Positioning Pathways Provision Within Global and National Contexts

A Coordination Mechanism for Parallel Learning between Higher Educational Institutions in Different Countries Worldwide

“…Usually, educational institutions decide on the possibility of parallel education based on the declared academic achievements of students in the form of a list of grades in individual subjects. Parallel learning can only be successful if it is voluntary, transparent, flexible, and based on an atmosphere of mutual trust between HEIs (Brett & Pitman, 2018).…”

Selling out the Public University? Administrative Sensemaking Strategies for Internationalization via Private Pathway Colleges in Canadian Higher Education

“…Public universities are seen as the drivers of these problematic activities; thus, they often become a target of scholarly criticism for their aggressive recruitment strategies to attract the best and the brightest at all costs (Brunner, 2017; Guo & Guo, 2017; Wildavsky, 2012). A relatively recent phenomenon associated with the recruitment of international students across the globe is formal collaboration between public universities and private for-profit companies that offer direct pathways for international students into post-secondary education at their partnering public university (Agosti & Bernat, 2018; Brett & Pitman, 2018; King & Owens, 2018; Miller et al, 2015). The emergence of the private pathway colleges represents a new trend, primarily in English-language institutions in countries such as Australia, Canada, and the United States, that challenges the public higher education landscape.…”

“…While controversial and potentially problematic, such programs are increasingly popular across the globe, despite the restrictions and barriers created by the global pandemic (Brett & Pitman, 2018; Larsen, 2020; Syme et al, 2020). Guhr and Furtado (2015, p. 6) proposed that the pathways to post-secondary have become a “hot topic.” Brett and Pitman (2018, p. 39) argued that pathway programs require further examination of their locations, program offerings, and the factors that result in their establishment, highlighting the need for further research. Similarly, McCartney and Metcalfe (2018, p. 6) suggested that more research is necessary to understand the specific characteristics, developmental contexts, and trajectories of these colleges.…”

“…The paper examines how these agreements have been rationalized and framed by the administrators working in English-speaking institutions. While there is an increasing literature surrounding internationalization and private pathway colleges (Agosti & Bernat, 2018; Brett & Pitman, 2018; King & Owens, 2018), this area of administrative decision-making has been largely unexplored, which provides opportunities to share empirical evidence and clarify reasonings related to the role of private pathway colleges in internationalization. While the agreements with private pathway colleges have emerged primarily in the context of English-medium institutions (in the United States, Australia, Canada, and the United Kingdom), this paper is relevant to broader audiences because it examines how controversial and conflicting decisions associated with internationalization get justified and legitimized.…”