The OECD recently released a report on titled Cross-border Tertiary Education: A Way towards Capacity Development. The executive summary states:
Cross-border tertiary education refers to the movement of people, programmes, providers, curricula, projects, research and services in tertiary (or higher) education across national jurisdictional borders. Cross-border education is a subset of educational internationalisation and can be part of development cooperation projects, academic exchange programmes and commercial initiatives. The focus of this volume is on the mobility of students, programmes and providers/institutions.
Student mobility remains relatively small, but has grown at an unprecedented pace in the past decade. The provision of tertiary education abroad, through academic partnerships, franchising, the opening of a branch campus or other arrangements, has also grown significantly. These trends raise new issues for policy makers and education stakeholders, in advanced economies as well as in developing countries.
The report, one of a series on the internationalisation of higher education (as the OECD prefers to term it), is reflective of an effort to position the OECD as a key creator of the intellectual frameworks through which a rescaled (globalized) higher education system is created. See, for example, the UNESCO/OECD guidelines on “Quality provision in cross-border higher education”, and CERI – The Internationalisation of Tertiary Education. More generally the OECD seeks to become a “relevant hub for global issues“.
Simon Marginson (University of Melbourne) and Marijk van der Wende (University of Twente) also have a new working paper available via the OECD’s Directorate of Education website. The paper is titled “Globalisation and Higher Education” and can be downloaded here. Both scholars are prolific writers on themes related to the globalisation of higher ed, with strong ties to the policy community, especially in Europe and the Asia-Pacific.