LOS CONTROLES PUNTAJE

It has been shown that countries need to elaborate different strategies to become an education hub and to decide which hub-types they are aiming for. Table 2.7 provides a short summary of the possible types and its focus, sectors and actors.

Table 2.7: Differentiation of Education Hub Types (Own elaboration supported by Knight & Lee, 2014, additional sources: Evers; 2008; Knight, 2014; Knight & Morshidi, 2014; Lee, 2014; Olds; 2007; Penco, 2013; Sidhu et al., 2011)

Summarizing the table, the student hub is focussed on “students as the main activity

which produces other benefits for the institution and economy at large” (Knight & Lee; 2014, p. 35). Contrary to the student hub, the talent hub has a longer-term orientation focussing on the domestic and foreign development of human resources. Thus, it aims at creating a skilled workforce, which can be internationally completive. The last type is the knowledge hub, which is more focussed on creating new knowledge and innovations instead of just training students or attracting foreign institutions. Besides the knowledge on types of education hubs, it has been shown that countries are able to attract students and companies. Companies can be attracted by a good country reputation, good infrastructure or a strong country image. The student attraction depends on push and pulls that could be influenced or supported in some way. These push and pull factors are strongly connected to specific characteristics that have been investigated as important for students for their decision where to study. According to table 2.8 below, which is assorted by country and institution related criteria and from mostly mentioned to less mentioned answers, the most mentioned aspects were linked to financial and educational criteria. One the one hand, students named that it is important to find a good study quality and good university reputation and programmes. On the other hand, students are interested in financial support, low tuition fees and the possibility to work during the study and afterwards (Chen, 2007; Li, Liu & Mendez, 2013). Thus, the countries might focus on both student and business requirements, if they want to become a hub. Business requirements can be a good infrastructure (educational and logistical), a proximity to the market, international cooperation and the whole geography and land availability. Furthermore, political and cultural aspects play a role in a hub’s development. As seen in the practical examples, a country needs decisions, strategies and changes to become an education hub.

Student hub Talent Hub Knowledge/ Innovation hub

Focus and objectives

revenue generation, teaching, learning, modernize the educational infrastructure, create competitiveness

and provide access to international higher education

improving the workforce, expansion of talent, competitiveness improvement by

strengthen the labour, creation of a service- and knowledge-based economy

increase public funding, attract foreign direct investments, construction of a

knowledge- and innovation-based economy, the creation of local research institutions and the improvement of soft

power.

Primary: Primary: Primary:

higher education, trade and foreign affairs

industrial focused sectors, education, HRM, industry and immigration

science and technology, trade, labour and education

Secondary: Secondary: Secondary:

tourism foreign affairs foreign affairs and immigration

Key Actors higher education institutions local and _foreign home companies

research agencies, local/ foreign HEIs + R&D firms, business councils and

trade boards Including sectors

Table 2.8: Criteria for student and company attraction (Own elaboration, Sources: (Chen, 2007; Cheng, 2013; Li, Liu & Mendez, 2013; Mazzarol,1998; Mazzarol & Soutar, 2002; Sidhu, Ho & Yeoh, 2011; Varghese, 2008, Wilkins & Huisman, 2011)

Overall, this chapter presented a detailed overview of the term education hub, its potential influences on cities and states, its characteristics and challenges. It has shown that internationalization and globalization are key drivers of the new developments in higher education. Several countries have adjusted their education policies to react to these global developments with difficulties in the underlying changing processes. The theoretical aspects do not guarantee a completely accurate hub development because each state has its own objectives and characteristics. Qatar has to fight against cultural differences, Malaysia against quality issues and Singapore has problems with geographical limitations.

Country criteria

Institution criteria

Improve employment prospects and job opportunities Image and reputation

Cost of living Tuition fee

Quality of education higher abroad lower at home Easy admission to the institution

Family influence Easy to get information about the institution Understanding of a foreign culture High staff quality

Exiting place to live Quality of program

Easy to find part time work and obtain visa Content of program English improvement and no language barriers Broad range of programs

Friends, study or live there Large number of international students To gain knowledge of country Willing to recognise previous qualifications Recognition of qualification Financial support

Missing requirements at the home country Latest information and methods

External recommendations Difficult to get better university back home Value or scholarship by the home country Training provides good job prospects

Country Image Reasonable duration to complete the degree

Ties with the home country Offered me the programme I wanted

Working possibilities Excellent facilities

Research possibilities Customer oriented culture

Political factors (stability, governmental support) High (financial) resources Economic factors (labour market, infrastructure, technology ) External recommendation Demographical factors (health care, migration) Friends study or life there Geographical proximity and land availability Family influence

Accommodation

Linked to other institutions Recognition of the degree English education International teaching Cultural factors (religion, gender roles, language, human nature

perspective, low discrimination, safe and social environment and cultural diversity)