ESRC/HEFCE Centre for Global Higher Education (CGHE) Programmes and Projects

Centre for Global Higher Education (CGHE) The Centre for Global Higher Education (CGHE) is a UK Economic and Social Research Council (ESRC) research centre funded for 2015-2020, commencing in October 2015. CGHE is 50 per cent funded through ESRC by the Higher Education Funding Council of England (HEFCE). CGHE is led from the UCL Institute of Education at University College London. Its UK partners are Lancaster University and the University of Sheffield, and it has international partners in China, Hong Kong SAR China, Japan, Australia, South Africa, Netherlands, Ireland and the United States (see list of researchers).

CGHE Management Committee

CGHE Director: Prof Simon Marginson, UCL Institute of Education, University College London +44-(0)7876323949, CGHE Deputy Director: Prof Claire Callender, UCL IOE and Birkbeck CGHE Deputy Director: William Locke, UCL IOE Professor Paul Ashwin Lancaster University Professor Gareth Parry University of Sheffield Professor Ellen Hazelkorn Dublin Institute of Technology, Ireland Professor Peter Scott UCL IOE Professor Francis Green UCL IOE representative of Early Career Researchers to be determined

Chair of the CGHE Board Professor Bob Burgess

CGHE research

Structuring principles

CGHE’s objectives are to conduct and publish basic and applied research in three integrated programmes; build theory about higher education and new methods of inquiry and research; respond to issues arising within the frame of the three programmes; maximize its impacts in higher education policy in the four UK nations and worldwide. CGHE is grounded in three overarching and interfaced principles: (1) global higher education engagement, (2) social and economic impact of higher education, (3) local higher education engagement. Each has major policy implications.

1. Global Higher Education Engagement: Higher education is primarily national and becoming rapidly globalised. Higher education fosters the internationalisation of the UK economy and society in Europe but UK higher education is not engaged enough in dynamic East Asia. The UK should be a key contributor to global systems in education and science. It is vital to embed global relations positively, to the benefit of UK communities—to foster a productive local/global nexus.

2. Social and Economic Impact of Higher Education: Higher education articulates social mobility and position, and it is possible to secure greater equality of opportunity and social mobility. Higher education also shapes conditions for economic production and innovation, in the UK and abroad. Yet the expectations of and outcomes from higher education are often poorly aligned. Higher education policy needs to become better at anticipating its own social and economic effects. 3. Local Higher Education Engagement: UK hgher education is embedded in communities and regions, labour markets, firms and professions, and government. It produces many private goods and (under-recognised) public goods. In future higher education will need to multiply its engagements and impacts; in active reciprocal relations with its stakeholders, especially students; and to monitor and where possible measure engagement and impact. CEGHE consists of three integrated and overlapping research programmes, with distinctive spatial locations: (1) global, (2) national system, (3) local higher education.

Research Programme 1: Globalisation, UK Higher Education and the Public Contributions of HEIs (Programme Leader: Simon Marginson)

1.1. Local and global public good contributions of higher education: a comparative study in six national systems (Prof Simon Marginson UCL IOE with Dr Vincent Carpentier UCL IOE, Prof Futao Huang Hiroshima University Japan, Prof Niancai Liu Shanghai Jiao Tong University China) 1.2. Higher education’s engagement with industry: Metrics and indicators of boundary spanning UK academics (Prof Robert Tijssen Leiden University Netherlands) 1.3. Financial sustainability of English higher education in comparative context (Prof Bruce Chapman, Australian National University) 1.4. University governance, local embeddedness and global engagement in the UK and Europe (Prof Peter Scott UCL IOE, with Prof Ellen Hazelkorn Dublin Institute of Technology Ireland, Prof Mike Shattock UCL IOE) 1.5. UK international graduates in East Asia: Careers, earnings, jobs, mobility (Prof Ka Ho Mok Hong Kong Institute of Education)

Research Programme 2. Socio-economic Implications of High Participation Higher Education (Programme Leader: Claire Callender)

2.1 Higher education participation and macro-economic fluctuations: An historical and comparative study (Dr Vincent Carpentier UCL IOE) 2.2 Higher education choices and post-higher education destinations to age 25: Parental background and effects of higher education funding reform in the UK (Prof Lorraine Dearden UCL IOE, with Prof Emla Fitzsimons UCL IOE, Dr Gill Wyness UCL IOE, Prof Alissa Goodman UCL IOE 2.3 Heterogeneity of the graduate labour market in UK and Europe (Prof Francis Green UCL IOE) 2.4 Graduate perceptions of the impact of debt in the USA and England (Prof Claire Callender UCL IOE/Birkbeck and Prof Don Heller Michigan State University USA)

Research Programme 3. Institutions, People and Learning in Local/Global Higher Education Settings (Programme Leader: Gareth Parry)

3.1 Alternative, emerging and cross-border higher education provision and its relationship with mainstream higher education (Prof Gareth Parry University of Sheffield, with William Locke UCL IOE and Prof Peter Peter Scott UCL IOE) 3.2 The future higher education workforce in locally and globally engaged HEIs (William Locke UCL IOE, Dr Celia Whitchurch UCL IOE) 3.3 Knowledge, curriculum and student agency (Prof Paul Ashwin Lancaster University with Prof Jenni Case University of Cape Town South Africa, Dr Jan McArthur Lancaster University) 3.4 The transformative potential of MOOCs and contrasting online pedagogies (Prof Diana Laurillard)

CGHE Associated Organisations

GuildHE Higher Education Academy Higher Education Policy Institute Institute for Public Policy Research National Centre for Universities and Business National Union of Students Office for Fair Access Social Market Foundation Society for Research into Higher Education Times Higher Education Universities UK Universities UK International Unit University and College Union Which? The Consumer Association WonkHE

CGHE research team

Paul Ashwin is Professor of Higher Education in the Department of Educational Research, Lancaster University. His research expertise is in curriculum, learning, teaching and assessment in higher education. He is author of Reflective Teaching in Higher Education (Bloomsbury, 2015).

Claire Callender is Professor of Higher Education Studies at UCL Institute of Education and at Birkbeck, University of London. Her research, writing and policy advice are focused on student finances in higher education and related issues. She recently co-edited Student Financing of Higher Education: A Comparative Perspective (Routledge, 2013) with Professor Don Heller.

Vincent Carpentier is a Reader at the UCL IOE. His research focuses on the global and national political economy of higher education and the socio-economic history of higher education. He was an expert witness to the 2014 Committee on national higher education strategy set up by the French Ministry of Education.

Jennifer Case is a Professor in the Department of Chemical Engineering at the University of Cape Town in South Africa. Her research focuses on the student experience of learning, mainly in science and engineering education. She recently published Researching Student Learning in Higher Education: A social realist approach (Routledge, 2013).

Bruce Chapman is Professor of Economics in the Crawford School of Public Policy at the Australian National University. He designed the first national system of income contingent student loans for tuition, introduced in Australia in 1989 and followed by many countries, including the UK. He was President of the Economics Society of Australia in 2007-2013.

Lorrain Dearden is Professor of Economics at UCL IOE. She is a quantitative educational researcher who specialises in evaluation methods, and linked administrative and survey data. Her policy focus is on measuring school effectiveness and evaluating the effects of the home environment, education policy and skills formation on child and adult outcomes.

Emla Fitzsimons is Professor of Economics and Principal Investigator of the Millennium Cohort Study, at the UCL Institute of Education. She is also a Research Fellow at the Institute for Fiscal Studies, London. Emla's research is focused on human capital investment and development from early childhood through adolescence.

Francis Green is Professor of Work and Education Economics at UCL IOE. His research focuses on skills, training, work quality and industrial relations issues. His most recent book is Skills and Skilled Work. An economic and social analysis (Oxford University Press, 2013).

Ellen Hazelkorn holds a joint appointment as Policy Advisor to the Higher Education Authority (HEA) in Ireland, and Professor and Director, Higher Education Policy Research Unit (HEPRU) at Dublin Institute of Technology. She advises and reviews for governments, international organisations and universities. Her books include Rankings and the Reshaping of Higher Education: The Battle for World-Class Excellence (Palgrave 2nd edition 2015).

Donald E. Heller is Dean of the College of Education, and a Professor in the Department of Educational Administration at Michigan State University in the United States. His research focuses on educational economics, public policy, and finance, with focus on issues of college access and choice for low-income and minority students. He co-edited Student Financing of Higher Education: A Comparative Perspective (Routledge, 2013) with Claire Callender.

Futao Huang is a Professor at the Research Institute for Higher Education, Hiroshima University, Japan.. His major academic fields include internationalization of higher education, academic profession and designing university and colleges curriculum in the comparative perspective. He co-edited The Internationalization of the Academy: Changes, realities and prospects (Springer, 2014).

Diana Laurillard is Professor of Learning with Digital Technologies, London Knowledge Lab, UCL Institute of Education. Her research includes large-scale online communities of teacher-designers, and the use of specialised digital course design tools to enable teachers to create and share new pedagogies for using learning technology. She is currently running two MOOCs on teacher development in digital course design.

Nian Cai Liu is Professor and Dean of the Graduate School of Education at Shanghai Jiao Tong University in China. His research interests include world-class universities and research universities, university evaluation and academic ranking, and globalization and internationalization of higher education. He developed the annual Academic Ranking of World Universities in 2003, which is now closely watched all over the world.

William Locke is Reader in Higher Education Studies and Co-Director of the Centre for Higher Education Studies at the UCL Institute of Education. His major research areas are higher education policy; the management and governance of HEIs, including mergers; academic work, careers and the profession; and the impact of rankings on HEIs. He co-edited Changing Governance and Management in Higher Education: The perspectives of the academy (Springer, 2011).

Simon Marginson is Professor of International Higher Education at UCL IOE, and Joint Editor-in-Chief of the journal Higher Education, with Jussi Valimaa from Finland. He focuses on comparative international and global aspects of higher education, including systems and strategy. In 2014 he was the Clark Kerr Lecturer on Higher Education at the University of California Berkeley.

Jan McArthur is a Lecturer in the Department of Educational Research, Lancaster University. Her research focuses on the purposes of higher education. She is currently working on a book titled Assessment for Social Justice, which considers the role of assessment in realising the social justice aspirations of higher education.

Ka Ho Mok is Chair Professor of Comparative Policy and Vice President (Research & Development) at The Hong Kong Institute of Education. He researches and publishes on higher education policy and governance, comparative development and policy studies, with focus on contemporary China and Asia. Professor Mok was named by the Ministry of Education in China as Changjiang Chair Professor (Comparative Education and East Asian Studies) in 2010.

Gareth Parry is Professor and Director of the Centre for the Study of Higher Education at the University of Sheffield. His research interests are in system change and policy reform in tertiary education, including the role of college sectors in mass higher education. He is a Fellow of the Society for Research into Higher Education.

Peter Scott is Professor of Higher Education Studies at the UCL IOE. His research interests are in the evolution of mass higher education systems, new patterns of knowledge production and the governance and management of universities. He is a Fellow of the Academy of Social Sciences and the Academia Europaea, and Trustee of the Higher Education Policy Institute.

Mike Shattock is a Visiting Professor at the UCL IOE, and the former Registrar of Warwick University. He is the founder of the IOE’s MBA program in Higher Education Management. His books include Managing Successful Universities (2nd edition, Open University Press 2010).

Robert Tijssen is Professor of Science and Innovation Studies at Leiden University in the Netherlands; he is also a Professor at Stellenbosch University, South Africa. His research specialization is the intersection between science, innovation and higher education systems, focusing mainly on university R&D performance issues, knowledge flows, and technological innovation. Robert contributes to the Leiden Ranking of research universities.

Celia Whitchurch is a Senior Lecturer at the UCL Institute of Education. Her research interests include the changing roles and identities of academic and professional staff, human resource management and staffing models. She is the author of Reconstructing Identities in Higher Education: The rise of third space professionals (Routledge, 2013).

Gill Wyness is a lecturer in Economics at the UCL IOE where her main interest is in quantitative research on higher education. Gill is currently running an ESRC funded project examining the impact of university bursaries on drop-out and degree performance, using data collected from 25 UK universities.

Professor Simon Marginson (Director, CGHE)


1993-1998: Senior Lecturer, and then Reader/Associate Professor, Centre for the Study of Higher Education (CSHE), University of Melbourne, Australia 1998-2006: Reader, then Professor of Education with a Personal Chair, Monash University 2006-2013: Professor of Higher Education, CSHE, University of Melbourne 2009: Visiting Professor, Hiroshima University, Japan, 2013--: Professor of International Higher Education, UCL IOE 2013--: Professorial Associate, CSHE, University of Melbourne 2014--: Visiting Professor, Higher School of Economics, Moscow 2015--: Director, ESRC/HEFCE Centre for Global Higher Education

Education 1974 BA (hons) History and Politics, University of Melbourne 1996 PhD (Education), thesis on ‘Markets in Education’, University of Melbourne U. of Melbourne Chancellor’s Prize for excellence in the doctorate (1997) Australian Association for Research in Education doctoral award (1997) Current responsibilities UCL IOE: Teaching in the MBA (Higher Education); research, scholarship and academic publication; doctoral and Masters degree supervision; public and media commentary. Editorial: Joint Editor-in-Chief, Higher Education; Commissioning Editor Thesis Eleven, member of 16 journal boards including British Journal of Sociology of Education, Journal of Studies in International Education, Higher Education Policy, Higher Education Quarterly. Journalism: Editorial Board, Times Higher Education, occasional for Guardian, The Australian Advisory Functions: International Advisory Board, Academic Ranking of World Universities, Shanghai Jiao Tong University; Advisory Committee, Center for International Higher Education, Peking University; Advisory Committee, Global Forum on Indian Higher Education; Blue Ribbon Panel on Global Engagement, American Council on Education; El Seminario de Educacion Superior de la Universidad Nacional Autonoma de Mexico UNAM, Mexico City

Selected books

Marginson, S. & Considine, M. (2000) The Enterprise University: Power, governance and reinvention in Australia. Cambridge: Cambridge UP

Murphy, P., Peters, M. & Marginson, S. (2010). Imagination: Three models of the imagination in the age of the knowledge economy. New York: Peter Lang

Marginson, S., Nyland, C., Sawir, E. & Forbes-Mewett, H. (2010). International Student Security. Cambridge: Cambridge UP

Marginson, S., Kaur, S. & Sawir, E. (eds.) (2011). Higher Education in the Asia-Pacific: Strategic responses to globalization. Dordrecht: Springer

King, R., Marginson, S. & Naidoo, R. (eds.) (2011). Handbook of Higher Education and Globalization. Cheltenham: Edward Elgar

Marginson, S. (2013). Higher education and public good. In P. Gibbs & R. Barnett (eds.), Thinking About Higher Education, 53-69. Heidelberg: Springer (2013).

Tran, L., Marginson, S., Do, H., Do, Q., Nghuyen, N., Le, T., Vu, T., Pham, T. & Nghuyen, H. (2014). Higher education in Vietnam. New York: Palgrave

Freeman, B., Marginson, S. & Tytler, R. (eds.) (2015). The Age of STEM: Educational policy and practice across the world in science, technology, engineering and mathematics. Routledge

Selected articles

Marginson, S. & Rhoades, G. (2002). Beyond national states, markets, and systems of higher education: a glonacal agency heuristic. Higher Education, 43 (3), 281-309

Marginson, S. (2006). Dynamics of national and global competition in higher education, Higher Education, 52, 1-39

Marginson, S. (2007). The public/private division in higher education: A global revision, Higher Education, 53, 307-333

Marginson, S.(2008). Global field and global imagining: Bourdieu and relations of power in worldwide higher education, British J. of Sociology of Education, 29 (3), 303-316

Marginson, S. (2011). Higher Education in East Asia and Singapore: Rise of the Confucian Model, Higher Education, 61 (5), 587-611

Marginson, S. (2012). Including the Other: Regulation of the human rights of mobile students in a nation-bound world. Higher Education, 63 (4), 497-512

Marginson, S. (2013). The impossibility of capitalist markets in higher education. Journal of Education Policy, 28 (3), 353-370

Marginson, S.(2014). Student self-formation in international education. Journal of Studies in International Education, 18 (1), 6-22

Marginson, S.(2014). University rankings and social science. European Journal of Education, 49 (1), 45-59


Simon Marginson is one of the world’s leading scholars in higher education studies and international and comparative education. Google Scholar h-index 44, SSCI h-index 12; 23 books, 345 articles and chapters. Four books have been translated into Chinese by Zhejiang UP, two papers in Peking Education Review, other works in French and Spanish. In October 2014 he delivered the Clark Kerr lectures on Higher Education at the University of California, Berkeley. 2001: American Educational Research Association’s Division J publication award for The Enterprise University, with Mark Considine 2002: US Comparative and International Education Society’s Bereday Award for the best article in Comparative Education Review, on theory and method, with Marcela Mollis 2008: The Woodward Medal in humanities and social sciences at the University of Melbourne for research on higher education; globalization and university rankings 2010: Critics Choice Award from American Educational Studies Association for the book Imagination, with Peter Murphy and Michael Peters 2011: Distinguished Contribution to International Education, Australian International Education Conference, following the book International Student Security 2013: US Comparative and International Education Society award for best article published on comparative and international HE, Higher Education in East Asia and Singapore 2014: US Association for Studies in Higher Education Distinguished Research Award Competitive academic research grants (selected) 1995-2013: Nine Australian Research Council (ARC) Large Grants and Discovery Grants (DG) projects, including 5-year Australian Professorial Fellowship 2003-07 (AUD $2.2 million) 2012: Crucibles of creativity? HEIs and path-breaking intellectuals, ARC DG (AUD $90,000) 2013: National and global public goods in higher education, ARC DG (AUD $168,531) 2015-2019: (UK) Economic and Social Research Council Centre for Global Higher Education, 13 projects, 11 international and UK partners, directed by Simon Marginson (£6.1 million) Policy-related research (selected) 2012-2013: Policy research on STEM: Country Comparisons for Australian Council of Learned Academies and Office of the Chief Scientist, 24 country studies, (AUD $650,000)

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