Policies for transnational collaboration in higher education
Guardat en:
| Publicat a: | OECD Education Policy Perspectives (May 23, 2025) |
|---|---|
| Publicat: |
Organisation for Economic Cooperation and Development (OECD)
|
| Matèries: | |
| Accés en línia: | Citation/Abstract Full Text - PDF |
| Etiquetes: |
Sense etiquetes, Sigues el primer a etiquetar aquest registre!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3216395365 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2226-0943 | ||
| 024 | 7 | |a 10.1787/e07d8c0f-en |2 doi | |
| 035 | |a 3216395365 | ||
| 045 | 0 | |b d20250523 | |
| 084 | |a 6245918 |2 nlm | ||
| 245 | 1 | |a Policies for transnational collaboration in higher education | |
| 260 | |b Organisation for Economic Cooperation and Development (OECD) |c May 23, 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Transnational collaboration between higher education institutions offers many potential benefits but effective cross-border engagement – and developing policies to support it – can be challenging. Based on a review of available evidence, this policy paper identifies three key challenges to effective policy making. Academics and autonomous institutions may lack incentives to engage in collaboration driven by external objectives. Misalignment may exist between policies and political priorities that influence transnational engagement in individual higher education systems – whether within higher education policies, or between higher education, foreign, international development, migration, security, economic, industrial and trade policies, or between priorities of different levels of policy making. Finally, incompatibilities between policies and institutional practices in different countries complicate transnational collaboration. Drawing on international experience, this paper proposes six policy approaches: adopting cross-government approaches; enhancing international compatibility of regulations; incentivising collaboration through funding; strengthening institutional capacity for internationalisation; supporting diverse forms of engagement; and promoting symmetrical engagement. | |
| 653 | |a Higher education | ||
| 653 | |a Collaboration | ||
| 653 | |a Education policy | ||
| 653 | |a Transnationalism | ||
| 653 | |a Educational systems | ||
| 653 | |a International trade | ||
| 653 | |a Globalization | ||
| 653 | |a Cooperative learning | ||
| 653 | |a International security | ||
| 653 | |a Academic staff | ||
| 653 | |a Policy making | ||
| 653 | |a International collaboration | ||
| 653 | |a Incentives | ||
| 653 | |a Trade policy | ||
| 653 | |a Internal migration | ||
| 653 | |a Migration | ||
| 653 | |a Borders | ||
| 653 | |a Economic development | ||
| 653 | |a Regulation | ||
| 653 | |a Educational Policy | ||
| 773 | 0 | |t OECD Education Policy Perspectives |g (May 23, 2025) | |
| 786 | 0 | |d ProQuest |t Political Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3216395365/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3216395365/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |