
Focus: Challenges for Higher Education
Challenges for Higher education in Asia
What are the challenges facing higher education in Asia?
Higher education (HE) is an ancient institution. Generation upon generation of students have graduated from all manner of HE institutes trained in the skills required to serve society. While fields such as biology, philosophy, religion and mathematics have long been taught, advances in technology, breakthroughs in research and societal change constantly challenge HE. In order to respond to the needs of society and reflect contemporary thought, HE must forever be adapting. Globalisation and the growth of information technology are two rapidly evolving forces that that HE must not only just respond to, but also influence.
In considering HE in the early 21st century, it is important to question what benefit it should provide. Is HE nothing more than a transition between school and the workforce, a repository of technical information that if absorbed correctly, makes graduates alluring to employers? Or do the (sometimes rarefied) halls of knowledge train students in more abstract disciplines, that while stimulating for the mind, are less focused on equipping students with the skills to work in a modern office? Being the broad church that it is, there is no reason why HE can’t do both, and then some.
HE has the ability to train students in life skills. Beyond problem solving and critical, independent thought, these skills should extend to the interpersonal realm (communication, negotiation) and even the personal (stress management, self awareness). Furthermore, ideally HE should assist in the creation of a modern civil society - the layer of interface between public and private interests. In shaping graduates who have both knowledge and the ability to reason, HE aids the creation and maintenance of a healthy civil society.
While globalization may appear to have ironed out many long held differences between cultures and nations, significant differences remain, both in opportunities and expectations. In HE, this difference is manifested in university rankings. These influential indexes are eagerly examined each year and are dominated by universities in America and Europe. Foreign students are courted by universities and HE is proving to be a boon to domestic economies. In the rush fill lecture halls with students, administrators must be cautious not to compromise that quality of education that their faculties deliver.
How far do HE institutions in Asia go in educating students, both academically and as people? How does education vary between China, Japan, Taiwan, Singapore and the West? Where do institutions fall short and what space is there for further development? Is there gender equality in Taiwanese education system? We ask foreigners studying in Japan, Taiwan and Singapore to talk about their experiences of higher education in Asia.
As always, we invite you to reflect on these issues and offer your own opinions.
Foreign students in Asia: Comparing identities in Northern Ireland and Taiwan
In my own department the teachers have created a Taiwanese literary theory however it’s difficult as a foreigner to totally see through the eyes of the other. I’m more familiar with western literary theory so I still tend to analyse from a western point of view.
Initially this drove me to try and identify with non-violent nationalism and thus deciding to study Taiwanese literature. Eventually you end up realising the futility of drawing borders. For instance, I love the UK and I have lots of friends there. I’ve prospered much from being a part of the UK. However, the living standards and modern culture and society in NI and England are very similar and has been developing interlinked, here in Taiwan, it’s a bit different, as the Mainland and Taiwan have been developing separately and under completely different governments and two contrasting identities have emerged.
Snapshots of campuses in Taipei
These photos from Hubert Kilian capture the cadence of campus life in Taipei. For many students class is of primary importance at university. However the moments between classes can be just as enriching. Walking, chatting, day-dreaming, sleeping, sharing, cuddling or stressing. These are often the memories that stay with us into the future.
My hopes for higher education in Taiwan
Taiwan's Deputy Minister for Education discusses his hopes for higher education in Taiwan.
Be back by midnight: Equality in Taiwan's higher education?
Nina Chen is a student at Taiwan's third (and Taipei's first) gender studies graduate institute. She lets us know about gender discrimination in Taiwanese universities and in society in general.
Foreign students in Asia: From teacher to student
I have mixed feelings with the experience as a MBA student in Taiwan. With regards to the professors, I feel that most did a good job at trying to educate us. The lectures were generally well prepared and the professors showed that they cared about their students’ performance. However, I question the way in which they held students accountable for their performance. I recall when I started my program that it was required for first year students to maintain an 80% average or otherwise students could be taken out of the program; for second year students, 70% was a passing grade. I was a bit nervous at first thinking that attaining an 80% would be challenging while holding a full time job. After the first year though it became clear that grades were given out arbitrarily and that passing was almost a given provided that I did most of the work and showed up for class. I took my studies seriously and received very high grades. Most of my grades were above 90%, some even over 95%. After a while this came to be expected on my part. This was never the case when I studied in Canada where getting over an 85% required a lot of work and was never taken as a given. I found that there were a lot of open book tests or adjusted grades in my Masters program, something that I never experienced in the past. There were even cases where it was obvious students plagiarised and they were never penalised for this.
I do feel that Taiwanese students would benefit more from more open participation or dialogue in class. Lectures at times seemed very passive. Many students were busy using their notebook computers rather than listening or interacting with the professor. But again, I believe that this kind of ‘listening’ has been encouraged from earlier education. There is so much emphasis on getting high scores on exams and students find ways to do that, and if listening in class does not contribute to attaining a high score then students probably won’t do it.
I think that there are pros and cons about the Taiwanese system and some things about it I found beneficial as a foreign national. Primarily, I felt that getting the opportunity to work in a multicultural environment was a definite advantage. Even though Canada is a country with people of different ethnicities, it sort of is a melting pot. Working in a classroom setting in groups with people from different nationalities provided me with the opportunity to get a real understanding of what working in a global environment would be like. It was challenging and even frustrating at times, but I definitely think that it was a positive experience that foreigners could definitely benefit from.

I do admire Taiwanese students’ dedication to their studies and the seriousness with which they do study. I am amazed at how some students, as young as 4 or 5 are able to speak sometimes more than 2 languages and the knowledge they have at that age. What is also amazing is that they enjoy learning. I have seen this with the young kindergarten and grade school age children but this enthusiasm seems to change once they get into secondary school. In my opinion I really don’t see the need for so many cram schools (math, science, English etc.) but it seems that it is the norm here. As an English teacher I was quick to realize that ‘cram’ schools are exactly what they are. The curricula at most schools involve numerous books and teachers are told to pile on homework, even though students often don’t have the time to finish or do it correctly. Accountability again is an issue here because how often does a student get held back for not performing up to standard and completing the expected work? There are problems but at the end of the day students usually learn English and progress as they continue which I guess is the goal. It just seems strange with all the bells and whistles that go with it that make it look like more than what it is.
*John Perry is not the interviewee's real name
(Photos provided courtesy of Hubert Kilian, taken at Fu Jen University, Taipei county, 2010)
Remnants of the Japanese colonial period in Taiwan's education system
Roy Berman, scholar in history of education in Asia and specialist in Japanese colonial period textbooks, talks about the legacy that Japan left in Taiwan's education system.
The first democratically elected president of the Republic of China, Lee Teng-hui (李登輝), received his Bachelors degree from Kyoto University, Japan. Tsai Pei-huo (蔡培火), who flourished as a scholar under the Japanese, tried three times to create a writing system for the Taiwanese language using Zhuyin (bopomofo), Romanisation and Japanese. Furthermore the first universities in Taiwan were established by the Japanese and according to Roy, the buildings and campuses a lot more traditional than most in Japan.
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Human Capital Contracts for Asia
During the last summer I conducted research on the viability of the implementation of Human Capital Contracts in a developing country. As I am Colombian and was familiar with the information available, the obvious start was to focus on my country. However, as I have been living in Asia and have been in contact with developing countries in this part of the world, I would like to develop a similar analysis here. In this article, I try to explain to Asian readers what Human Capital Contracts are; maybe some readers will want to follow me or join in the research presented here.
Reflections on a decade of higher education in Australia
Paul Farrelly from eRenlai reflects on his experiences of higher education in Australia. In particular, he talks about the changing role of information technology, student life and some of the skills he learnt.
Wildhares and pheasants
Chun-Yen Huang is a student at Hualien's Dun Hwa University. He prefers a natural and relaxed study environment to the hustle and bustle of west Taiwan. At his campus, which rests between the mountains and the Pacific Ocean, he takes time in the mornings to watch the animals...and not only the squirrels...
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Foreign students in Asia: Japan
Here, Roy Berman, who is familiar with top level academia in both the US and Japan, talks about his experiences at Kyoto University and more generally the Japanese higher education system.
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Meeting up to standards
Annie Lai's path to university was a very different struggle to the normal one. She explains her tough route to Providence University in Taichung, Taiwan. Furthermore, she explains why she feels that despite the struggles it's worth the effort.
Foreign students in Asia: Singapore
Alice Lin has spent time all around the world. How does she evalutae education in Singapore?
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