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Globalization and Higher Education recent articles

2012/04/09

The Reproduction of Privilege Thomas B. Edsall

globalization,education

“An integral part of the “American Dream” is the idea that post-secondary education dissolves long-standing class hierarchies. Instead of serving as a springboard to social mobility, however, college education has reinforced class stratification the last six decades. Today, seventy four percent of those attending colleges classified as “most competitive” come from families with earnings in the top income quartile, while only three percent come from families in the bottom quartile. A vicious circle is established in which, as children of the rich do better in school, and those who do better in school are more likely to become rich, an even more unequal and economically polarized society is crafted.”

Academic Freedom, Intellectual Diversity, and the Place of Politics in Geography – Orze…

globalization,education

“This paper examines the conservative critique of higher education in the USA. I argue, first, that the right’s call for greater “intellectual diversity” in American higher education should be understood as an attack on the professional self-regulation and disciplinary autonomy that are central to academic freedom in this country. Second, I suggest that the right’s politicization of politics in the academy brings to light the importance of our developing a vision of the university that accounts for rather than disavows the political nature of the work we do.”

International Student Mobility and the Bologna Process – Research in Comparative and In…

globalization,education

“The Bologna Process is the newest of a chain of activities stimulated by supra-national actors since the 1950s to challenge national borders in higher education in Europe. Now, the ministers in charge of higher education of the individual European countries have agreed to promote a similar cycle-structure of study programmes and programmes based on the strategic aim of enhancing student mobility in two directions: to increase the attractiveness for students from other parts of the world to study – primarily for the whole study programme – in European countries, and to facilitate intra-European – primarily temporary – mobility. Studies aiming at establishing the results of this policy face various problems. Statistics move only gradually from ‘foreign’ to ‘mobile’ students, but remain insufficient with respect to temporary mobility. Individual European countries opt for such varied solutions that an overall overview is hardly feasible. Yet, some general trends are visible. First, Bologna has contributed to greater internal mobility of students from other parts of the world, but not to a more rapid increase of intra-European student mobility. Second, the event of outwards mobility during the course of study up to graduation has turned out to be more frequent than expected by many experts, but differences by country do not fade away. Third, the value of student mobility gradually declines as a consequence of gradual loss of exclusiveness.”

Views from the blackboard: neoliberal education reforms and the practice of teaching in…

globalization,education

“This article discusses findings from two case studies examining the impact of neoliberal education reform on the classroom practice of teachers and adult educators in Ontario, Canada. We asked educators to comment on the impacts of 20 years of policy shifts in their classrooms. Teachers in public schools and adult literacy programmes echoed each other on issues of managerialism, privatisation and punitive accountability mechanisms. Both schoolteachers and adult educators made references to a reduction in autonomy and to an emerging ‘culture of fear’ in educational institutions and programmes. The experience of teachers highlights contradictions between the promises of neoliberalism and the ground-level impact of policy.”

Can a Knowledge Sanctuary also be an Economic Engine? The Marketization of Higher Educa…

globalization,education

“Universities, particularly research-intensive ones, have responded to a variety of external and internal influences by retooling their missions, culture, and organizational structures to generate revenue from market opportunities. This has resulted in the marketization of higher education: organizational practices that blur the boundary between knowledge-driven and profit-driven institutions. This blurring has spurred debates and uncertainties over the scope and boundaries of the 21st century university. We argue that these debates spring from institutional boundary work at the intersection of the three main missions of the contemporary academy: knowledge production, student learning, and satisfying the social charter. These missions can sometimes create areas of synergy, but also tensions that are particularly acute where market logics and business-oriented practices contradict academic values. Within knowledge production, a key dilemma is the extent to which knowledge advancement should aim for transcendence versus revenue generation. Within student learning, the dilemma involves incommensurability between the ideals of democratic citizenship and demonstrable return on investment. Within the social charter mission, the dilemma is over whether the university can serve the public welfare while also facilitating the growth of local and national economies.”

Donors and higher education partners: a critical assessment of US and Canadian support …

education,transnationalism,development

“Linking key policy themes of interest in the published literature on development studies and comparative education, the article initially explores the potential benefits and risks of partnering transnationally for contextually informed research and sustainable development from the perspective of Southern and Northern higher education institutions. Higher education partnerships recently supported by the development-assistance agencies of Canada and the United States are compared and critically assessed according to the internationally relevant themes of external and internal funding, the involvement of additional partners and funders, and project duration. Comparative analysis of datasets compiled from AUCC- and HED-managed sources that encompass 74 CIDA-supported and 186 USAID-supported university partnerships active during 2007–2009 shows that CIDA awards tend to be substantially larger in amount and longer in duration than most USAID awards and that participating universities have contributed impressive cost-share resources. The concluding section draws out wider implications of study findings for North–South higher education partnerships with sustainable-development objectives and for the literature on the possibilities and limitations they embody.”

Rethinking the mission of internationalization of higher education in the Asia-Pacific …

globalization,education

“This article adopts the critical theory approach to reflect and analyse the impacts of globalization on the internationalization process of higher education in the Asia-Pacific region. It argues that globalization forces many of the higher education institutions in the region to follow global practices and ideologies of the Anglo-American paradigm without developing their own unique systems and honouring the rich cultures of their own countries. While higher education institutions are indulging in internationalization in terms of marketization and economic pragmatism, they have to ask themselves, ‘What is missing in the process of internationalization?’ This article argues that internationalization of higher education contributes to building more than economically competitive and politically powerful states. It represents a commitment to the development of an internationalized curriculum where the pursuit of global citizenship, human harmony and a climate of global peace is of paramount importance.”

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