Abstract
When seeking to identify and analyze changes in governance patterns in Asia, it is mindful to have an appreciation of the enormity of change which has taken place within the higher education sector of the region. In what has become an important typology of higher education change developed decades ago, Martin Trow argued that with higher education driven by a continuing need to provide access to larger sections of national populations, change would proceed along a continuum from its historically familiar position of engaging 15% or less of a national population (the elite stage) to a period of massification, ranging up to 50% of a population as the need and desirability of higher education qualifications spread throughout society, and onto an even more inclusive stage of universalization in which the whole of an eligible national population would have access to higher education if desired (Trow 2005). Trow’s categorization and de facto prediction of the course of higher education throughout the world has, perhaps, been realized more quickly and generally throughout Asia than anywhere else in the world.
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Notes
- 1.
This is what in effect Richard DeMillo predicts for much of the existing higher education structure as it currently exists, as he perceives the underlying financial model of higher education to be unsustainable within the coming years and decades of technological innovation and progress. See: Neubauer 2016.
- 2.
A recent publication seeks to locate contemporary higher education institutions within Asia in the context of what it posits are four conflicting hypotheses, which briefly are (a) the Western HEI emulation hypothesis so identified with Philip Altbach, (b) the economic primacy hypothesis, (c) a related hypothesis that directly situates HEIs with globalization, and (d) one which suggests that for at least many HEIs in Asia they continue to embody elements of the Confucian tradition. The concluding essay of that volume, (to which I am a contributor) argues for the notion of viewing contemporary HEIs in Asia as “hybrids” with some identifiable characteristics. See: Shin et al.
- 3.
The government share of higher education support in Australia has declined from 1994 to a low point in 2002 from which it has made a recovery primarily focused on increased student enrollment which since 2004 has relied significantly on income from cross-border students, which increased by almost 75% in 2014 to 4.7 billion Australian dollars, currently constituting about 17 of total university revenue (Universities Australia 2015, p. 14).
- 4.
The Apollo group advertises over 100 US locations and with the creation of its Global Education Network, also now offers programs in the UK, India, Germany, Chile, South Africa, Australia, and Mexico. (Apollo Global 2016).
- 5.
The reality of what educational practices and behaviors constitute quality, and acceptable quality, in differentiated situations is the subject of continued debate at national, regional, and international levels. A valuable summary of these complexities is contained in the publication of the Global University Network for Innovation in 2007 devoted to a global review of higher education quality practices. Although almost a decade old, the basic conceptual essays featured in this volume continue to be relevant. See especially the contribution by Sanyal and Martin on the various core meanings of quality, which remains critically relevant throughout higher education practice.
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I wish to thank Molly Lee, John Hawkins, and Christopher Collins for the initial discussions that helped to frame this chapter.
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Neubauer, D.E. (2019). Changing Patterns in the Governance of Higher Education in Asia. In: Jarvis, D., Mok, K. (eds) Transformations in Higher Education Governance in Asia. Higher Education in Asia: Quality, Excellence and Governance. Springer, Singapore. https://doi.org/10.1007/978-981-13-9294-8_2
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