Global recession and higher education in eastern Asia: China, Mongolia and Vietnam

Abstract

This paper presents a perspective on the capacity of colleges and universities during past and present economic shocks. The main argument is that the environment of the global recession-an Asia far more economically integrated than during past economic shocks, with more unified aspirations to be globally competitive and socially responsibleno longer delay reforms in higher education. In fact, the global recession has become an opportune time for higher education in Asia, specifically developing countries in eastern (East and Southeast) Asia, to continue reforming governance and administration, access and equity, internal and external efficiency, and regional collaboration. Economic shocks have accelerated reforms in higher education, especially those for promoting innovation in their economies, though more is needed in improving governance and access for underserved populations. This paper examines the cases of China, Mongolia, and Vietnam as examples of how the global recession and regional integration are growing forces in shaping their higher education reform and development. The paper also identifies a series of measures for increasing the resilience of higher education systems in serving poor and vulnerable populations during economic recessions. Responses to the global economic recession by nations in eastern Asia are likely to improve the global shift in economy and human capital.

Higher Education Research in Asia: a Publication and Co‐Publication Analysis

“…Based on these issues, Shin and Harman () identified major challenges for the 21 st century Asia‐Pacific higher education system, including further massification, privatisation, accountability and governance, internationalisation and ranking and world‐class universities. Postiglione (), pointing out the effects of the global recession on higher education in East and Southeast Asia, underlined the need to continue reforming governance and administration, access and equity, internal and external efficiency and regional collaboration. This requires an overarching effort from higher education research, taking into account that the development of higher education itself is complemented by an increase in interest within the academic community, which may serve as a stimulus for enhancing the creation of a community with a common identity (Teichler, ).…”

Impact of the Government Funding Reforms on the Teaching and Learning of Malaysian Public Universities

“…Furthermore, Lebeau et al (2011) add that the world economic crisis has contributed to great pressure on public funded HEIs in most parts of the world. For example, the funding allocation for higher education has declined during the economic down turn in Thailand, Philippines and Malaysia (Postiglione, 2011). Meanwhile, Ko and Osamu (2010) explain that the pressures facing the Japanese higher education come from the global market, funding cuts, social demand and shrinking of the number of students currently.…”

“…The universities are usually confronted with problems such as reduction in government funding (Altbach, 2007;Liefner, 2003;Orr, Jaeger, & Schwarzenberger, 2007;Roger, 1995), stakeholders demanding for greater efficiency (Massy, 2004) and public appeal for better accountability in the management of public funds (Alexander, 2000;Hines, 2000) and finally persistent increase in the cost operating of education (Johnstone, 2004). These challenges have brought positive response from the HEIs, where they are committed to reform and restructure their system to become more competitive.…”

“…As a result, higher education is facing funding challenges in maintaining the quality of T&L. As stated before, in public funded systems, financial resources come in form of grant for teaching and research (Beath, Poyago-Theotoky, & Ulph, 2008). Here, the government funding cuts have the possible impact on the research such as medicine, science and technology which can provide benefit to the public as a whole (Postiglione, 2011).…”

What factors influence Vietnamese students’ choice of university?

“…Recent literature about education in Vietnam has either focused on the need to develop its education system in order to sustain its rapid economic growth (Hirosato and Kitamura, 2009;London, 2010London, , 2011, or specifically addressed the case for higher education reform (Harman et al, 2010;Postiglione, 2011). Welch (2010) outlines how the Vietnamese Ministry of Education and Training (MOET) has introduced "open" policies to promote educational development, especially in higher education, by encouraging public and further foreign investment through establishing new public and private universities or opening foreign collaborative programmes, in addition to many foreign organizations recruiting Vietnamese students to study overseas or establishing campuses in Vietnam itself.…”