For this week’s readings, we were asked to look at two articles by the OECD, titled “Education Policy Outlook 2015: Making Reforms Happen” and “The State of Higher Education: The 2014 Executive Summary.” In the first article about making reforms a reality, I was surprised to learn that this one report worked to summarize the findings of over 450 educational reforms from OECD countries between the years of 2008-2014. In this analysis, they review trends in education policies, including broad topics such as: funding, assessment, school improvements and governance. The report goes on to assess several different areas of education policy reforms and the many ways which they can reach specific audiences effectively. For instance, I found it very interesting to read about the ideas offered for students who come from disadvantaged or diverse backgrounds. In this day and age, diversity is an initiative that many universities across the world strive to accomplish. Yet, it becomes the responsibility of institutions to ensure the academic success of these students which can be challenging for some. The article states, “These (disadvantaged) students are at a greater risk of lower performance and attainment.” (p.8). It is clear that in all aspects of higher education, even internationally, striving to even the playing field for all students is ta broad practice, hoping to be achieved by many constituents. Although diversity is encouraged, universities must find ways to best accommodate diverse parties. This reminded me of a program offered by our home institution, CUNY, called SEEK (Search for Education, Elevation and Knowledge.) SEEK aims to provide academic support to educationally or financially disadvantaged student populations. I felt that this was a great example of way in which our local institution tackles diversity head on by ensuring that these students receive the services they need to be successful.
In the other summary piece about the state of higher education, the OECD stresses more ways to monitor and enhance the global quality of education. I really liked that they bring up the important point that higher education has and is currently changing “in order to meet the need of new student populations and higher education institutions” (p. 4). Just as I mentioned in the SEEK program, private and public institutions alike are learning to make it a priority to tailor their offerings based on student needs at a city, local, and even global level. Just as in higher education institutions in America, the OECD article stresses the importance of sound budgeting, strong business models and the promotion of research excellence across boundaries worldwide. The article concludes with a note from Jane Knight on what a true international University is. I completely agree with her thoughts that “there is no standardized model, nor should there be.” Instead, there are multiple variations which will help institutions succeed internationally. Instead of hoping to “weather the storms of change”, Knight urges institutions to be flexible and adapt themselves and their programs and policies to the ever-changing environment which universities must learn to flourish in.
I also focused on the reference to the Jane Knight article at the end of The State of Higher Education: The 2014 Executive Summary. I think her article speaks to the question of whether international education can be successful at all brought up in one of the blogs today. The assertion that there is no “one size fits all” model in internationalization is a potent one and one which I think captures the various themes we have focused on to date. Knight’s description of the three generations of an international university speaks to the diversity and breadth of issues in this area and how best to tackle them. I think the progression and evolution she speaks us indicates that internationalization is evolving and can be strengthened by the comparative education policy lens we have applied this week
I like that you brought up issues of disadvantaged students. There are so many students that fit that category, and they are all too often overlooked. It never seems like enough is done to help them, and not just by international education programs. I would like to flip things around though. Do you think it is totally beneficial for a underprivileged student to enroll into a study abroad program? I personally am a little torn with how I feel about that. It is often a huge step for someone who fits this description just to go to college, and even harder for him or her to succeed. Luckily, as you mention, there are certain programs like SEEK that can help them accomplish their academic goals, but there are others who are not as lucky. Why hope to send a student like this abroad when being a college student was a big enough challenge already? I concede that by the time a student is a junior, when many students study abroad, he or she has already developed the skills to succeed, so studying abroad wouldn’t be that crazy of a notion. I guess my argument is that is can sometimes be dangerous to lump people together, as in “oh, not enough disadvantaged students are studying abroad.” Everyone has a different way of having a great college experience, and studying abroad doesn’t have to be part of that equation. Still, it would be great to figure out HOW international education programs could extend their services to various and new demographics.
Hello Melissa,
Thank you for your post this week. I thought it was interesting that you mentioned the SEEK program. Although I was eliglible for the program as an undergraduate student, I was not well informed and missed my opportunity to be a participant. Some of my classmates were part of a similar program at our private school, called HEOP and it servd the same purpose. All of the students I knew in the HEOP program successfully graduated and it served its purposes to increase retention rates for disadvantaged students. I am also content that internationalization programs are re-structuring to allow disadvantaged students the resources to flourish in a study abroad program. I am slightly concerned that this practice will not be incorporated at every institution. For example, HBCU’s serves a higher precentage of disadvantaged students and are already struggling financially. How will they be able to keep up with other institutions and offer the necessary resources for international programming?
Adia