This thesis explores the role of foreign cultural capital, that is, Western knowledge, skills, dispositions and qualifications obtained through various modes of UK international tertiary education in facilitating social reproduction and mobility. The focus is on Malaysian young adults from middle-class backgrounds. It offers a critical exploration of the intricacies and contradictions surrounding the applicability of Bourdieu’s concept of cultural capital in explaining occupational and status distinction across different geographical and socio-relational contexts in Malaysia and the UK. Drawing on interviews with three samples of Malaysian students and recent graduates of UK tertiary education, I explored the anticipation and experiences of the rewards and disadvantages of undertaking international education in the UK and Malaysia. I investigated the planned and executed strategies to secure superior employment and status. I studied the intersection of class with age, ethnicity, gender, nationality and religion in structuring educational and occupational choices, practices and experiences. I explored perceptions and feelings of worth that surrounded planned and actual practices of translating cultural capital to economic and social privileges. Studying overseas in an elite UK university was believed to offer the most privileged opportunities to gain better quality education, experience a higher valued culture, lifestyle, social mix and physical landscape in the West and independently embark on a journey of personal growth and self-discovery. Graduates who studied physically in the UK were generally confident of their labour market and status advantages and saw themselves as more knowledgeable and globally exposed than those pursuing UK education in Malaysia. The latter believed that their relative labour market strengths lay in their enhancement and appropriation of more common local cultural capital in the forms of local knowledge, interaction skills and cultural sensitivity. Flexible and moderate personalisation of foreign and local cultural capital embodied in the self, alongside appropriate deployment and adornment of the physical body, provided the solution for the participants to overcome the relative limitations of the knowledge, skills and dispositions acquired through their respective modes of UK studies. Age, ethnicity and gender were perceived and experienced as significant factors shaping inclusion and exclusion in the Malaysian labour market. Nationality and ethnicity were the significant factors for labour market inclusion and exclusion in the UK. There was a general desire to convert enhanced cultural capital into occupational and status opportunities that allowed for work-life balance, personal contentment, religious fulfilment, emotional security and contribution to society. The thesis contributes to problematising the taken-for-granted singularity of cultural capital practices, showing that their associated benefits and shortcomings do not transfer smoothly across different place, situational and interactional contexts. It challenges the assumption that the scarcity and exclusivity of foreign cultural capital bring labour market advantage in the home context and it highlights the functional value of more common local cultural capital. It accounts for instrumentality and deliberateness in capital accumulation strategies as well as casts light on the principles, values and preferences which set limits to strategies of maximising material gains. It pieces together the practices, relations and feelings occurring at different points of the academic and occupational trajectories for the diverse Malaysian foreign student and graduate middle-class. It essentially adds depth and complexity to the investigation of intersecting individual, socio-relational and structural factors that shape perceived possibilities and experienced actualities of middle-class social reproduction and mobility among Malaysian students and graduates of UK international education. The thesis has important policy implications for the development of an equitable opportunity system in Malaysia and the socially responsible marketing and provision of international tertiary education in Malaysia and the UK.

Student mobility, defined as the movement of students between national systems of higher education is an activity assuming growing importance within the region of the European Union (EU). In recent years, policy-makers in the EU have ascribed academic mobility a political and economic role of significant proportions. Indeed, student mobility is expected to contribute to the international competitiveness of the European economy, to create European elite identities with a commitment to furthering European integration and to produce a mobile labour force, which is central to the success of the Single Market. In this context, student mobility has been thrust onto the policy agenda of intergovernmental organisations, national governments and higher education institutions within the EU. Although student mobility has become an explicit issue of policy within the EU, there has been little attempt to carefully analyse developments. In fact, the research literature pertaining to academic mobility remains limited, parochial, atheoretical and centred on student experiences. This thesis seeks to develop our knowledge and understanding of undergraduate student mobility in the EU through an analysis of policy at the intergovernmental, national and institutional levels in the context of a policy analysis framework. The result is new theoretically informed insights into the emergence, development, implementation and impacts of student mobility policy. Most notably, the creation of a systems model of the student mobility policy process facilitates an improved understanding of the relative contribution and interdependence of decision-makers at the intergovernmental, national and institutional levels during policy development and implementation. It is hoped that these insights enhance the understanding of those who make, implement and evaluate policy, such that the opportunities and constraints of future years are given considered attention in an area of increasing European significance.

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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2018. / The purpose of this study was to evaluate the internationalisation of higher education at a university of technology in a developing country, from the perspectives of institutional stakeholders. The study was conducted at the Cape Peninsula University of Technology (CPUT) and took the form of a case study. It endeavoured to investigate the present status of internationalisation at the university and the practices through which it was achieved, as they were perceived by all of stakeholders. It was undertaken with the rationale of making a meaningful contribution to the available literature pertaining to the internationalisation of higher education in general, particularly in relation to the perceptions of those who implement its strategies and benefit from them, with specific emphasis on South Africa. An exploratory study of this nature has the potential to provide those who are tasked with formulating policy for higher education with invaluable information and it was deemed to be appropriate in the absence of a customised national framework for the internationalisation of higher education in South Africa. A mixed methods research design, which employed both qualitative and quantitative research methods, was adopted. The qualitative data was gathered from sources such as official documents and archival records and also from interviews with 11 informants, namely, 5 foreign senior students, the deans of 2 faculties, 2 members of the academic staff, and 2 officials who worked in the office of international affairs. During the same period two separate online survey questionnaires were administered to 222 students and 177 members of the academic and administrative staff. The respondents represented different groups of stakeholders at the university and were purposively selected by applying predetermined criteria. The interviews were transcribed and their content was analysed through the use of Nvivo software, in order to identify themes which could contribute to the findings from which the conclusions were drawn. The findings pertaining to the nature of internationalisation at CPUT could have significant implications for other universities of technology in South Africa. Although researchers have identified a distinct shift in the rationale for internationalisation. South African universities, such as CPUT, internationalisation agendas are pursued mainly in the interests of deriving academic benefits, is also used to improve the quality of education, achieving excellence in research, attaining international standards, and acquiring international profiles. However, it is to be anticipated that as the international reputation of the university grows in response to the quality of its education and research, financial priorities will become increasingly prominent. This study was conducted to contribute to a growing body of research concerning the internationalisation of higher education in South Africa. By conducting a case study of an institution which is considered to be a previously disadvantaged South African university, it is to be hoped that this study would prompt future research in the field.

The central premise of this enquiry is that the International Baccalaureate (IB) model of education fails to deliver the humanitarian values that its literature claims describe. Its curriculum lacks the moral authority of a coherent philosophical foundation, and this promotes 'emotivism,' which reinforces contradictory ‘neoliberal’ values. Accordingly, this undermines the basic aim of an IB education and leaves its teachers prone to the subjectivism of emotivist morality. The proposal is that a process of reflexive practice can create an Aristotelian alternative to emotivism that revitalises the IB’s values-based model. Furthermore, it will argue that technology can build this practice into a 'social ontology’ that challenges the ‘governmentality’ of contemporary international education. To test the premise, an isolated ‘classic’ type of international IB school is considered because it reveals how a teacher’s cultural displacement shows the ontological significance of difference. This is followed by an evaluation of the ontological impact of international education’s governmentality. Subsequently, Alasdair MacIntyre's virtue theory is combined with Michel Foucault's ‘care of the self,’ to build a framework for reflective teacher practice. Then, an argument is made to use technology to connect these individuals and form a reflexive social ontology. To conclude, the enquiry argues that technology represents an objective rationality that challenges emotivism by removing subjectivism from the moral issues of difference facing an IB teacher.

This research into school identity studies school agency by focusing on how schools act to self-determine an aspirational international identity. Aspirational identity is conceptualized in Bourdieusian terms as intentional position-taking in the face of constraints, both external – field competition for capital resources – and internal - a subject’s habitus (which, for schools, necessitates critical evaluation of the putative notion of institutional habitus). Schools fundamentally distinct from many organizations in that a school’s identity subsumes a role in the determination of the identity of its students, may construe and pursue the realization of an element to their school identity that is international. Schools may do this by creating an international ethos, in order to internationalize student identity. In this study, to analyse ethos- and identity-internationalizing initiatives in a sufficiently broad, unifying manner, applicable to any type of school, use is made of Bernstein’s notion of the pedagogization of knowledge to inspire an analytical framework developed from the Pedagogic Device. Data from interviews with school leaders in 15 schools in 10 countries, showed ethos internationalizing initiatives to be divisible into three classes: firstly, initiatives pertaining to the medium by which knowledge is transmitted, particularly the language of instruction and the nationality mix of students and teachers; secondly, the knowledge transmitted to students may be deemed to be more or less international in content; thirdly, the knowledge to be transmitted may be prepared for transmission to students in ways that are more or less international by the process that Bernstein calls recontextualization. A potent means of internationalizing school identity and thus ethos was seen to be (international) recontextualization of knowledge by schools themselves, sometimes but not always in conjunction with an external agency. It was found that schools, irrespective of the composition by nationality of their student body, according to varying degrees of agency they display to construe and pursue an international identity for themselves and students, may be classified according to three ‘ideal types’: international identity creators; international identity assemblers; or international identity strengtheners. Some of the international identity strengtheners are shown to exhibit positive habitus to aspire to international identity as they stake more advantageous field positions by operating simultaneously in both national and transnational fields.

The principal focus of the present study was to examine the factors critical to the development and maintenance of a competitive advantage for education institutions operating in international markets. International education involves over 1.3 million students' world wide, and injects billions of dollars into the economies of supplier nations. Despite its importance, little empirical research is available on the international marketing of education. This study draws together research from services marketing, industrial and organisational economics, strategic management and various studies and reports relating to the management and marketing of international education.Commencing with an overview of the international market for education, the study examines the education sectors of leading supplier nations particularly Britain, Canada, New Zealand and the United States. It then describes the education sector of Australia and its international education industry in depth.Following a review of the relevant literature that relates to services marketing and e development of sustainable competitive advantage, a theoretical model as to how an education institution might achieve competitive advantage in international markets is proposed, along with several research propositions.' The findings of a survey of 315 education institutions in Australia, Canada, New Zealand, the United Kingdom and United States are then outlined. Initial descriptive statistics suggest that:1. Australian tertiary institutions are less confident about their international market recognition than are their Canadian, American, New Zealand or United Kingdom (CANZUK) counterparts;2. Significant differences exist between the five supplier countries in the importance they place on targeting certain markets;3. Australian tertiary institutions were somewhat more pessimistic about the growth in their ++ / international student body that were their CANZUK counterparts;4. Australian institutions were significantly more concerned over government support and policy than were their CANZUK counterparts;5. Student word of mouth referral was identified as the most effective form of promotion for international education;6. Australian tertiary institutions were significantly more positive about the value of recruitment agents and mass media advertising than were their CANZUK counterparts.An exploratory factor analysis of the survey data found a series underlying dimensions measuring various aspects of an institution's perception of its marketing and strategic planning processes. These "factors" were used to generate twenty-six derived variables that were used for subsequent analysis. An examination of these factors was undertaken, both statistically and through a series of in-depth interviews with fifteen education institutions in Australia.Two regressions were used to estimate the relationship between the dependent variables of Cost Leadership and Differentiation (which are measures of generic positioning strategies adopted by the institutions), and a range of independent variables measuring institutional perception of their external and internal environments. A structural equation model was also used to estimate the relationships between these two regressions. This found that the adoption of generic positioning strategies appears to be determined by institutional consideration of:1. Market Factors - a measure of institutional consideration of the importance of buyer bargaining power when developing business strategies;2. Market Outlook - a measure of institutional consideration of the importance of the level of market saturation within the industry when developing business strategies;3. Experience and Psychic Distance - a measure of institutional consideration of the ++ / importance of knowledge or experience of foreign markets, cultural differences and foreign recognition of programs when developing marketing strategies; and4. Resource Factors - a measure of institutional consideration of the importance of internal resources when developing business strategies.The selection of Cost Leadership appears to be determined by the first three of these variables, while selection of Differentiation appears to be determined by all four. These findings support the propositions that industry structure and foreign market structure are determinants of the generic enterprise strategies adopted by education institutions seeking competitive advantage in international markets.A discriminant analysis was undertaken to examine the relationship between adoption of a generic enterprise strategy and marketing strategies. This found an association between differentiation strategies and marketing strategies. Institutions which adopted differentiation strategies (e.g. uniqueness of programs and/or concentration on niche markets) were more like to be classified by high activity on two variables:1. Promotion and Recruitment - a measure of the perceived actual performance of the institution in its use of agents, expenditure on advertising and promotion, possession of offshore recruitment offices, use of government promotional agencies and size of international student enrolments.2. Marketing Activity - a measure of the importance to market success placed upon the use of agents, spending on advertising and promotion, possession of offshore recruitment offices and teaching programs, international alliances and enrolment of international students.A third regression estimated the relationship between the dependent variable Market Success (a measure of the enrolment growth, financial benefit, demand and optimism over future growth) and twenty-five independent ++ / variables derived from the factor analysis. This suggests that Market Success be determined by institutional consideration of Resource Factors, adoption of Differentiation positioning strategies and the possession of key "distinctive competencies " as:1. Image and Products - a measure of the perceived actual performance of the institution in terms of its reputation for quality, level of market profile, strength of financial resources, size and influence of its alumni and range of courses and programs;2. Coalition and Forward Integration - a measure of the actual performance of the institution in its possession of international strategic alliances and offshore teaching programs.Further, the institution's Market Success was also found negatively correlated with two additional variables:1. People and Culture - a measure of the perceived actual performance of the institution in its encouragement of innovation, customer orientation, effective use of information technology, the quality and expertise of its staff and its level of technical superiority;2. Mass Advertising - a measure of the institution's perception of the effectiveness of promotion via TV, radio, newspapers and magazines.These findings support the propositions that generic enterprise (at least those involving differentiation) and market entry strategies are significant determinants of market success. They also support the proposition that quality of image, market profile, coalition formation and forward integration into the export channel are likely to strengthen an institution's competitive advantage. Although not measured directly, these distinctive competencies may provide a source of sustainable competitive advantage as they provide potential barriers to imitation by competitors. Such barriers produce isolating mechanisms, which assist the institution to sustain a competitive edge in the market.Several ++ / managerial and research implications emerged from this study. The importance of developing a sound understanding of the student consumer were highlighted, along with the need to effectively measure and communicate an image of quality to the market. Saturation within international education markets is growing and future growth is likely to be dependent on market segmentation and the adoption of differentiation strategies. Those institutions with superior market experience will be better placed to make effective decisions regarding their competitive positioning. In doing so, the more successful are likely to give consideration to supply-demand imbalance and the general management of internal resources (e.g. staffing, facilities and programs).Successful institutions are likely to be those that adopt differentiation strategies that enhance their image and reputation as quality service providers build upon a sound financial base and make effective use of their Alumni and student word of mouth networks. Such institutions will also be likely to have offshore teaching programs and valuable strategic alliances that enhance their marketing and service delivery.

I think that whether we like it or, not, the stage is now being set for the third world war. I think I an not the only one who believes this. If it happens, the third world war will have resulted from individual and tribal greed over the earth's diminishing resources and it will have been aided by breakdowns in understanding between people and tribes. Perhaps people of different nations and races and cultures don't know enough about each other and perhaps if they did they might find out how to accommodate to each other perhaps there are ways in which they can find out. Perhaps education is one of the possible means. This study takes a look at a unique approach to the hope that education is a force which can be used to unite nations and races. Since there is as yet no instrument designed to measure whether a person educated internationally is or is not contributing to world peace, it is necessarily descriptive. The work starts with a review of developments in international education and moves to a consideration of what this mode of education is. It then deals with the only known vehicle of international education operating at the secondary level, the International Baccalaureate. The study then gives an account of the early efforts of those who founded Atlantic College. It moves to a description of the international organization set up by Lord Mountbatten to co-ordinate the efforts of all those around the world who are persuaded that education can help prevent war. Cameos of the three existing United World Colleges follow. They are: the United World College of the Atlantic; the Leste 3. Pearson College of the Pacific; the United World College of South East Asia. Finally, the paper considers the question of the proliferation of United World Colleges, examines some of the project's problems and concludes with a few guesses at what might happen in the future.

Higher education institutions everywhere are subject to global trends, such as the growing commodification and commercialization of knowledge, which are pulling universities closer to the market (Altbach, 2001). Rationales for the internationalization of higher education, consistent with neo-liberalism, increasingly emphasize the importance of developing human capital and income generation through study and life abroad. Exploring this entrepreneurial turn, my research revealed that international education shows signs of developing a professionalized workforce. Through the use of various theoretical frameworks, including institutional ethnography, a Foucauldian focus on discourse and anti-colonial theoretical perspectives, I disclose how the managerial-driven discourse of professionalism of international educators facilitates control “at a distance” (Fournier, 1999) and prioritizes organizational interests over their everyday/night experiences. At the same time, by conceptualizing professionalization as a site of struggle (Tobias, 2003), I describe ways in which these “ruling relations” may be subverted and how an alternative professionalization strategy may be pursued by international educators in their efforts to advocate for social justice in international education.

This thesis investigates development assistance programming in the research activities of higher education institutions by studying the case of the Norwegian Programme for Education, Research and Development (NUFU) and its activities in two sub-Saharan African (SSA) nations. In this thesis, North-South Research Partnerships (NSRPs) are conceptualized through the construction of an ideal-type based on the historical record of NSRP progrmaming. A conceptual framework and analytical tool are developed in order to present the dominant norms associated with mainstream North-South research programming over the past sixty years, as firmly embedded in exploitative core-periphery dynamics. The main research questions ask to what extent the NUFU model differs from other NSRP programs, including South-South collaborative opportunities, and to what extent the program creates spaces for endogenous research needs and priorities to take precedent over exogenous demands and targets. A qualitative investigation is used to gather data from textual analysis, participant observation and key informant interviews in order to investigate how the NUFU program establishes demand-driven programs in Southern universities while negotiating the Norwegian and global political economies. A case study of a single NUFU North-South-South project demonstrates how the program framework influences the construction of the partnership modality. The findings indicate that the North-South component of the model presents significant opportunities for demand-driven research, but that changing trends in Norway are placing pressure on the program and researchers. With regard to the South-South component, the study concludes that the modality is under-conceptualized, lacks clarity of purpose and has failed to generate sustainable collaboration within the SSA region. The implications of these findings for NSRP programming, the NUFU program in particular, are that historical asymmetries remain firmly entrenched; without a radical reconstitution of the economic and political relations between Northern and Southern states, the most powerful international actors, be they states, private entities or multilateral agencies, will continue to dominate and determine knowledge production capacities and outputs. The study concludes by suggesting opportunities for NSRP programs to augment their support of Southern universities and by reflecting on how ongoing changes in current geo-political configurations could open new spaces for alternative development trajectories.