By OECD Organisation for Economic Co-operation and Development
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Additional info for Higher Education to 2030, (Vol. 2), Globalisation
The United States plays a particularly significant global role in drawing researchers from East Asia and South Asia. American research universities are unique in the extent to which they focus on the doctoral level in recruiting foreign students. 8% in research-intensive universities. Thus whereas in 2006 the United Kingdom had 40 193 foreign students enrolled in advance research programmes, Spain 14 783, Australia 11 988, Switzerland 7 626 and Sweden 4 414, in 2005 the American doctoral sector enrolled 102 084 foreign doctoral students.
Global comparisons of measured research performance, especially when the unit of measurement is the whole institution rather than the discipline, tend to strengthen the element of competition and the status of the established institutions. It is a radical oversimplification of higher education, but no less influential for that, and reflects an important reality of the sector. The Shanghai Jiao Tong University Institute of Higher Education (SJTUIHE) has published annual data comparing research in the world’s 500 leading universities since 2003.
Differences in global potential and capacity As noted, global capacity is a function of both global “position” and of “positiontaking” strategies. The capacity of nations and institutions to operate globally depends on both their absolute potential to do so, and the voluntary decisions they take to optimise raw potential as the ability (capacity) to operate globally. Raw national and institutional potential in higher education is framed by such elements as the size and wealth of the economy; the systems, resources and techniques of government; cultures and languages; the skills and talents of people; and the inherited educational system itself and its academic cultures including the size and resources of the national system and of institutions, research capacity in the different fields of inquiry.