International Education Hubs Research Articles

Strengthening Mobility for Better Learning

In a modern environment, during the evolution of international activities, from mobility to international education hubs, universities are searching for new internationalization tools to implement those undertakings more effectively in terms of finance and time. Co-operation with other regions of the world and international openness are the key factors in the development of the European Higher Education Area. To illustrate the situation arising from student mobility of studying technological sciences, the paper analyses information about student mobility in the fields of mechanical engineering and mechatronics for the period 2009–2013.

Financing Education Hubs: Who Invests?

International Education Hubs require major investments to attract and retain local and international higher education institutions, training organizations, students, research and development centres, and knowledge industries. This article examines the role of public and private financing from local and foreign investors in establishing countries such as Qatar, United Arab Emirates and Malaysia as education hubs.

Jane Knight (ed): International Education Hubs: student, talent, knowledge–innovation models

This recently published book on International Education Hubs is dedicated to the analysis of Education Hubs—a relatively young but rapidly evolving phenomenon emerging in different countries worldwide. The editor Jane Knight is an expert in international and comparative higher education and respective policies. The book is divided into twelve chapters, six of them providing case studies on existing education hubs conducted by in-country experts (Chapters 4–10). The case studies are framed by an outline of the analytical tool (Chapter 3) and a crosscutting analysis of the respective education hubs (Chapter 11) written by the editor. The introductory chapter starts out with a discussion of the developments in higher education regarding internationalization. In Chapter 2, the editor provides an overview of the evolution of International Education Hubs within the context of cross-border education. Following the development of cross-border education, three generations can be differentiated: the first generation (student mobility), the second generation (program and provider mobility) and the third generation (education hubs). This differentiation lays the foundation for the analytical framework (Chapter 3), which aims at establishing a common tool for the analysis of education hubs in the subsequent country case studies. The first type is defined as a student hub, representing the most common model. It focuses on the teaching and learning function and expands the higher education system by including not only domestic but especially international students. The talent hub constitutes the second type of education hubs, where the focus lies in the preparation of an adequately skilled (national) workforce. In this case, the higher education system is not viewed separately but closely connected to the national labor market and its needs. The third type of education hub is the

International Education Hubs: Collaboration for Competitiveness and Sustainability

This chapter focuses on the development of education hubs, a recent phenomenon in international higher education. Three models of hubs are examined in relation to the forces, risks, and opportunities of globalization and how local and international collaborations are essential for both global competitiveness and sustainability.

The Emergence of Bhutan as an International Education Hub in Southeast Asia: An Analysis

In a globalizing world, knowledge and skills are the drivers of economic and social well-being. Recently, the Royal Government of Bhutan mandated an ambitious Education Hub project through its arm Druk Holding and Investments (DHI), which approved the land grant (DHI, 2010). The main aim of the project is to bring about capacity-building in education and promote Bhutan as a destination for higher studies in South Asia. The proposal of the Education City in Bhutan has many implications. As Bhutan moves forward as a developing country, it becomes essential to develop the mindset of people as well. This paper studies the potential for developing the Education City project in Bhutan and its implications for the country as well as the South-east Asian region.

Towards sustainability in Malaysian international education management

In line with the increase of international student enrolment for the past decade, Malaysia has placed internationalization as one of key thrusts in transforming its higher education. To be able to compete with other higher education providers, the Malaysian higher education institutions should place focus in the provision of quality academic programmes, international students’ support services as well as international students’ social and community engagement. Such focus enables Malaysia to achieve its aim of becoming an international education hub by 2020, with a targeted 200,000 international student enrollment into the country. This paper attempts to examine the emergence of Malaysia as a provider for international education and seek to provide recommendations towards creating sustainability in its aim as an education hub.

European Languages and Culture in Hong Kong: trade or education?

Hong Kong Government policy is to promote Hong Kong as an international education hub for the region. This may be more rhetoric than reality. The article surveys the historical background of Hong Kong in terms of its role as a trading centre, a gateway to China and a meeting place for East and West for which interchange with European languages and cultures has been important. The development of education policy within Hong Kong as far as the European dimension is involved is also reviewed. In addition, the development of global trade in educational services is touched upon which thus far has been heavily Anglo‐centric. In terms of Hong Kong itself, an analysis is presented of overseas educational programmes available in Hong Kong from Europe. The extent of European languages and studies provided in the school, university and lifelong learning sectors is surveyed. The work of European consulates in promoting languages and culture through such organisations as the Alliance Française, Goethe Instituta, etc. is another important part of provision. The article makes passing reference to the neighbouring territory of Macau and the importance there of Portuguese.The article concludes that for European studies and languages, the role of Hong Kong as a trading and financial hub has been a more significant stimulant than the Hong Kong government's policy for Hong Kong to be an international education hub.