Philip G. Altbach

The Internationalization of Higher Education: Motivations and Realities.

Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions—and even individuals—to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.

Globalisation and the university: Myths and realities in an unequal world

Much has been said about the impact of globalization on higher education. Some have argued that globalization, the Internet, and the scientific community will level the playing field in the new age of knowledge interdependence. Others claim that globalization means both worldwide inequality and the McDonaldization of the university. It is argued that all of the contemporary pressures on higher education, from the pressures of massification to the growth of the private sector are the results of globalization. There is a grain of truth in all of these hypotheses—and a good deal of misinterpretation as well. The purpose of this essay is to “unpack” the realities of globalization and internationalization in higher education and to highlight some of the ways in which globalization affects the university. Of special interest here is how globalization is affecting higher education in developing countries—the nations that will experience the bulk of higher education expansion in the coming decades. Much has been said about the impact of globalization on higher education. Some have argued that globalization, the Internet, and the scientific community will level the playing field in the new age of knowledge interdependence. Others claim that globalization means both worldwide inequality and the McDonaldization of the university. It is argued that all of the contemporary pressures on higher education, from the pressures of massification to the growth of the private sector are the results of globalization. There is a grain of truth in all of these hypotheses—and a good deal of misinterpretation as well. The purpose of this essay is to “unpack” the realities of globalization and internationalization in higher education and to highlight some of the ways in which globalization affects the university. Academe around the world is affected differently by global trends. The countries of the European Union, for example, must adjust to new degree structures and other kinds of harmonization that are part of the Bologna and related initiatives. Countries that use English benefit from the increasingly widespread use of that language for science and scholarship. Of special interest here is how globalization is affecting higher education in

Internationalization and Exchanges in a Globalized University

Internationalization in higher education is an inevitable result of the globalized and knowledge-based economy of the 21st century. Other trends affecting the universities, including diversification, expansion, privatization, and so on, also have implications for the international role of academic institutions. The intersection of the logic of globalization and other pressures facing universities make a reconsideration of international programs and strategies necessary. Exchanges, university linkages, patterns of mobility, and international and regional arrangements among universities are all changing.

The road to academic excellence : the making of world-class research universities

For middle-income and developing countries as well as some industrial nations a major challenge for building and sustaining successful research universities is determining the mechanisms that allow those universities to participate effectively in the global knowledge network on an equal basis with the top academic institutions in the world. These research universities provide advanced education for the academic profession, policy makers, and public and private sector professionals involved in the complex, globalized economies of the 21st century. In addition to their contribution to economic development, these universities play a key societal role by serving as cultural institutions, centers for social commentary and criticism, and intellectual hubs. The positive contribution of tertiary education is increasingly recognized as not limited to middle-income and advanced countries, because it applies equally to low-income economies. Tertiary education can help these countries to become more globally competitive by developing a skilled, productive, and flexible labor force and by creating, applying, and spreading new ideas and technologies. A recent study on how to accelerate economic growth in Sub-Saharan Africa spells out the crucial contribution of tertiary education in supporting this endeavor (World Bank 2008). It observes that the key for success in a globalized world increasingly lies in how effectively a country can assimilate available knowledge and build comparative advantages in areas with higher growth prospects and how it can use technology to address the most pressing environmental challenges. The main chapters of this book are nine case studies that illustrate what it takes to establish and sustain research universities and help validate the analytical model outlined above, including the paths to building research excellence.

Academic freedom: International realities and challenges

Academic freedom is a central value of higher education. It affects the academic profession in all aspects of academic work. Yet, academic freedom is rarely discussed in the context of the changes taking place in higher education in the current period. The concept is defined in a historical and comparative framework, and the challenges facing academic freedom around the world are discussed.

Impact and adjustment: foreign students in comparative perspective*

Foreign study is a multifaceted phenomenon - its impact is felt on academic institutions in both the ‘host’ and ‘sending’ countries, on the economies of nations, and of course on the individuals involved. With more than one million students studying abroad, foreign study has assumed considerable importance in higher education planning. This article considers the many aspects of foreign study and discusses the interrelationships of these elements. The policies of the ‘host’ nations, for example, have an impact on higher education planning in the sending countries. The non-return of foreign students, traditionally referred to as the ‘brain drain’, is considerably more complex than was once thought since Third World graduates settled in the industrialized nations often retain contacts with their home countries and increasingly return after a period abroad. This article also considers the various ‘push’ and ‘pull’ factors which determine the constantly changing flow of foreign students.

Patterns in higher education development

Universities are singular institutions. They have common historical roots yet are deeply embedded in their societies. Traditionally 61ire institutions, modern universities have provided social mobility to previously disenfranchised groups. Established in the medieval period to transmit established knowledge and provide training for a few key professions, universities over the centuries have become the most important creators of new knowledge through basic research. 1 The contemporary university stands at the centre of its society, an institution which is crucial to every modern society. It is the most important institution in the complex process of knowledge creation and distribution, not only serving as home to most basic science but also to the increasingly complex system of journals, books and data bases which communicate knowledge worldwide. 2

Twisted roots: The Western impact on Asian higher education

The long historical and contemporary impact of Western academic models, practices and orientations on Asian universities in such countries as India, Malaysia, Indonesia and Singapore shaped the nature of higher education systems in these countries. The Japanese colonial impact in Korea and Taiwan is also significant and an interesting variation on the colonial theme. Several Asian countries, including Thailand, Japan and China were not formally colonized, but the mixture of influence on the academic institutions that has developed in these countries reflects considerable Western influence. Contemporary factors such as the international knowledge system, the numbers of students studying in Western nations and patterns of scientific interaction also have a major impact on the growth of universities in Asia.

Higher education in American society

This is the most widely used volume on the subject of American higher education. Now completely revised and updated, this third edition provides in-depth coverage of economic, social, and political issues by leading experts in their fields. Among the topics covered are: the financing of higher education; the relationship between American universities and government at the state and federal levels; the changing legal aspects of higher education; academic freedom. The contributors also discuss how the key elements of academic institutions - students, faculty, and administrators - have been affected by societal trends.This is the only volume that offers a multi-faceted and comprehensive analysis of the relationship between one of our most important institutions - the university - and the political and social system of which it is a part. The contributors include Philip G. Altbach; Robert O Berdahl; Burton Clark; Eric L Dey; Lawrence E Gladieux; Patricia J Gumport; W Lee Hansen; Fred F Harcleroad; Arthur M Hauptman; Walter C Hobbs; Sylvia Hurtado; Clark Kerr; Laura Green Knapp; TR McConnell; Aims C McGuinness Jr; Walter Metzger; Sheila Slaughter; Irving J Spitzsberg Jr; Jacob O Stampern; John R Thelin; Martin Trow; and Ami Zusman.

Advancing the national and global knowledge economy: the role of research universities in developing countries

Research universities are a central part of all academic systems. They are the key points of international contact and involvement. Research is produced, disseminated and in many cases imported. For developing countries, the mechanisms for the involvement of research universities in the global knowledge economy is complex, and includes issues of mobility, the use of technology, collaboration, and other elements.