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This chapter examines the institutionalization of Sino-American collaboration through the China Institute in America. Meng Zhi (1901–1990) directed this organization for thirty-seven years and helped the Chinese government gain greater influence over the selection and training of Chinese students in the United States. In so doing, he became a valued participant in the development of America's international education establishment as spearheaded by the Institute for International Education (IIE) under the leadership of Stephen Duggan. Meng effectively advocated on behalf of Nationalist Chinese agendas and Chinese students to claim growing levels of support and accommodation from entities such as the IIE and later the Department of State. This shifting balance resulted partly from rising tides of Chinese nationalism, as well as rising hostilities with Japan.

This chapter focuses on the development of international education and the impact on Chinese learners. Recognizing the force of globalization and the need for basic education, international leaders as far back as the mid-twentieth century have created strategies and guidelines to make educational opportunities available worldwide, so that individuals and countries could participate in, and enjoy the benefits of, globalization. The first part of the chapter discusses traditional education situated on the local, regional, and national levels. Then, the chapter talks about global education, with some of the first hints of the magnitude of the change seen in the Organization for Economic Cooperation and Development's comparison of student examination results country by country as well as rapidly multiplying international rankings of universities. It also discusses about the escalation of boarding and international schools, International Baccalaureate programs, and international exchanges of university students and faculty members.

Hong Kong has one of the densest concentrations of international schools in the world, which include “genuine” international schools as well as the unique English Schools Foundation (ESF) system that was created in 1967 by the British colonial government to serve the needs of its families. These Chinese learners wanted an international, English-medium education, but, unlike the previous generation of learners in the Hong Kong international schools, they were increasingly interested in studying Chinese and also wanted to take advantage of some of the special learning support that has become a feature of international education. This led to frustration among prospective applicants as well as heated debates among local government administrators. International schools thus entered the arena of local policies, politics, and finances even now as they try to globalize and free themselves from those constraints. This chapter takes up the issues surrounding these new Chinese learners as they enter the ESF and international schools.

International education has been growing at an extraordinary pace and shows no signs of abating. The lack of sharing between university and school teachers induced the Faculty of Arts at the University of Hong Kong to underwrite the “Symposium on International Teaching: the Chinese Student” in March 2007 as a means of fostering discussion about the growth of international education and the Chinese learner between educators from schools and universities in Hong Kong and abroad. The value of that symposium and the need for ongoing dialogue on the subject helped to prompt and shape this book from school teachers and university faculty, exploring the concerns and possibilities that are at the heart of this issue. The book deals with various aspects of the Chinese learner and international education.

Information and communication technologies have changed the way people connect with one another. The last fifteen years have seen the rise of Internet-based protocols and other technologies that have been beneficial in the way we teach, perform research, and conduct practice. Universities have been quick to adapt to new realities and have led the way in adopting these technologies for education and research. While these changes have been common in economically developed countries, the digital divide with economically less developed nations continues to be of concern. This chapter provides an overview of the current and potential uses of technology in international education and research. It details some of the common tools being used to meet the demand of internationalizing curricula. It also provides case examples of how some programs have used technology to link universities in various continents. Finally, it discusses some of the barriers to using technology as well as some of the new tools available to social work academics and research.

This chapter examines the interaction between international education and foreign policy in the context of New Zealand, a small country of 4.2 million people but one which has seen dramatic growth in international students studying within its shores. It identifies a major growth in students travelling, first from South East Asia but more recently especially from China, Japan, India and Saudi Arabia. It argues that the links between foreign policy and international education are clear to see, even if policy scholars, civil servants and policy makers in the country have yet to realise their significance. It notes that the foreign policy objectives of aid and the defeat of communist interests from South East Asia lay behind the first, limited opening up of New Zealand's borders to international students in 1951 under the Colombo Plan.

This chapter considers the lived schooling realities of ten Hong Kong-Chinese international school students. It uses data from a mixed-method PhD study undertaken to understand better student engagement within the international schools in Hong Kong. This research agenda arises from professional experiences in France and Hong Kong as an international school teacher-administrator and from scholarly understanding developed as a graduate student in the United Kingdom and Canada. The specific research interest stems from concern about the ways in which international schools seem to “look after the interests of some more privileged social groups better than [they] look after the interests of some other sociocultural groups.” Though all schools ought to respond to the voices of the diverse range of people, the chapter believes that private schools, in particular, many of which are part of the international education arena, have an even greater duty and opportunity to achieve the twin aims of inclusivity and excellence.

This chapter focuses on the link between international education and the human security of international students. It briefly discusses the concept of human security and reviews the political economy of growth in the market for international education services. It discusses the status of international students in the global market, followed by a case study of students' security in Australia, stemming from a programme of 200 in-depth interviews with individuals studying onshore in that country. It argues that international education needs to be ‘re-normed’, principally through re-regulation for student security. It opines that this would more effectively cater for the rights of students to safety and social and economic inclusion in the host society.

This chapter provides an overview of the history of education based on the key themes laid out in the Sustainable Development Goals 4 “Quality Education.” The first part traces the development of education since the beginning of the nineteenth century, paying particular attention to the main trends and actors that shaped the international discourses and practices of education. The second part focuses on SDG 4 goals such as compulsory education, peace education and global citizenship education, children’s rights, gender equality, inclusive education, human rights education, and education for sustainable development, sketching the history of each. It argues that the internationalization of the semantics and practices of education that had been perceptible since the mid nineteenth century initially remained primarily confined to Western Europe and North America. After 1945 this internationalization reached a new level, both in terms of the areas of education and the actors themselves—particularly with the establishment of international state educational organizations—and also in terms of their geographical scope.

This chapter provides a comprehensive discussion of the global cross-border education market shares of the most prominent education exporter nations; that is, student ‘host’ countries. The major drivers of student mobility are discussed, and the special case of the doctoral education market segment is covered, given that much or most of this is not provided on a commercial basis. In order to provide the context for the analysis of Australia and New Zealand in the chapters to follow, several ‘competitor’ countries are discussed in this chapter, including the US, Canada and the UK, and the Asia Pacific region is also given special attention.

CampusFrance is a non-profit national agency that promotes French higher education abroad. This chapter discusses CampusFrance's experience in promoting cooperation between French and foreign institutions of higher education. CampusFrance has developed expertise in the organisation of international education events, development of a worldwide communication and information strategy and in analysing current trends in European and international higher education.

This chapter analyzes the position of the “area studies center” as a major institutional form in the context of a US university that seeks to transform itself into a global institution. It looks at the case of the Hagop Kevorkian Center for Near Eastern Studies at New York University (NYU). NYU is a compelling case for several reasons. First, it exemplifies well the recent efforts to refashion American universities as global entities. Second, the Kevorkian Center at NYU is a quintessential example of the area studies approach initiated during the Cold War. It is argued that two distinct logics of international education coexist at NYU and in the contemporary US university more broadly. These are the specialist logic and the cosmopolitan logic, which encompass divergent ways of thinking about the best way to educate students about the world. The chapter concludes with a discussion of the merits and challenges involved in each of these logics.

This chapter focuses on the development and fragmentation of international education services which transcend national borders. It observes that it is reflected in the the growth of multinational education businesses and new policy assemblages. It further observes that the chapter's usage of ‘policy’ is broad enough to capture the relationship between international business concepts and strategies on the one hand, and policies and regulations on the other. It notes that corporate philanthropy plays a role in partially addressing equity and access issues in the context of privatisation, the other part being fulfilled by national governments and by new forms of global civil society, such as the Clinton Global Initiative.

Although conventional wisdom suggests that the best way to ensure judicial competence is through appropriate selection processes, recent research suggests that no selection method can ensure the long-term fitness of the judiciary. Instead, judicial education programs are necessary to provide judges with the multiple skills that constitute ‘judgecraft’. Unfortunately, judicial education at the international level is both rare and relatively unsophisticated, as compared to many domestic forms of judicial education. This chapter is the first to analyse judicial education of international judges. The discussion considers the various practical and theoretical problems associated with international judicial education and offers a number of suggestions regarding further academic inquiries and reform initiatives. In particular, the text considers whether self-regulation in this particular field is appropriate and whether any alternatives exist. In so doing, this chapter seeks to increase the real and perceived legitimacy of international adjudication.

This chapter introduces and analyses the literature on regulation theory, governance, regulation and law, and the regulation of international education. It considers the national and global regulatory contexts and discusses the relationship between various forms and manifestations of regulation and regulation theory, and explores their usefulness for the analysis of international student welfare. The chapter also introduces the role of globalism and comparativism as guiding the analysis contained in the remainder of the book. Policy and regulatory arenas related to international education are also discussed, in particular international trade, trans-national regulatory instruments, migration and education quality assurance.

This chapter discusses the various instruments of formal regulation of, and relating to, international education and student welfare in Australia. It covers the higher education law context, the Education Services for Overseas Students (ESOS) Act and the National Code of Practice for Registration Authorities and Training to Overseas Students (the ‘National Code’), together labelled the ‘ESOS Framework’. The chapter also discusses the vibrant international education policy debate in Australia, including government sponsored inquiries and reports, as well as discussion of the question of an education ombudsman. Most importantly, the key empirical findings in relation to the student welfare impact of formal and informal regulation are discussed and analysed.

This chapter introduces the subject and describes the central purpose of the book as well as the research design and methods used. It begins with a ‘morality tale’ based on regulatory experiences in New Zealand, involving New Zealand politicians and policy makers, the Chinese Government, and international students, mainly from China but more generally from Asia, studying and contemplating study in New Zealand. This tale is instructive and sets the scene for the remainder of the book by prescribing through a case study the importance of regulation to international student welfare. The remainder of the chapter provides the theoretical and policy background to the regulation of international student welfare.

This chapter discusses key trends in the market shares of these two countries, to set the context for the discussion of the Australian and New Zealand international student welfare regulatory regimes in the following chapters. The policy factors affecting market share are also discussed. The various pressures on each are covered, as are the ‘prospects and problems’ in relation to market share and government policy.