国际高等教育服务贸易在亚太地区: 趋势和问题外文翻译资料

 2023-01-11 09:25:46

国际高等教育服务贸易在亚太地区:

趋势和问题

原文作者 Matthew W. Phillipsamp;Charles W. Stahl

单位Centre for Asia Pacific Social Transformation Studies (CAPSTRANS)

扩大贸易和投资在全球经济自1980年代以来一直伴随着一个关联的国际教育服务贸易的增长,尤其是高等教育。在本文中,我们提供了一个详细的分析高等教育扩张的流动,来衡量这些迅速崛起的三级学生出国留学。特别是,探讨流动性的增加来自亚太地区的学生进行研究在西欧,北美和澳大利亚。本文认为,越来越多的国际教育服务贸易在亚太地区反映了这些服务的战略重要性,开发和维护这些国家的长期经济和社会生存能力。全世界越来越多的政府现在认识教育在促进经济增长的关键作用(特别是在新的知识领域),个人和社会发展,以及减少不平等。国家完善的和著名的高等教育系统,如美国,英国和澳大利亚已经发展教育服务贸易的主要受益者。这些国家一直处于最前沿的教育出口他们使积极的营销活动招募新学生以及发展高等教育的新方法提供和交付。此外,本文探讨了学生流动的积极和消极影响,以及高等教育的国际化之间的联系和职业。最后,本研究使一些进一步研究的建议。

介绍
服务行业已经经历快速的经济增长在过去的几十年里。他们占了相当一部分国民产出的工业化国家和发展中国家,几乎都是在这些经济体日益重要的就业来源(联合国贸发会议和世界银行,1994年,Dicken 1998:31;世界银行,2000年)。此外,服务业占全球外国直接投资的不断扩大份额(WTO,1996),并因此变得越来越国际化。然而,尽管它们对于全球经济的重要性,服务最近才引起了他们的注意研究人员和政策制定者。本文的目的是为这一新兴文学通过关注国际高等教育服务贸易。教育服务是本文强调代表日益全球服务贸易的重要组成分。大多数州,工业化和发展中,现在寻求发展教育行业,特别是高等教育,为了保持适当的水平的人力资本形成的需要新知识经济(世界银行,2000年)。

Rudner(1998:87)指出,提供高等教育日益国际化自1980年代初以来,特别是在发达国家如美国,英国,澳大利亚和加拿大。这个国际化的过程表明,外国留学生资格的增长在发达工业国家和学生在外国机构登记的增长提供高等教育在发展中国家。同样重要,大学在工业化国家正在努力应对经济快速全球化的需要通过国际化课程(1999),并寻求建立合作联系机构在发展中国家通过鼓励教师和研究人员之间的交流与联系(骑士和德维特如是说,1997)。

高等教育的国际化导致教育的指数增长的出口一些发达工业经济在过去的二十年。例如,到1997年,教育从英国出口的价值估计超过pound;90亿(英国,1997)。在澳大利亚,在1990年代中期,向外国学生提供教育获得至少20亿美元每年在国外exchange1(Bennell和皮尔斯,1998:3)。同样,在美国,1998 - 1999学年期间,外国学生给美国经济带来了近117亿美元,使教育美国第五大服务业出口在1998年(NAFSA,2000)。

高等教育日益国际化的原因和相关的教育出口的增长已经广为记载(JRM和同事,1998;骑士和德维特如是说,1997;Mallea,1996年,1997;Ongetal ,1992;斯特尔,1999)。从阅读的文学作品,出现两个重要的点。第一,随着国际经济的优势变得越来越与知识领域,高等教育,而产生这方面的知识,给予是一种高价值由两国政府和私营部门。因此,提供教育成为一个中央平台,政府试图维持或发展国际比较优势的新知识经济。这导致高等教育资源“reconceptualized交易条款”(Rudner 1998:87)。第二点是,高等教育的国际化,国际化的职业有着本质的联系,每一方都有一个深刻的和动态影响其他(菲利普斯和斯特尔,2000)。全球资格因此高度追求跨国公司和商界。

有趣的是,移民和贸易理论有助于理解教育服务贸易的动力。最初,学生从发展中国家向发达国家的移民是由发送国家高等教育需求过剩,以同样的方式,很好的工作过度需求是底层劳工移民的基本动机。然而,许多那些能找到的地方大学教育也在自己国家选择迁移,因为他们认为发达国家的教育质量超过他们自己的国家。这非常类似于以前的移民就业工人希望利用更高的工资劳动机会的国家移民。然而,海外教育质量的持续需求不多久这个教育的供应商转移到这一需求的来源和建立分支机构发送国家或进入“孪生”与国内高等学校的安排。这是一个完全并行的国际资本,通过外国直接投资,建立工厂,在那些(潜在的移民)的国家工人供应过剩。足够水平的外国直接投资将减少劳动力移民压力,就像树枝继续扩张的大学和“孪生”安排将减少对学生的压力向海外迁移的教育。

本文的目的是调查的程度高等教育服务贸易的增长数量的外国留学生资格的发达的工业经济,而在的外国直接投资在教育机构规定的发达国家到发展中国家。亚太地区是专门为本研究选择,因为这个地区是迄今为止所有国际移动的最大来源的学生。例如,在1996年,据估计,有714500年亚洲大专学生出国留学在50个东道国frac34;总学生人数的近50%(联合国教科文组织,1999年)。活力的经济体的亚太地区,教育服务贸易已经成为一个重要的战略的努力获取知识资源视为维持长期增长的关键性能。国际流动性和交易加强了个人、机构和国家试图最大化其通过高等教育服务贸易比较优势(Rudner 1998:88)。

本文分为三个部分。第一部分考察了国际教育服务贸易。特别是,本部分探讨了国际市场和出口市场领导者的高等教育。第二部分探讨高等教育服务贸易的发展趋势在亚太地区。第三部分探讨的一些问题提出了高等教育的国际化和建议未来的研究方向。

国际高等教育服务贸易的趋势
自1980年代以来,国际教育服务贸易的全球扩张,尤其是在高等教育(高校)水平(骑士和德维特如是说,1997;经合组织,1999年)。这种增长是反映在高等教育的扩张流动,教师和研究人员之间的交流和联系,努力增加了高等教育机构和协会的国际营销课程,学术项目,创造和建立新的“分校”国际教育合作机制,促进不同国家的学术机构,包括所谓的“孪生安排”和远程教育的发展机会(Bennell和皮尔斯,1998;Rudner 1998:87 - 88)。

到1990年代中期,超过150万三级水平学生出国留学(联合国教科文组织,1999年)。1989 - 93年期间,在美国高等教育的外国学生入学人数的增长率介于3%和6%;每年1998/99的外国学生在美国学院和大学期间总计为490933个,远高于457984年,前一年(NAFSA,2000)。到1995年,全球国际高等教育市场估计为270亿美元(Rudner 1998:88)。

美国是教育服务的主要出口国,其次是英国、德国和法国(表2)。在1998年,美国的教育服务出口估计为117亿美元(NAFSA,2000)。美国高等教育的主要出口市场是在亚洲(中国、日本、韩国、印度、台湾、泰国、印度尼西亚和马来西亚),占所有美国教育服务出口的64.1%,其次是欧洲国家和拉丁美洲(表3)。然而,美国正面临着日益激烈的竞争从其他国家,如澳大利亚和英国,主要为亚洲学生。例如,在1996年大约70000外国学生,主要来自亚洲,是在澳大利亚注册机构、经济贡献约15亿澳元(汉密尔顿,1998:4)。根据最近的一个报告,现在该行业在澳大利亚的出口总额等于11798美元,这是与澳大利亚的出口自然和工业煤气(1997/98)19.68亿美元,大约三分之二的羊毛出口的价值。此外,这份报告认为,教育出口收入约占澳大利亚出口总额的2.3%和近10%的出口价值的服务(Cabaluetal .,2000:18)。最近,加拿大是竞争成功的招聘外国学生(WTO,1998)。在进口方面,据报道,将近三分之二的美国学生出国留学选择机构在西欧(主要目的地是英国、法国、西班牙和意大利),其次是拉丁美洲。10亿年美国教育进口总额10亿美元(NAFSA,2000)。

至少有两个重要的问题与上述数字的增长全球海外学生。第一,根据WTO(1998:7)指出,这些数据都是基于学生加入到海外教育机构的数量只能靠边站。因此,他们不考虑学生接受教育从外国供应商只能靠边站。这可能包括学生参与国际远程教育项目,或者参加国外大学提供的课程/项目使用自己的师资和设施,或被来访的外国老师或教练的指示。虽然没有估计对这些交易,他们可能是重要的,特别是在远程学习一直是一个非常动态的领域近年来,受益于新的信息和通信技术的发展,如有线电视和卫星传输、电脑软件和cd - rom,特别是互联网(贝尔,1998:81 - 108)。

外文文献出处：Matthew W. Phillips amp; Charles W. Stahl. International Trade in Higher Education Services in the Asia Pacific Region:Trends and Issues.Asian and Pacific Migration Journal, Vol. 10, No. 2, 2001：273-278

附外文文献原文

International Trade in Higher Education Services in the Asia Pacific Region:Trends and Issues
Matthew W. Phillips
Charles W. Stahl
Centre for Asia Pacific Social Transformation Studies (CAPSTRANS)

The expansion of trade and investment in the global economy since the 1980s has been accompanied by an associated growth in the international trade in education services, particularly higher education. In this paper we provide a detailed analysis of the expansion of higher educational mobility, measured by the burgeoning numbers of tertiary students going abroad to study.In particular, this paper investigates the increasing mobility of students from the Asia Pacific region undertaking study in Western Europe, North America and Australia. The paper argues that increasing international trade in education services in the Asia Pacific region reflects the strategic importance of these services to develop and maintain the long-term economic and social viability of these nations. Increasingly governments throughout the world now recognize the crucial role of education in fostering economic growth (especially in new knowledge-based sectors), personal and social development, as well as reducing inequality. Nations with well-established and prestigious higher education systems such as the United States, the United Kingdom and Australia have been the main beneficiaries of this growing trade in education services. These countries have been at the forefront of educational exports as they have led aggressive marketing campaigns to recruit new students as well as develop new methods of higher education
provision and delivery. Further, this paper explores the positive and negative effects of student mobility, and the linkages between the internationalization of higher education and the professions. Finally, this study makes some suggestions for further research.

Introduction
The services

剩余内容已隐藏，支付完成后下载完整资料

International Trade in Higher Education Services in the Asia Pacific Region:Trends and Issues
Matthew W. Phillips
Charles W. Stahl
Centre for Asia Pacific Social Transformation Studies (CAPSTRANS)

The expansion of trade and investment in the global economy since the 1980s has been accompanied by an associated growth in the international trade in education services, particularly higher education. In this paper we provide a detailed analysis of the expansion of higher educational mobility, measured by the burgeoning numbers of tertiary students going abroad to study.In particular, this paper investigates the increasing mobility of students from the Asia Pacific region undertaking study in Western Europe, North America and Australia. The paper argues that increasing international trade in education services in the Asia Pacific region reflects the strategic importance of these services to develop and maintain the long-term economic and social viability of these nations. Increasingly governments throughout the world now recognize the crucial role of education in fostering economic growth (especially in new knowledge-based sectors), personal and social development, as well as reducing inequality. Nations with well-established and prestigious higher education systems such as the United States, the United Kingdom and Australia have been the main beneficiaries of this growing trade in education services. These countries have been at the forefront of educational exports as they have led aggressive marketing campaigns to recruit new students as well as develop new methods of higher education
provision and delivery. Further, this paper explores the positive and negative effects of student mobility, and the linkages between the internationalization of higher education and the professions. Finally, this study makes some suggestions for further research.

Introduction
The services industries have been experiencing rapid economic growth over the last few decades. They account for a significant share of national output in nearly all industrialized and developing countries and are being an increasingly important source of employment in these economies (UNCTAD and World Bank, 1994; Dicken, 1998:31; World Bank, 2000a).Further, the services sector has accounted for an ever expanding share of global foreign direct investment (WTO, 1996), and has thus become increasingly internationalized.Yet, despite their importance to the global economy,services have only recently drawn the attention of researchers and policymakers. The goal of this paper is to contribute to this emerging literature by focusing on international trade in higher education services. Education services are highlighted in this paper for the represent an increasingly important component of the global trade in services. Most states, both industrialized and developing, are now seeking to develop their educational sectors, particularly higher education, in order to maintain appropriate levels of human capital formation that is required in the new knowledgebased economy (World Bank, 2000b).

Rudner (1998:87) notes that the provision of higher education has become increasingly internationalized since the early 1980s, particularly in the developed nations such as the United States, the United Kingdom, Australia and Canada. This process of internationalization is indicated by the growth in foreign students studying for qualifications in developed industrial nations and the growth of students enroling in foreign institutions offering higher education in the developing countries. Equally significant, universities in industrialized nations are striving to respond to the needs of the rapidly globalizing economy by internationalizing their curricula (Harari, 1999), and by seeking to establish collaborative links with institutions in the developing world by encouraging exchanges and linkages among faculty and researchers (Knight and deWit, 1997).

The internationalization of higher education has led to an exponential growth in educational exports from some developed industrial economies in the last two decades. For example, by 1997, the value of education exports from the United Kingdom was estimated to be over pound;9 billion (UK, 1997). In Australia, in the mid-1990s, the provision of education to foreign students earned at least A$2.0 billion per annum in foreign exchange1 (Bennell and Pearce, 1998:3). Similarly, in the United States, during the 1998-1999 academic year, foreign students brought almost US$11.7 billion into the US economy, making education the United Statesrsquo; fifth largest service sector export in 1998 (NAFSA, 2000).

The reasons for the increasing internationalization of higher education and the associated growth in education exports have been extensively documented (JRM and Associates, 1998; Knight and deWit, 1997; Mallea,1996, 1997; Ong et al., 1992; Stahl, 1999). From a reading of this literature,two important points emerge. The first is that as international economic advantage becomes increasingly linked to knowledge-based sectors, tertiary education, which generates much of this knowledge, is accorded a high value by both governments and the private sector. Hence, providing education becomes a central platform by which governments seek to maintain or develop international comparative advantage in the new knowledge economy. This leads to higher education resources being “reconceptualized in tradable terms” (Rudner, 1998:87). The second point is that the internationalization of higher education and the internationalization of the professions are intrinsically linked, each having a profound and dynamic impact on the other (Phillips and Stahl, 2000). Global qualifications are thus highly sought after by both transnational corporations and the business community at large.

It is interesting that theories of migration and trade lend themselves to u

剩余内容已隐藏，支付完成后下载完整资料

资料编号：[287352]，资料为PDF文档或Word文档，PDF文档可免费转换为Word

原文和译文剩余内容已隐藏，您需要先支付 30元 才能查看原文和译文全部内容！立即支付

以上是毕业论文外文翻译，课题毕业论文、任务书、文献综述、开题报告、程序设计、图纸设计等资料可联系客服协助查找。

您可能感兴趣的文章