OECD Policies on Internationalisation of Higher Education

• Main Authors: Yu-Ju Lin, 林育汝
• Other Authors: I-Hsuan Cheng
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/60686089725233355676

碩士 === 國立暨南國際大學 === 國際文教與比較教育學系 === 101 === The advances in technology have accelerated globalization, which has a great impact on international politics, economy, and culture. Nowadays international organizations play an important role in the world. As an economic organization, OECD has encouraged educational research to help boost the economic development of its member states, and the internationalization of higher education is regarded by OECD as a means to elevate the competitiveness of its members. Due to this, documentary analyses are adopted in this study to explore the OECD policies of the internationalization of higher education. First, this study focuses on the origin and operation of OECD, and thereby presents how the organization has formulated the policies for the internationalization of higher education. Second, this study clarifies the concepts and approaches of internationalization of higher education. Finally, it attempts to evaluate the influence of OECD’s policies by examining the implementation of the policies in its member countries. Then, this study provides advice on the development of internationalization of higher education for OECD member states and other countries, including Taiwan. This study analyzes the present conditions of the internationalization of higher education in OECD’s member countries and the risks they face. The analysis is based on four approaches: capacity building, promotion of the highly skilled migration, revenue generating, and improvement of mutual understanding. According to research, the capacity building approach is taken by most developing countries, and the major controversy about this approach is how the quality assurance system of a country adjusts to different kinds of higher education institutions. The highly skilled migration approach is mainly adopted by well-developed member countries of OECD; however, this approach gives rise to brain drain. The revenue generating approach has the greatest profits and is a predominant policy in developed English-speaking countries. Nevertheless, the policy implies that educational services are equivalent to trade, which forces these countries to face the regulations of WTO-GATS, which takes education as a commodity. The mutual understanding approach is the basic purpose of the internationalization of higher education for all countries, and it leads to the curriculum reform, which is the core issue in the internationalization of higher education. Finally, after analyzing OECD’s policies and how they are implemented in OECD member countries, this paper offers suggestions as follows: 1.A country should put emphasis on the coordination between its government and its higher education institutions when promoting internationalization. 2.The government and the higher education institutions should value peer review and cooperation with other countries. 3.The government and the higher education institutions should set up sustainable programs and objectives, know how to exert their abilities in some related areas, and strengthen the motivation for internationalization of higher education to confront the possible future challenges.