Abstract
The second chapter looks at the three generations of crossborder education in order to give some historical perspectives to understanding education hubs. The first generation focuses on people mobility – primarily students and professors. The second generation acknowledges that it is not just students who are moving to seek out foreign education and credentials, programs are now moving across borders. This includes twinning, franchise, double/joint degrees, and virtual/online programs. Provider mobility, in the form of branch campuses and binational universities, is also part of the second generation. A working definition of education hubs – the third generation – is provided and carefully analyzed in terms of the key concepts. The primary rationales driving education hubs are examined and categorized into five groups. A proposed typology of three education hub models – student, talent, and knowledge/innovation – ends the chapter and leads to the analytical framework discussed in Chap. 3.
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Acknowledgments
This book is the result of a large and dedicated team of individuals who brought their expertise and commitment to the analysis of education hub developments over the last decade. Grateful appreciation is extended to all of the case study authors. It was an enormous amount of work to locate planning and policy documents, conduct interviews with key actors, and track down hard data on the scope and scale of crossborder education activities and hub operations. Each education hub is a work in progress, and all their efforts to capture and communicate the past, present, and future dimensions of the hub’s development have enriched our understanding of this new generation of crossborder higher education. A special acknowledgment and vote of thanks is made to Lois Dou for her superior research skills, insightful analysis, and dogged determination to find the requisite information and data.
A deliberate effort was made to include the next generation of internationalization researchers in the preparation of this book. Recognition and appreciation go to graduate students of the Ontario Institute for Studies in Education, University of Toronto – Jack Lee, Mohammed Khan, Hana Lee, and Kristjan Sigurdson, all of whom contributed to the conceptualization of the book, the analytical framework, and case study research. Particular mention is made of Hana Lee’s contribution to understanding the hub developments in Korea. The opportunity to debate issues and share first drafts with David Wilmoth and Stephan Vincent Lancrin deepened my understanding of education hubs, and I am most grateful for their intellectual and moral support. This book is only the beginning of a long journey to understanding the phenomenon of education hubs. Thank you in advance to the reader for sharing your insights, queries, and experiences with me about this complex and fascinating development in crossborder education.
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Knight, J. (2014). Introduction. In: Knight, J. (eds) International Education Hubs. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7025-6_1
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DOI: https://doi.org/10.1007/978-94-007-7025-6_1
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