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Russia's advancement on the world education market is one of the foreign policy challenges. The pre-university stage is the milestone for the professional development of a foreign student. Such stage is of paramount importance for the Russia's integration into the world education market. Since the pre-university stage has been the first stage of training in the Russian education system, it should be a specific focal point for the educational sendee provider. Based on the footprint of pie-university education, foreigners shall have an understanding with respect to the educational system of a country the language whereof is studied.

Purpose In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues. Design/methodology/approach The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2). Findings School leaders’ decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition. Practical implications As market-based policies and practices become increasingly popular in the USA and internationally, a study that examines leaders’ behaviours and actions in a long-standing school choice system is timely and relevant. Originality/value This study uniquely highlights school leaders’ perceptions and actions in a deeply embedded education market, and provides data about strategies and behaviours as they occurred.

ABSTRACT This article aims to analyze if the issuance of Series E Treasury Bonds (CFT-Es) generates abnormal returns in a higher education stock portfolio and verify if the Brazilian higher education market is efficient in its semi-strong form. The main purpose of CFT-Es is to transfer funds to institutions with the aim of providing finance to students enrolled in private universities. These issuances have effects on the capital market, considering that after the program began, the first initial public offering (IPO) of a Brazilian university occurred. Moreover, according to the National Institute for Educational Studies and Research Anísio Teixeira/Ministry of Education and Culture (Inep/MEC), Brazil has the largest market for higher education in Latin America. Several studies have been conducted to analyze the relationship between monetary policy and financial markets, but this has not occurred within the scope of fiscal policy. Such research is appropriate, considering the discussion on the need to contain government spending, but at the same time stimulate the Brazilian economy. The main contribution of the study is it indicates that the higher education market has tended towards the efficiency hypothesis, considering that in the first analysis, H0 was not rejected for 82% of the windows of events, and in the second analysis, H0 was not rejected for any of the windows of events, with there being no evidence of abnormal gains due to funds being released for the Student Finance Fund (Fies). The event study methodology was used to test the hypotheses of abnormal returns obtained due to CFT-Es being issued through the release of ordinances. A portfolio composed of higher education stocks was elaborated, weighted by the quarterly amount receivable from Fies for each institution, and covering 2009 to 2017. The results show that the stocks of institutions benefiting from Fies tend to react efficiently to CFT-E issuances authorized by the National Treasury. RESUMO O objetivo deste trabalho é analisar se a emissão de Certificados Financeiros do Tesouro - Série E (CFT-Es) gera retornos anormais em um portfólio composto unicamente por ações de setor de ensino superior, verificando se o mercado educacional brasileiro é eficiente em sua forma semiforte. O propósito principal do CFT-E é o repasse de verbas para instituições, visando ao financiamento de estudantes matriculados em curso superior privado. Essas emissões produziram efeitos no mercado financeiro, pois, após seu início, ocorreu o primeiro initial public offering (IPO) de uma universidade brasileira. Destaca-se também, que, segundo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira/Ministério da Educação (Inep/MEC), o Brasil tem o maior mercado de educação superior da América Latina. Diversos estudos foram feitos objetivando analisar a relação entre política monetária e mercado financeiro, mas este não se repete no âmbito da política fiscal. Adicionalmente, o estudo é oportuno, considerando-se o ápice da discussão da necessidade de se conter as despesas do governo, porém, simultaneamente, de aquecer a economia brasileira. A principal contribuição é de que o mercado de ensino superior mostrou inclinação para a hipótese de eficiência, considerando-se que, na primeira análise, H0 não foi rejeitada para 82% das janelas de eventos, e, na segunda, H0 não foi rejeitada para nenhuma das janelas de eventos, não havendo evidências de ganhos anormais decorrentes da liberação de recursos para o Fundo de Financiamento Estudantil (Fies). Utilizou-se a metodologia de estudo de eventos com o propósito de testar as hipóteses dos retornos anormais obtidos diante das emissões de CFT-E via liberação de portarias. Foi elaborada uma carteira composta por ações de ensino superior, ponderada pelo valor a receber trimestral do Fies para cada instituição de 2009 a 2017. Os resultados indicam que ações de instituições beneficiadas pelo Fies tendem a reagir eficientemente ante as emissões dos CFT-E autorizadas pelo Tesouro Nacional.

The ongoing datafication of our social reality has resulted in the emergence of new data-based business models. This development is also reflected in the education market. An increasing number of educational technology (EdTech) companies are entering the traditional education market with data-based teaching and learning solutions, and they are permanently transforming the market. However, despite the current market dynamics, there are hardly any business models that implement the possibilities of Learning Analytics (LA) and Artificial Intelligence (AI) to create adaptive teaching and learning paths. This paper focuses on EdTech companies and the drivers and barriers that currently affect data-based teaching and learning paths. The results show that LA especially are integrated into the current business models of EdTech companies on three levels, which are as follows: basic Learning Analytics, Learning Analytics and algorithmic or human-based recommendations, and Learning Analytics and adaptive teaching and learning (AI based). The discourse analysis reveals a diametrical relationship between the traditional educational ideal and the futuristic idea of education and knowledge transfer. While the desire for flexibility and individualization drives the debate on AI-based learning systems, a lack of data sovereignty, uncertainty and a lack of understanding of data are holding back the development and implementation of appropriate solutions at the same time.

As the number of students traveling from the Global South to study in the Global North continues to grow (OECD in Education at a glance 2014: highlights. OECD Publishing. Retrieved from http://www.oecd-ilibrary.org/education/education-at-a-glance-2014_eag_highlights-2014-en, 2014), we argue that it is necessary to broaden our conceptual approaches to the study of this dynamic. This article utilizes the framework of \"global imaginaries\" to examine the links between intensifying international student recruitment and international students' experiences with racism. We suggest that both recruitment and racism are framed by a dominant global imaginary rooted in Western supremacy. This imaginary both makes Western higher education a desirable product in the global higher education market and shapes the reception of international students. (HRK / Abstract übernommen).

Transnational higher education is a rapidly growing phenomenon that is under-researched and often even misunderstood. As the world's most promising market, China has the potential to dwarf all traditional offshore markets. Little research has been done to seriously analyse the fast growth in China. A sound understanding of the Chinese situation facilitates improvement of future provision of higher education by Australian universities, presently the most dominant force in China. This article incorporates Chinese and English literature, reviews the latest Chinese government documents, and delineates a comprehensive picture of transnational education provision in China. It locates the development in a wider social and policy context in China, examines the basic features of Chinese-foreign partnerships, and reveals some major issues of concern. It argues that China needs to form effective regulatory frameworks to govern this new development in higher education, especially in terms of quality assurance to ensure cultural appropriateness of the joint programs. [Author abstract]

Stratification is a distinctive feature of competitive education markets that can be explained by a preference for good peers. Learning externalities can lead students to care about the ability of their peers, resulting in across-school sorting by ability. This paper shows that a preference for goodpeers t and therefore stratification, can also emerge endogenously from reputational concerns that arise when graduates use their college of origin to signal their ability. Reputational concerns can also explain puzzling observed trends including the increase in student investment into admissions exam preparation, and the decline in study time at college.

Can Australia’s Ph.D. graduates be better utilised in the non-academic workforce? There has been a historic structural decline in the ability of Ph.D. graduates to find work within academia for the last couple of decades (Forsyth in A history of the modern Australian University, New South Press, Sydney, 2014). Around 60% of Ph.D. graduates in Australia, now find jobs outside the academy, and the number is growing year on year (McGagh et al. in Securing Australia’s future: review of Australia’s research training system, https://acola.org.au/wp/PDF/SAF13/SAF13%20RTS%20report.pdf, 2016). The Ph.D. is a degree designed in the early twentieth century to credential the academic workforce. How to make it fit contemporary needs, when many, if not most, graduates do not work in academia, is a question that must be addressed by higher education managers and policymakers. Progress has been slow, partly because of the lack of reliable data-driven evidence to inform this work. This paper puts forward a novel hybrid quantitative/qualitative approach to the problem of analysing Ph.D. employability. We report on a project using machine learning (ML) and natural language processing to perform a ‘big data’ analysis on the text content of non-academic job advertisements. This paper discusses the use of ML in this context and its future utility for researchers. Using these methods, we performed an analysis of the extent of demand for Ph.D. student skills and capabilities in the Australian employment market. We show how these new methods allow us to handle large, complex datasets, which are often left unexplored because of human labour costs. This analysis could be reproduced outside of the Australian context, given an equivalent dataset. We give an outline of our approach and discuss some of the advantages and limitations. This paper will be of interest for those involved in reshaping Ph.D. programs and anyone interested in exploring new ML methods to inform education policy work.

The contributions to this symposium document what has been happening in European politics in relation to the Bologna Process and the European Commission, focusing on the question of how harmonization is affecting political science. The contributions should send an alarm signal to political scientists about the effects of this process and its politics on their discipline. The introduction examines the main global and European developments and their more visible implications. The Symposium focuses on political science, although the Bologna Process does not differentiate between disciplines, Brussels treating political science as part of the broader category of ‘SSH’ (Social Sciences and Humanities).