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Financing Higher Education:: Mobility, Quality, and Access

Nicholas Barr

in The Mobility of Students and the Highly Skilled: Implications for Education Financing and Economic Policy

This chapter provides an extensive theoretical discussion of an issue already raised in Chapter 6: higher education financing through income-contingent loans. It argues that loans with ... More

This chapter provides an extensive theoretical discussion of an issue already raised in Chapter 6: higher education financing through income-contingent loans. It argues that loans with income-contingent repayments should make higher education free at the point of use and that this should be true as well in the presence of international mobility, despite all the obstacles.Against this background, the objectives of higher education policyare discussed and the conflict between pursuing those objectives, which means more resources for higher education, and long-term fiscal constraints is explained. Given these objectives, why is mobility desirable and should it be balanced (i.e., with roughly equal flows between countries)? Further the chapter investigates how higher education should be financed in pursuit of the objectives of improving quality, widening participation, expanding the size of the sector, and fostering student mobility, and discusses lessons from economic theory and from international experience. Finally it looks at the future, dealing with practical ways for making student loans more self-financing and considering avenues for further theoretical exploration.Less

International Student Mobility: Sending Country Determinants and Policies

Mary M. Kritz and Douglas T. Gurak

in High-Skilled Migration: Drivers and Policies

This chapter examines the role that sending country structural factors play in influencing the proportion of tertiary students studying abroad. It examines how outbound mobility ratio (OMR) responds ... More

This chapter examines the role that sending country structural factors play in influencing the proportion of tertiary students studying abroad. It examines how outbound mobility ratio (OMR) responds to sending county supply and demand for tertiary education, population size, per capital GDP, development, education expenditures, and other factors. In all Ordinary Least Squares (OLS) and fixed-effect model specifications, the OMR had a negative relationship to tertiary supply. While countries with larger populations send more students abroad, they have smaller OMRs. Fixed-effects models also showed that changes in tertiary supply and the percentage of GDP spent on tertiary education were negatively related to OMRs. The chapter reviews government scholarship programmes sponsored by Global South countries and the practices they pursue to encourage student return and strengthen tertiary capacity in science, technology, engineering, and mathematics (STEM). These programmes in developing countries in Africa, Asia, and Latin America are changing international student flows.Less

Education Policy, Student Migration, and Brain Gain

Alexander Haupt, Tim Krieger, and Thomas Lange

in The Mobility of Students and the Highly Skilled: Implications for Education Financing and Economic Policy

Presenting a novel channel for brain gain, this chapter expands the coverage of the book. It raises the question whether the countries of origin also benefit from education policies determined by the ... More

Presenting a novel channel for brain gain, this chapter expands the coverage of the book. It raises the question whether the countries of origin also benefit from education policies determined by the host country. How does increasing student migration from a less developed to a developed country alter the education policy in the developed country, and how does this policy changeaffect human capital and welfare in the two countries?It isshown that a higher probability that international students stay in the host country after graduation incentivizes the host country to improve its education quality. That higher education quality in turn raises the human capital of all students, including returning students. As long as the permanent migration probability is not too large, this positive quality effect increases human capital and welfare in both the less developed country (LDC) and the developed country. Thus, a brain gain to the LDC occurs.Less

Internationalising Higher Education: The Role of the British Council

John Law and Kevin Van-Cauter

in Franco-British Academic Partnerships: The Next Chapter: The Next Chapter

This chapter analyses the impact of internationalisation of higher education and the role of the British Council in international education. First, it discusses the dynamics of the ... More

This chapter analyses the impact of internationalisation of higher education and the role of the British Council in international education. First, it discusses the dynamics of the internationalisation process of higher education in the United Kingdom. Next, it describes the student mobility programmes of the British Council, particularly the success of the Erasmus Mundus programme. Finally, the chapter examines the role of the British Council as a major contributor to the internationalisation of UK's higher education.Less

Fashioning the Future: Students’ Spatial and Social (Im)Mobilities

Andrea Kölbel

Meenakshi Thapan (ed.)

in In Search of a Future: Youth, Aspiration, and Mobility in Nepal

Chapter Three explores the potential and limitations that educated young Nepalis associated with their university studies. Changes in the composition of the student body indicate that a growing ... More

Chapter Three explores the potential and limitations that educated young Nepalis associated with their university studies. Changes in the composition of the student body indicate that a growing number of students from social groups previously not represented at university now obtain academic credentials. Their participation in higher education gives reason to hope for a more socially just and prosperous future. In order to take full advantage of new educational opportunities, young people often felt compelled to relocate to the capital city or to go abroad. For the majority of these students, however, certain educational pathways associated with an upper social status remained out of reach. In identifying a number of social influences and structural constraints, which powerfully shaped young people’s educational trajectories and related future orientations, the findings presented in this chapter allow for a critically engagement with the concept of the ‘capacity to aspire’.Less

Sorbonne University's Franco-British Partnerships

Gilbert Béréziat

in Franco-British Academic Partnerships: The Next Chapter: The Next Chapter

This chapter evaluates the collaborations between Sorbonne University and training and research institutions in the United Kingdom. It also enumerates some areas of improvement for collaborations ... More

This chapter evaluates the collaborations between Sorbonne University and training and research institutions in the United Kingdom. It also enumerates some areas of improvement for collaborations between Sorbonne University and the United Kingdom. These include joint supervision of theses and academic mobility, increased student mobility, double-major bachelor degrees for selected students and the possibility of setting up a Sorbonne Institute in London dedicated to Social Sciences and Mathematics based on the model of the London University in Paris.Less

Raising Students' International Profile: How Do Universities Address This Issue in Europe?

Florence Mele

in Franco-British Academic Partnerships: The Next Chapter: The Next Chapter

This chapter outlines the programs offered by universities to increase graduates with international profiles. Student mobility, which involves studying in a partner institution for a period of time ... More

This chapter outlines the programs offered by universities to increase graduates with international profiles. Student mobility, which involves studying in a partner institution for a period of time during a degree programme, allows students to learn skills that would make them more valuable to future employers. This chapter discusses the three main processes that make student mobility possible: the Erasmus programme, international double degree programmes and visiting students from partner universities.Less

Taking India to the World

Gurucharan Gollerkeri and Natasha Chhabra

in Migration Matters: Mobility in a Globalizing World

India is an important country of origin. While the migration flows are small relative to its population, India’s emigration represents a composite mix of different skill levels, temporary and ... More

India is an important country of origin. While the migration flows are small relative to its population, India’s emigration represents a composite mix of different skill levels, temporary and circular migration, significant student mobility, and the growing importance of the feminization of migration. While the bulk of the emigration is of low-skilled workers to the Gulf, the rise of the emigration of professionals of the knowledge economy from India outweighs the former. The overseas Indian community underlines the rise of transnationalism by which people participate in full measure in the economy and society of both the country of origin as also that of destination. Overseas Indians have demonstrated how mobility and migrant networks spur creativity, innovation, and entrepreneurship. India is in small but significant ways also emerging as a country of destination, thus underlining the fact that no country can remain only a country of origin or destination.Less