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Globalization and Higher Education recent articles


The complexities of 21st century brain ‘exchange’ – University World News


“The emerging economies of the BRICs – Brazil, Russia, India and China – will, it is assumed, lure back home both students who go abroad to study and some graduates who have settled in the West, because of their dramatic economic growth and expanding higher education systems. The problem is that data seem to show this is not the case. The brain drain, now euphemistically called the brain exchange, seems to be alive and well. International Higher Education published research last August by Dongbin Kim, Charles AS Bankart and Laura Isdell showing that the large majority of international doctoral recipients from American universities remain in the United States after graduation.”

Collaboration Talk: The Folk Theories of Nano Research – Science as Culture –


“The nano initiative in the US and elsewhere encourages and promotes various forms of multi-stakeholder activities, such as industrial collaborations. Forming part of the discourse of expectations around emerging technologies, collaboration is an important resource holding together different practices of knowledge production. In the conversations between policy and science, collaboration becomes a measurable entity and a measure in itself, figuring in the evaluations of the performance of individual faculty and research centres; however, the policy metaphor of ‘collaboration’ stands for a variety of different forms and shapes of interactions between university and industry. From a discourse analysis perspective, ‘folk theories’ of nano collaboration help to explore the dynamics of the university/industry boundary in the scientific organisational discourse as in a recent series of interactions with scientists, university officials and technology transfer officers in a number of US universities. What does the introduction of the new entity (nano) mean for scientists, and for university practices of technology transfer and commercialisation, in terms of trying to accommodate individual ‘nano’ cases into university regulations and procedures? How are these practices and experiences discussed in terms of collaboration? Assessments of value of collaboration ranged between polarised views, raising questions about occasions, audiences and communities of assessors invoked in the construction of acceptable accounts of nano collaboration. Metaphors and analogies were used to mobilise specific meanings in the discourses of the innovative potential of emerging fields. As such, assessments of the potential of terms pertinent to the emerging discourses, such as collaboration, would be better based on the assumption of shared meanings, not fixed and given, but actively achieved.”

The Development of Transnational Higher Education in China


“This article presents an empirical study of transnational higher education in China at the institutional level. The units of analysis are the Chinese partner universities of transnational higher education programs. Through comparison of research universities and teaching universities, the study finds that transnational higher education programs are developed and perceived differently by these two categories of universities. For teaching universities, transnational higher education is mainly used to expand enrollment. It is the most active internationalization activity on campus. For research universities, especially top research universities, transnational higher education’s major function is to provide academic opportunities for those aspiring for advanced professional degrees. It is only one of the many internationalization activities on campus. Teaching universities tend to use transnational higher education more to generate revenue and reduce cost.”

On Failure (On Pedagogy): Editorial Introduction – Performance Research – Volume 17, Is…

critical literacy,education

“What has upped the stakes in this absurd drama is the cultural dominance of hope and success in a neolibera…l age, now the mandate, measure and mantra of the corporatizing university. We live in the depressive ruins of the university, an entity dedicated to the rabid pursuit of illusory success when any substantive mission that might give that success substance has long since been mortgaged to market values (see Readings 1996 and Werry and O’Gorman 2009). The fetishization of excellence and outcomes, the prevalence of ‘audit culture’ (Strathern 2000) and prevailing instrumentalism and vocationalism, all institutionalize, codify and restigmatize failure. Now the encompassing regime of the test eclipses all other ways of understanding and valuing schooling: through standardized testing, student evaluations and bureaucratic measures of school ‘performance’, the threat of failure is the defining condition under which we (not just students but also teachers and institutions) operate. In these contexts, accidental failure is perilous, and the strategic, emancipatory or experimental use of failure – however much it is still necessary – is freighted with risk, danger and difficulty. The right to fail (with all its promise of inclusiveness, generosity, freedom) can only be claimed at an ever-mounting cost.”

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


“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 …


“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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