The regulation of transnational higher education in Southeast Asia. Case studies of Hong Kong, Malaysia and Australia.

Autor/inn/en	MacBurnie, Grant; Ziguras, Christopher
Titel	The regulation of transnational higher education in Southeast Asia. Case studies of Hong Kong, Malaysia and Australia. Gefälligkeitsübersetzung: Die Regulierung des transnationalen Hochschulwesens in Südostasien.
Quelle	In: Higher education, 42 (2001) 1, S. 85-105Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 74
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1023/A:1017572119543
Schlagwörter	Bildung; Einstellung (Psy); Bildungsangebot; Bildungsmarkt; Bildungsrendite; Internationalisierung; Mobilität; Staat; Globalisierung; Wettbewerb; Hochschulbildung; Studium; Hochschulpolitik; Hochschulökonomie; Hochschullehrer; Auslandsstudium; Hochschule; Internationalität; Forschungsbericht; Qualitätssicherung; Wachstumsfaktor; Student; Ausland; Australien; Hongkong; Malaysia
Abstract	The millennium round of the General Agreement on Trade in Services (GATS) underlines issues relating to the regulation of education as an internationally traded service. Transnational education is a key component of such trade. Southeast Asia is something of a laboratory in the development and regulation of transnational education. The region combines high demand, keen competition among providers, and host country regulatory regimes ranging from relatively laissez faire to strongly interventionist. This paper examines the approaches of three Southeast Asian governments Hong Kong, Malaysia and Australia - to the regulation of transnational education within their borders. In each case the authors provide background on the higher education system, describe the regulatory approaches to transnational education, and analyse the motivations behind regulation. Both the neoliberal approach of the WTO to trade in educational services, and critiques of this approach, are outlined. The authors conclude that any attempts to promote global standards or quality principles for transnational education must address the myriad concerns of governments, including consumer protection, advancing national goals and protecting the local system. (HRK/Abstract übernommen).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2002_(CD)