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  • Robertson and Komljenovic 2016 Global non-state actors - authors accepted manuscript

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Oxford Review of Education, on 15/09/2016 available online: http://www.tandfonline.com/10.1080/03054985.2016.1224302

    Accepted author manuscript, 707 KB, PDF-document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Non-state actors, and the advance of frontier higher education markets in the global south

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>10/2016
<mark>Journal</mark>Oxford Review of Education
Issue number5
Volume42
Number of pages18
Pages (from-to)594-611
Publication statusPublished
Early online date15/09/16
Original languageEnglish

Abstract

This paper examines the growth of global non-state and multilateral actors in the ‘global south’ and the creation of frontier markets in the higher education sector. These developments are part of market-making changes in higher education as the sector is opened to new actors, logics, and innovative services, aimed at ‘the global south’. Yet making a higher education market that brings in new investors, providers, and consumers from within and across the global north and south is a complex process that requires imagining and materialising through new social devices, norms, and institutions so that the higher education sector works like a capitalist market based on competition, credit, commodification, and creativity. The paper examines these processes through three entry points: recruiters of international students; for-profit providers of HE; and financial agents providing new forms of credit. We argue that these developments both play off, and reinforce, older and newer asymmetries of power between individuals, social groups, and nations, within and between the global north and south, creating an even greater learning divide.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Oxford Review of Education, on 15/09/2016 available online: http://www.tandfonline.com/10.1080/03054985.2016.1224302