Taipei taiwan white pages.8/6/2023 ![]() (2018) concluded that outbound Asian students have grown steadily since the late 1990s and more than tripled from 771,496 in 1999 to 2,328,887 in 2015. Ziguras and Pham (2014) stated that students from countries with relatively low income were more inclined to study abroad for a few years to obtain a degree. South to south mobility or the regional circulation deconstructed the traditional international student mobility ( Madge et al., 2014).Īsian students contributed to the global student mobility growth over the past three decades, especially those from low-income and middle-income countries. The simplistic dichotomies of mobility were challenged by the juxtaposed multi-centered countries globally. Both economic and political growth of peripheral countries and the changing role of Asian countries from sending countries to host countries affected the traditional assumed relationship ( Waters, 2012). Global players in the international student market also have a dynamic dependency relationship. Since higher education is an integrated space, any change in any location could subsequently lead to another change ( Li and Bray, 2007). Asia as the leading force in reshaping the global flow of international students How might the NSP affect the current student mobility relationship between Taiwan and NSPC after 2016? 2. Therefore, this study looks at the following three research questions: In 2017, the New Southbound Talent Development Program (2017–2020) was proposed, with the aim of promoting mutual talent mobility between Taiwan and New Southbound Policy countries (NSPC). In 2016, the Taiwanese government launched the New Southbound Policy (NSP) as the new internationalization strategy to promote regional talent cultivation and sharing ( Executive Yuan of Taiwan, 2016a 2016b), with the ambition to expand and strengthen the connection between Southeast Asian countries and to re-position Taiwan's position ( Office of the President of Taiwan, 2016). ![]() Taiwan, as one of the major Asian countries, also aimed to be an education hub. The education hub policy highlighted Asian countries' ambitions of recruiting students globally and raising the status and competitiveness regionally ( Knight and Morshidi, 2011). Since 2010, Major Asian countries, in particular Singapore, South Korea, Hong Kong and Malaysia, have adopted the internationalization strategy of becoming the “education hub” to enhance global competitiveness ( Dessoff, 2012). Asian countries were recognized as new study destinations for international students ( Chan, 2012 Chen and Barnett, 2000 Jon et al., 2014 Jöns and Hoyler, 2013), reflecting the emerging pattern of international student mobility ( Collins, 2013). According to OECD (2019), students from Asia accounted for the largest share of global international students across the OECD in 2017, approximately 56%. The potential growing number of Asian students was another noteworthy phenomenon besides the growing reputation of higher education institutions. The high performance of US and British universities in world rankings particularly reflected Anglo-American academic hegemony however, universities in the Asia Pacific region that were rising in the world rankings were predicted to soon overtake Anglo-American academic hegemony ( Jöns and Hoyler, 2013). The conformity of academic hegemony with world economic and political performance was declared relevant to World System Theory ( Chen and Barnett, 2000). Since the onset of global student flows, the center of the international student market has long been dominated by Western/English-speaking countries, which are also traditionally economically strong countries ( Altbach and Knight, 2007 Chen and Barnett, 2000 Prazeres, 2013). It has two distinct facets among the bachelor's, master's and doctoral stages in higher education: credit mobility and degree mobility ( King et al., 2011). In this study, talent refers to international students who study cross-nationally ( UNESCO-UIS/OECD/Eurostat, 2019). Furthermore, it is predicted to reach 8 million in 2025 ( ICEF Monitor, 2017). The number of global international students has exponentially increased over the past four decades, having risen from 0.8 million in the late 1970s to 4.6 million in 2015 (Organisation for Economic Co-operation and Development, 2017). ![]() ![]() The full terms of this licence may be seen at Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Published in Higher Education Evaluation and Development. Copyright © 2020, Arianna Fang-Yu Lin License ![]()
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