Cost economies in the provision of higher education for international students: Australian evidence

Zhang, Liang-Cheng; Worthington, Andrew C.; Hu, Mingyan

doi:10.1007/s10734-016-0078-9

Cited by 14 publications

(3 citation statements)

References 34 publications

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“…1 In its simplest definition, BL aims to combine face-to-face (F2F) and online settings, resulting in better learning engagement and flexible learning experiences, with rich settings way further the use of a simple online content repository to support the face-to-face classes. 2,3 Researchers and practitioners have used different terms to refer to the blended learning approach, including "brick and click" instruction, 4 hybrid learning, 4 dual-mode instruction, 5 blended pedagogies, 4 HyFlex learning, 6 targeted learning, 4 multimodal learning and flipped learning. 3 Researchers and practitioners have pointed out that designing BL experiences could be complex, as several features need to be considered, including the quality of learning experiences, learning instruction, learning technologies/tools and applied pedagogies.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions

Ashraf¹,

Meijia²,

Zhang³

et al. 2021

PRBM

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Blended Learning (BL) is one of the most used methods in education to promote active learning and enhance students’ learning outcomes. Although BL has existed for over a decade, there are still several challenges associated with it. For instance, the teachers’ and students’ individual differences, such as their behaviors and attitudes, might impact their adoption of BL. These challenges are further exacerbated by the COVID-19 pandemic, as schools and universities had to combine both online and offline courses to keep up with health regulations. This study conducts a systematic review of systematic reviews on BL, based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to identify BL trends, gaps and future directions. The obtained findings highlight that BL was mostly investigated in higher education and targeted students in the first place. Additionally, most of the BL research is coming from developed countries, calling for cross-collaborations to facilitate BL adoption in developing countries in particular. Furthermore, a lack of ICT skills and infrastructure are the most encountered challenges by teachers, students and institutions. The findings of this study can create a roadmap to facilitate the adoption of BL. The findings of this study could facilitate the design and adoption of BL which is one of the possible solutions to face major health challenges, such as the COVID-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions

Ashraf¹,

Meijia²,

Zhang³

et al. 2021

PRBM

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“…Indeed, high-skilled immigration is found to have a redistributive effect (Kahanec & Zimmermann, 2008) beneficial for inequality reduction, but it may also put pressure on the competition for high-skilled job positions resulting in ambiguous effects. Additional considerations concern the presence of cost economies that would make internationalisation economically advantageous both marginally and on average (Zhang et al, 2017;Zhang & Worthington, 2018), but also, in a wider context, the relevance of cultural-related effects in positively affecting internationalisation, despite these factors are generally difficult to measure (Kahanec & Králiková, 2011;OECD, 2018a). Policymakers should inform the wider public on the relevance, importance and added value of internationalisation in higher education.…”

Section: Discussionmentioning

confidence: 99%

Do international classes pay off? A cost-benefit analysis of the internationalisation of higher education in Flanders

Witte

Soncin

2021

High Educ

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Internationalisation is a major trend in higher education worldwide. Yet, little evidence is given on the net impact of international students on national economies. This study addresses this gap by estimating the benefits against the costs driven by international students in Belgium and its Flemish region in particular. Using a unique combination of various sources of micro-data, the results show net positive benefits that exceed costs by a factor ranging between 2.4 (lower bound) and 3.1 (upper bound) times. The results vary highly with the level of education, as the ratio is the lowest for doctoral students (1.2–1.6) and highest for master students (5.1–6.3). The effect is mainly driven by a high stay rate of international students, who are likely to work in the country after graduation. When considering indirect effects, our results show that there are no significant peer effects due to the presence of international students in the classroom.

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“…In recent decades many universities in center Anglophone countries have come to depend on international students for revenue generation (Zhang, Worthington, & Hu 2017). Although US and British universities attract the largest numbers of international students in absolute terms, we focus our case study on Australia because it stands out among destination countries on a per capita basis: in 2019, 28.4% of all tertiary students enrolled in Australian universities were international (OECD 2021) and the provision of educational services has been in the country's top-five export industries throughout the twenty-first century (Australian Government, Department of Foreign Affairs and Trade 2021).…”

Section: Language Proficiency and Ethnonational Identities In Higher ...mentioning

confidence: 99%

Marking and unmarking the (non)native speaker through English language proficiency requirements for university admission

Piller

Bodis

2022

Lang. Soc.

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This article examines the language ideologies undergirding university English language admission requirements. Universities are today caught between the order of the nation state and that of corporate globalization as they seek to attract both national and international students. This tension produces conflicting processes of (converse) racialization and linguistic (un)marking within which universities construct language proficiencies and ethnonational identities. Our study finds two categorically different constructs of English language proficiency (ELP): inherent ELP based on citizenship, linguistic heritage, and prior education, and tested ELP. These two constructs of ELP map onto two dichotomous student groups. One side of this binary—the white native-speaker citizen construct—is subject to converse racialization and unmarking. While it becomes blurred, it casts its Other into clear relief: the Asian non-native speaker non-citizen. The research has implications for critical language testing and language policies in higher education. (Citizenship, English as a global academic language, internationalization of higher education, international students, language ideologies, language testing, native speakerism, racialization, World Englishes)

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Cost economies in the provision of higher education for international students: Australian evidence

Cited by 14 publications

References 34 publications

A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions

A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions

Do international classes pay off? A cost-benefit analysis of the internationalisation of higher education in Flanders

Marking and unmarking the (non)native speaker through English language proficiency requirements for university admission

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