation policy within East Asian higher education. In exploring the practice of linguistic instrumentalisation, this inquiry aims to demonstrate the influence of English on the hereditary reproduction of social class. Calling on the theories of Pierre Bourdieu and Michel Foucault, this inquiry explores the interplay between one’s hereditary and ultimate class membership and how proficiency in English mediates this hierarchy. Reinforced by a doxic knowledge of the ‘entrepreneurial’ credential ladder, aptitude in English represents a ‘weapon’ of empowerment (symbolic capital), used to certify and signal global readiness. Nevertheless, the meritocratic ‘freedom of choice’ leitmotiv supporting neoliberal governmentality fails to rationalise not only the class-conscious capitals that enable foreign language education but the ideological agendas that inhibit agency in such a manner as choosing English remains contingent rather than free. Given the economic benefits associated with EFL proficiency, this inquiry foregrounds inherited social class within its analysis, moving towards a deeper engagement with the socio-economic dimensions of foreign language education and the processes by which education is (further) reduced to strengthening pre-existing power relations.

Comparing the Learning Approaches of Transfer Students and Direct Entrants in an Asian Higher Education Context

Transfer students (TSs) transitioning from community college (CC) to university have been found to experience adjustment challenges different from those experienced by direct entrants (DEs) admitted straight from high school, which in turn influences their approaches to learning. Learning can enhance the transition towards sustainability, and it is influenced by various factors. However, there have been limited studies examining the factors associated with TSs’ and DEs’ learning approaches. To fill this research gap, this current study used a cross-sectional survey with both TSs (n = 841) and DEs (n = 978) to identify the factors. Our results indicated that the TSs had a higher rate of adoption of surface approaches (SA) to learning than DEs, while TSs and DEs shared some similar predictors of their learning approaches. The results suggest that the commitment of education stakeholders is essential for sustainable learning. They should improve the transfer system by providing adequate support and reduce disparities in the allocation of resources to TSs and DEs, as these affect learning approaches.

Bringing the ‘nation-state’ into being: affect, methodological nationalism and globalisation of higher education

ABSTRACT Methodological nationalism (MN) pervades higher education scholarship and practice, particularly in the arena of globalisation of higher education (HE) (Shahjahan and Kezar 2013). MN refers to the assumption that national boundaries define the natural category or unit of analysis for society. Drawing on affect theories, this conceptual article aims to problematise how the ‘nation state’ as a natural category (or container) pervades global HE practices and policies. Affect refers to emotions, responses, reactions and feelings that are relational and transpersonal, and an object’s (e.g., nation-state) continuous emergence and unfolding in a world driven by intensities and feelings. Based on three real-life examples in/about South Asian HE, we demonstrate how the ‘nation-state’ category comes into being (and becomes ‘sticky’) through the experienced and imagined encounters among: (a) individuals, (b) national policy and (c) transnational actors. We show how, through imaginaries and practices, the ‘global’ manifested through using the ‘nation-state’, indicating a strong and evolving relationship between the two categories, informed by emotional and imaginative futures. We argue that an affect lens illuminates how MN is perpetuated as the nation-state becomes a naturalised container for (potential) encounters in the enactments of HE globalisation and moving beyond MN requires an ontological shift.

The Challenges Faced by University Educators in Singapore When Referring Students to Counsellors: An Instrumental Case Study

This study examines the difficulties faced by two university professors working in a public, autonomous university in Singapore, when referring students to counselling services. Educators typically observe how students interact and behave in class, and may refer students to counselling services. However, there is little research into how educators experience and view this role, particularly in higher education in Asia. Two university professors who had referred students to their university’s counselling centre took part in semi-structured interviews for the study. From these interviews, the study revealed educators can face a range of challenges in their referral role, such as lack of knowledge about mental health, how to keep a professional boundary with the student, and how to help students who view counselling as shameful. This study provides insight for counselling practitioners, school policymakers, and student services into the difficulties faced by educators when referring students to counsellors, and how educators could be better supported in this role. This study could also provide a foundation for additional research into whether educators should be better equipped to serve as informed sources of counselling referrals.

The Implementation of Gamification System in Asian Higher Education Teaching

Low level of in-class participation can be a problem for lecturers when they teach Asian students. One of the reason is the characteristics of the Asian students, which are quiet and passive. Active learning is needed to solve this problem. Gamification is one of the things that can improve active learning. This study aims to understand how to design gamification system for higher education teaching, the factors contributed to the gamification system in higher education, and the impacts of the gamification system for students with the case study of Bina Nusantara University in Indonesia. The finding shows that there are several things to consider in designing gamification system. Factors in the system, the lecturers, the course, and the students also take important parts in the implementation. When it is done correctly, there will be a lot of positive impacts for the students and the teaching.

Comparative Analysis of Higher Education Reform on Governance and System : A Case Study of Three Countries (Cambodia, Thailand, and Malaysia) in ASEAN Region

This study provides a comparative overview of the issues facing higher education in Cambodia, Malaysia, and Thailand. It identified issues and offers recommended for targeting support for higher education development in the region. The study adopted a case study method based on policy document review to examine the Higher Education System in Malaysia, Thailand, and Cambodia and policy reforms and institution‘s response on the policy and their process at each institution comparatively. The difference between the desire of HEI administrators to exercise their own authority and judgment, and the willingness of the government to relinquish that control can be a source of tension, especially when each group defines “autonomy” in a different way. Even though most governments claim they have prepared a coherent infrastructure to support the implementation of new policies granting HEIs more autonomy, differences in definitions of autonomy vary among countries. Many factors must work together if instructional quality is to improve. Ultimately, however, individual instructors are the gatekeepers of what happens in the classroom. Academic staff are the greatest resource of any university. They carry out the mission of the institution and largely determine its quality. HEIs need academic staff with solid content knowledge, effective teaching and communication skills, and, if knowledge creation is part of the mission, some level of research competence. Yet, the rapid expansion of higher education in Asia has resulted in a great shortage of qualified academics, a development that seriously threatens quality of education.

Diversity and Inclusion in Global Higher Education

Amid internationalization in higher education, modern classrooms have become diversified, which provides both opportunities and challenges for educators and institutions. In response to changing trends and transformative developments in Asian higher education, the editors of Diversity and Inclusion in Global Higher Education: Lessons from Across Asia argue that classroom diversity can deepen students’ learning potential when adequately harnessed and matched with inclusive pedagogy. This edited volume of contributions provides rich insights and practical strategies for cultivating diversity and inclusion in diverse settings in Asia and beyond.

Remaking higher education for the post‐COVID‐19 era: Critical reflections on marketization, internationalization and graduate employment

This Special Issue was conceived and developed following a series of international conferences held in Asia, with a particular focus on critically reflecting upon higher education development in the region from broader social and political economy perspectives. Some of the papers in this Special Issue were selected from presentations in the East Asia Social Policy (EASP) Research Network Conference successfully held in Taiwan in 2018, while others were chosen from international events held at Lingnan University in Hong Kong presenting critical reviews and reflections on internationalization, marketization and graduate employment of higher education in Asia. This introductory article puts the discussions of the selected papers in this issue in context, with critical reflections on the key issues being examined in these papers. The Special Issue is published when the world is still confronting the unprecedented global health crisis resulted from the outbreak of the COVID‐19 pandemic. This article discusses the higher education development trends in Asia through the massification, diversification and internationalisation processes in transforming the higher education system and examines how these development trends are affected by the COVID‐19 crisis.

A review of literature on women’s leadership in higher education in developed countries and in Vietnam: Barriers and enablers

The purpose of this paper is to provide a review of the literature on women’s leadership in higher education in the last 20 years. This literature review employed a systematic review of 64 articles published worldwide with 28 articles specifically published in Australia, Canada, New Zealand, the United Kingdom, the United States and Vietnam. The aim of the study is to determine if there are any differences in barriers and enablers of women leaders between the developed countries chosen for this study and Vietnam in higher education and how the countries are progressing towards gender equality. The study concluded that most of the research in women’s leadership in higher education had been done in the US and Canada, with a dearth of literature on women’s leadership in higher education in Asia, and only six studies have been done in Vietnam till 2019, with only two studies done before 2017. The findings suggested that women leaders in developed countries and Vietnam still face almost the same challenges as in the past but, with family support, these challenges are becoming less in Vietnam. Mentor support was found to be an enabler in other developed countries which was missing in Vietnam. Vietnam is gaining importance in research in women’s leadership in higher education, which may be due to an increased female labour participation rate and higher growth in gross domestic product rates. The future of women leaders seems to be bright, especially in Vietnam, due to higher female educational attainment. There is a small number of literature review studies on barriers and enablers in the field of women leaders in higher education comparing developed nations and a developing country. Hence, the current study aims to fill this gap to provide an overview of the difference between the enablers and barriers faced by women leaders between developed countries and Vietnam.

Is quality assurance relevant to overseas qualification recognition in Asian higher education? Examining the regulatory framework and the roles of quality assurance agencies and professional accreditors

ABSTRACT The engagement of quality assurance in the recognition process of overseas qualifications became an emerging issue in Asian nations with the increased interest in student mobility in the region in the 21st Century. This study explores the links between quality assurance and qualification recognition, and approaches adopted within national regulatory frameworks in the Asia Pacific region from the perspective of quality assurance agencies. Three major findings are obtained. First, governments are primarily responsible for academic qualification recognition in Asia. Second, professional qualification recognition is heavily restricted by governments due to nationalism and protectionism within the job market. Third, a divergence model between quality assurance and qualification recognition exists in the Asian context.

Science mapping in the research of higher education internationalisation from 2013 to 2018 in Asia: publications, regional networking and future trends

PurposeThe advance in higher education in Asian countries is of major interest because it reveals increasing global political and cultural influence in recent years. The review explores the characteristics of publications from 2013–2018 concerned with the internationalisation of higher education in Asia. The study aims to analyse the current trajectory, including the size, growth trends, and regional networking of this domain, with a goal of identifying the influential journals, authors, and documents, as well exploring the thematic structure and topical issues and trends of this domain.Design/methodology/approach241 Scopus-indexed documents were selected and reviewed using a quantitative descriptive way. These documents were analysed by VOS viewer software.FindingsThe results show the most topical issues and trends concern about “Asian immigration and mobility”, “transnational education”, “international students and acculturation”, and “international branch campuses”. Seven main schools of thought were identified and are clearly explained herein, which provides a baseline for future research for new scholars.Social implicationsThe present study suggests that trans-regional cooperation is the future of internationalisation in higher education. Asian scholars are recommended to increase cooperation and exchanges with each other, expand channels of contact, further understand and optimise their own advantages, achieve win-win cooperation and make Asia's voice heard in the world in higher education field.Originality/valueThis bibliometric review can predict the main trends in higher education internationalisation in the future and encourage implication of interdisciplinary research in higher education internationalisation.