Abstract
Australia, with its universities, is participating as one of the leading countries and employing many strategies to compete for status and ranking in the global education market. This chapter explores the characteristics of higher education that expect to develop young students as future global citizens by analysing 18 Bangladeshi higher education students' experiences in two Australian universities. In this qualitative study, pre-interview, survey, semi-structured interviews, and documentary analysis methods were used to collect data and discuss the ‘mobile' characteristics of Australian higher education. Moreover, through Bauman's critical lens, the chapter endeavours to unpack some distinctive features of globalised higher education. It claims to contribute to understanding Australian education's (mobile merchandise) neoliberal mobile characteristics that motivate young Bangladeshi students to be mobile and construct their future economic and moral aspirations as global citizens.
TopIntroduction
In the age of globalisation, the neoliberal ideology of free trade considers higher education a private commodity that promotes international mobility of and for higher education (Islam, 2019, 2022). Correspondingly, a class of young students grows up drawing upon this image of overseas higher education in economic terms and is ready to invest in international mobility to pursue higher education (Islam, 2021, 2023b; Rizvi, 2011). Therefore, higher education in many countries has become a market-driven activity and one of the most significant industries under neoliberalism (Brooks & Waters, 2015; Connell, 2013; Islam, 2023a; Nghia, 2015; Tran & Gomes, 2017). Australia, with its universities, is participating as one of the leading countries in the global education market.
It is projected that in 2025 the number of international students in Australia will increase to about 290,000 (Banks et al., 2007). Education has been one of Australia's largest export sectors for many years. As the third-largest export sector, education had a turnover of $13.7 billion in 2007-08, which became $28 billion in 2016-17 (AE, 2009; Dodd, 2017). Likewise, Australian universities rely heavily on the income generated by international students (Guruz, 2011; Varghese, 2008). For this reason, Australian universities are employing many strategies to compete for status and ranking in the global market to attract more international students (Ahmadi et al., 2017; Altbach et al., 2009; Marginson, 2006).
Through this chapter, the author intends to explore the characteristics of higher education that expect to develop young students as future global citizens by analysing Bangladeshi students’ experience in Australian universities. As a researcher, the author was also aware that he could not investigate all aspects (Brooks, 2018) of Bangladeshi students’ experience of Australian higher education. Here, he analysed some interview data and relevant documents from two selected Australian universities and discussed the ‘mobile’ characteristics of higher education in light of the proposed conceptual model of education for global citizenship (Islam, 2019). Moreover, through Bauman’s critical lens, he endeavours to unpack some distinctive features of globalised higher education. In this exploration, he analysed and discussed the stories of young Bangladeshi students studying at Australian universities and the promises of these universities to young global citizens reflected in the university documents. The research question he explored through this chapter is: How do Bangladeshi international students experience education for global citizenship in Australian universities?
Through this chapter, the author claims to contribute to understanding Australian education's neoliberal mobile characteristics that motivate young Bangladeshi students to be mobile and construct their future economic and moral aspirations as global citizens. The findings of this chapter will inform policymakers in formulating new policies through understanding the existing policies and practices of Australian higher education institutions, which are pursuing the goals of global citizenship.
Key Terms in this Chapter
Consumerist Culture: Consumer culture is a type of material culture made possible by the market. As a result, a specific relationship was established between the consumer and the products or services they use or consume.
Degree Accreditation: Accredited degrees are created and in line with the requirements set forth by the professional body (s). It's evident that the course is current and pertinent within a particular industry.
Global Education Market: Establishments that offer education and training in a wide range of areas make up the Educational Services industry in the global sacle. Specialized institutions including schools, colleges, universities, and training centres deliver this education and training worldwide and competing each other to attract consumers.
Lifelong Education: It has generally been taken to refer to the learning that occurs inside or outside of a formal educational institute, such as a school, university, or corporate training for personal and professional growth.
University Ranking: Rankings may be considered as the comparison among the universities based on the research output and income, academic and business surveys, staff-student ratios, and demographic data, such as the percentage of overseas students.
Global Citizenship: The term “global citizenship” refers to any moral (social, political, environmental), and economic actions taken by communities and individuals with a global perspective.
International Mobility: The movement of personnel for international assignments, education, as well as the logistics, activities, and events that take place before, during, and after these assignments, are all included in international mobility.