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Dec 1, 2024 | 
researchprofessionalnews.com | Simon Marginson
Simon Marginson suggests how universities can respond in an age of populismMultiplicity is the hallmark of a university. Higher education institutions combine a vast array of heterogenous worldviews, missions, agendas, fields of knowledge, structures, projects, internal groupings and external stakeholders, and do so by compromising enough to bring in each without upsetting the whole. The most important compromise is spatial. On the one hand, universities are local, city-based and national.
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Nov 22, 2024 | 
wonkhe.com | Simon Marginson |David Morris
Ten years ago we could confidently say that we lived in an age of globalisation. Almost every increase in international student numbers and cross-border research collaboration was seen as positive, in government and the public sphere. Those days are gone.
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Nov 7, 2024 | 
tandfonline.com | Simon Marginson
ABSTRACTEducation for social sustainability rests on (1) individual learning agency, and (2) graduates prepared in relations between the individual and collective society, in the context of open ontology and emerging ecological, social and political challenges.
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Feb 27, 2024 | 
timeshighereducation.com | Simon Marginson
Science is extraordinary. It is dynamic, transformative and powerful. It is also precious and fragile and could be lost. It is both inclusive and exclusive, expanding to every corner of the Earth, yet sidestepping much of the knowledge in active use. It is shared, beneficent and universal – and also freely manipulated as an instrument of commercial competition and a weapon of war. Science is good, bad and ugly. We need to accentuate the positive.
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Feb 17, 2024 | 
universityworldnews.com | Simon Marginson
GLOBAL
What is higher education? In a world of ever-emerging difference, the core has scarcely changed in 3,000 years, across almost every variation of time, place and culture: the cultural formation of persons. The methods of person formation have also been largely constant. The self-forming student is immersed in knowledge, guided by teachers.
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Dec 2, 2023 | 
universityworldnews.com | Simon Marginson
GLOBAL
We live at a time when people, nation states and educators face many problems. Consider the climate-nature emergency. Lost habitat and species extinction. Desertification, crises of food and water, ever larger populations on the move. Rising sea levels. The latest reports say that the melting of the West Antarctic ice sheet is now locked in regardless of what happens with greenhouse gas emissions. That is, the melting cannot be stopped. It may be complete by 2100.
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Oct 14, 2023 | 
universityworldnews.com | Simon Marginson
GLOBAL
Recently Dirk Van Damme, former head of the Organisation for Economic Co-operation and Development’s (OECD) Centre for Educational Research and Innovation, questioned the expansion of participation in higher education in International Higher Education.
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Jul 17, 2023 | 
wonkhe.com | David Kernohan |Mark Leach |Simon Marginson |Jim Dickinson
Overall, the cost of delivering a foundation year is broadly similar to the cost of delivering first year of an undergraduate degree in the same subject area. Indeed, where providers offer additional support, extended contact hours, or smaller classes the costs of running a foundation year may be higher than the costs associated with the first year of an undergraduate degree.
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Jul 14, 2023 | 
universityworldnews.com | Simon Marginson
GLOBAL
Nothing stays the same. Some researchers see international higher education as a freeze-frame picture, susceptible to linear measures and predictions. I see an open Heraclitan ontology in which higher education and its settings are always changing, always becoming, ultimately in non-linear fashion. Now the future seems more open, and more troubled. Post-1945 higher education, framed by the United States as senior partner and Europe as junior partner, is giving way to greater complexity.
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Jun 7, 2023 | 
wonkhe.com | Simon Marginson |David Morris |Mark Leach |Jim Dickinson
What does higher education achieve beyond the provision of pecuniary benefits for individuals, meaning superior opportunities for work, earnings, career and social position? How do we understand the public or common good in this sector, including effects of higher education experienced collectively as well as severally? These are not easy questions. Research by the Centre for Global Higher Education (CGHE) finds that the answers vary by country, according to political culture and policy history.
