Many students move across national borders to attend university.  Although the number of these globally mobile students is small compared to the total number of students enrolled in higher education, there numbers are increasing.

But the patterns are changing, with more regional and south-south mobility.

The role of scholarships in promoting these new patterns of student mobility is gaining attention by researchers and development aid alike. My guests today, Joan Dassin and Aryn Baxter, have recently contributed to a new edited collection entitled International Scholarships in Higher Education: Pathways to Social Change, which was edited by Joan Dassin, Robin March, and Matt Mawer.

Joan Dassin is a Professor of International Education and Development and Director of the Masters Program in Sustainable International Development at the Heller School for Social Policy and Management at Brandeis University. Aryn Baxter is an Assistant Professor in the Mary Lou Fulton Teachers College and Director of the Mastercard Foundation Scholars Program at Arizona State University (ASU).

Citation: Dassin, Joan & Baxter, Aryn, interview with Will Brehm, FreshEd, 99, podcast audio, December 11, 2017.

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Today we look at the history and tensions of international education. My guest is Paul Tarc, an Associate professor at Western University. Paul sees certain tensions as inherent in the very idea of international education.

As universities around the world embrace internationalism in an era of limited state funding, some wonder whether those idealists intentions have been clouded by hopes of increased revenue generation.

Click here to read the article discussed in the show.

Citation: Tarc, Paul, interview with Will Brehm, FreshEd, 93, podcast audio, October 30, 2017.

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Today we look inside an example of destabilizing knowledge hierarchies inside an American university. With me is Patricia Parker. Patricia helped set up the Graduate Certificate in Participatory Research at the University of North Carolina at Chapel Hill. The graduate certificate reveals the paradoxes of challenging dominant forms of knowledge inside one of the very sites, the university, responsible for reproducing colonial knowledge structures.

Patrcia Parker is chair of the Department of Communication at the University of North Carolina where she is also an associate professor of critical organizational communication studies and director of the Graduate Certificate in Participatory Research. She is currently finishing a book entitled, Living Ella Baker’s Legacy, which documents a multiyear participatory research study with African American girls in under-resourced communities leading social justice activist campaigns.

She will speak at the CIES Symposium later this month.

Citation: Parker, Patricia, interview with Will Brehm, FreshEd, 90, podcast audio, October 9, 2017.

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How did American universities end up being seen as the best in the world?

My guest today, David Labaree, argues it was the very decentralized and autonomous structure of the higher education system that allowed universities to develop an entrepreneurial ethos that drove American higher education to become the best. Today, America’s universities and colleges produce the most scholarship, earn the most Nobel prizes, hold the largest endowments, and attract the most esteemed students and scholars from around the world

The messy structure of American higher education was not planned, however. There was no strong state or strong church directing the system from above. Rather higher education developed in a free market where survival was never guaranteed. Such a system produced unintended consequences that would make American higher education the envy of the world.

David Labaree is a professor of Education at Stanford University. His new book is A Perfect Mess: The unlikely ascendancy of American Higher Education, which was published by the University of Chicago Press earlier this year.

Citation: Labaree, David, interview with Will Brehm, FreshEd, 77, podcast audio, June 12, 2017.

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A group of Yale graduate students are protesting their labor conditions as teachers. They are demanding the administration recognize them as a union and negotiate their contract as full employees of the university. After all, graduate students teach many undergraduate classes.

But the administration is stalling, waiting for Donald Trump to appoint an anti-union National Labor Relations Board that, they hope, will throw out the union’s right to exist.

My guest today is Jennifer Klein, a professor of history at Yale University who has followed the unionization efforts closely. She’s written a recent New York Times op-ed detailing the events at Yale.

The fight over graduate student’s right to unionize at Yale is a microcosm of the reliance on precarious work across the American higher education system.

You can find the solidarity statement in support of the graduate students here.

On May 22, Local 33, the union representing the Yale graduate students, protested during the Yale commencement.

For the past 7 weeks, FreshEd has focused on global learning metrics. Although there is much more to say on that subject, I think it’s time to look at something completely different.

This week Sachi Edwards joins me to talk about interfaith dialogue initiatives in US higher education. The ideas of religious identity, religious oppression and religious privilege are often overlooked when we think about social justice.

Sachi wants to change that.

Sachi Edwards is an Adjunct Professor in Higher Education, Student Affairs, and International Education, at the College of Education, University of Maryland. She’s recently published her first book entitled Critical Conversations about Religion: Promises and pitfalls of a social justice approach to interfaith dialogue (Information Age Publishing, 2016).

It’s been over two months since the United Kingdom voted to leave the European Union. Right after it happened, I invited Prof. Susan Robertson on FreshEd to talk about the possible consequences the Brexit vote would have on education. During that conversation, I asked if this vote would open the possibility for a new left to emerge within the British Labour Party.

Well, how have things turned out?

To update the situation in the United Kingdom, I recently spoke with Mario Novelli. Mario Novelli is Professor of the Political Economy of Education and Director of the Centre for International Education (CIE) at the University of Sussex. For years, Mario has followed the solidarity work of Jeremy Corbyn, who is now Leader of the labour party and currently in a leadership battle with Owen Smith.

This short episode of FreshEd has been taken from a longer conversation I had with Mario about his research on inequality and education, which will air on September 12.

Today on the show: social networks analysis in educational research.

My guest is Robin Shields. Robin is an Associate Professor at the University of Bath in the United Kingdom. His research broadly investigates the globalization of education, examining patterns of convergence and differentiation in educational policy and practice. He particularly focuses on the innovative application of research methods such as social network analysis and multilevel modeling to address key theoretical debates in the field. He has applied these methods to the study of international higher education and international development education.

On today’s show we discuss some of his work looking at twitter feeds of world class universities, which can be found in the February 2016 issue of Higher Education.

Universities in the US are generally staffed by two types of people: those who teach and those who manage. Professors on the one hand and administrators on the other. But a growing class of administrators has emerged: those you blend scholarship and administration into one. My guests today, Bernhard Streitwieser and Anthony Ogden, call this new class of administrator “Scholar-Practitioners.” These types of employees often hold PhDs, use research to inform their practical work in administrative offices, and contribute to scholarly debates on the internationalization of higher education. Yet, since these types of employees are not in academic positions, the knowledge they produce is often seen to be of a lower quality than that produced by professors.

Bernhard Streitwieser and Anthony Ogden have recently published a co-edited volumethat explores the many issues of scholar-practitioners. Their book highlights the history, challenges, and personal stories of scholar-practitioners around the US. Ultimately Bernhard and Anthony argue that scholar-practitioners are a valuable part of both the administrative side of universities because they incorporate theory into practice on a daily basis and contribute to scholarly debates within the field of international higher education.

Bernhard Streitwieser is an Assistant Professor of International Education at The George Washington University Graduate School of Education and Human Development.

Anthony Ogden is currently the executive director of Education Abroad and Exchanges and an adjunct assistant professor in Educational Policy and Evaluation Studies at the University of Kentucky.  In May he’ll move to Michigan State University.

I spoke with Bernhard and Anthony during the annual Comparative and International Education Conference in early March.