India’s trade in higher education

Abstract

India has had an extremely adverse balance of trade in education. Though only a minor education exporter through Mode 2, India is the world's second largest studentsending country. Nevertheless, given English as the medium of instruction especially in apex institutions, low tuition and cost of living, quite a few world-class institutions, and a long tradition of hosting international students, India should have been an attractive destination. The paper, therefore, aims at investigating into the reasons for this failure by undertaking a two-phase empirical analysis. The findings of the first phase using the panel data and pooled ordinary least squares (OLS) techniques attribute this failure to India's lower per capita income, gross enrollment ratio (GER), and per-pupil expenditure, and none of its institutions being among the top 200 world university rankings. The findings of the second phase using the logit and probit models suggest that the probability of attracting international students by those institutions significantly increases which provide a hostel facility and fellowships, have a dedicated agency, and are accredited, privately-owned and unitary type.

Developing bio-technical reliability among future researchers and industrial work-force in developing countries: a success story

“…Apart from carrying out his own research, he had a few other parallel responsibilities at the institute, including contributing to the teaching (about 100 hours a year again) in various topics as part of a separate bioinformatics post-graduate diploma course. The Indian education system has faced several challenges and has undergone many improvements over time (18,19). I hope the reported humble efforts trigger many more improvements within the life sciences domain.…”

Overcoming Barriers in Higher Education Mobility between Latin America, Canada and Asia: A Scoping Review

“…Although the cost of education is a crucial factor, according to some studies international students acted in accordance with the human capital theory, whereby the perceived benefits were worth the costs (Perna et al, 2014). In particular, the high cost of tuition was also seen as an indicator of high wages in the future, which helped encourage students to study abroad in universities with a higher cost of tuition, especially those with plans to stay indefinitely (Kumar, 2015).…”

“…There is a restrictive FDI regime in India that discourages foreign universities from setting up branch campuses, in order to protect the competitiveness and attractiveness of local Indian universities. This policy may contribute to the lack of interest in this region as a destination for international students (Kumar, 2015). Kazakh students' participation in study abroad programs to the Americas was influenced by the governmental requirement that recipients return and work in Kazakhstan for five years after study abroad program completion.…”

“…On the other hand, policies that were found to favor mobility may be national in scope or actively encourage cooperation between countries. Cooperation policies encourage international mobility by helping students shoulder the burden of the financial costs of studying abroad (Perna et al, 2014) or by fostering a system of academic partnerships (Kumar, 2015). The Chinese government, for example, particularly desires to influence the perceptions of China held by leaders of Latin America and the Carribean, which is why it has established and funded nearly 60 Latin American and Carribean regional centers based in Chinese research centers and universities to deepen its expertise of this region (Kolesk, Blivas, & United States-China Economic and Security Review Commission, 2018).…”

“…The Chinese government, for example, particularly desires to influence the perceptions of China held by leaders of Latin America and the Carribean, which is why it has established and funded nearly 60 Latin American and Carribean regional centers based in Chinese research centers and universities to deepen its expertise of this region (Kolesk, Blivas, & United States-China Economic and Security Review Commission, 2018). These types of initiatives encourage mobility, although they are heavily reliant on the political advocacy and diplomatic relations of countries as well as motivation inspired by authorities (Kumar, 2015). At the national level, policies that promote autonomy among higher education institutions (HEIs) were found to be enablers.…”