The International Imperative In Higher Education

21st century higher education faces immense changes—from the broad impact of globalization to the implications of massification and the growth of enrollments worldwide. The International Imperative in Higher Education focuses on most of the central elements affecting universities worldwide. Included among the themes analyzed are global issues such as corruption, the continuing impact of the brain drain and the phenomenon of brain exchange, the role of English in internationalization, changes in the environment for publishing and knowledge distribution, and academic freedom. The specific elements of internationalization, such as growing commercialization, and the role of agents and recruiters as a part of global student flows are considered. The role of the academic profession in a rapidly changing university environment is also discussed. Special attention is paid to China and India, the world’s two largest academic systems, and the specific challenges faced by them. This book consists of 40 concise essays analyzing key aspects of global higher education. They bring together broad analysis and an underlying concern for the public good aspects of higher education in a comparative and international framework.

Among the topics considered are the logic of mass higher education, globalization and inequality, the role of research universities, academic freedom, private higher education, and the academic profession and its problems. These topical chapters are accompanied by in-depth discussions of Asia and Africa.

The single best book on higher education as a global phenomenon. Over the past half-century, globalization has had a profound impact on postsecondary education. The twin forces of mass higher education and the global knowledge economy have driven an unprecedented transformation. These fundamental changes have pulled in opposite directions: one pushes for wider access and accompanying challenges of quality, the other toward exclusive, “world class” research-oriented universities. In Global Perspectives on Higher Education, renowned higher education scholar Philip G. Altbach offers a wide-ranging perspective on the implications of these key forces and explores how they influence academe everywhere. Altbach begins with a discussion of the global trends that increasingly affect higher education, including the implications of mass enrollments, the logic of mass higher education systems around the world, and specific challenges facing Brazil, Russia, India, and China. He considers the numerous implications of globalization, including the worldwide use of the English language, university cross-border initiatives, the role of research universities in developing countries, the impact of the West on Asian universities, and the expansion of private higher education. Provocative and wide-ranging, Global Perspectives on Higher Education considers how the international exchange of ideas, students, and scholars has fundamentally altered higher education.

This groundbreaking volume seeks to take the first steps in analyzing the impact of internationalization initiatives from student perspectives. As programs are increasingly delivered overseas and we seek to offer domestic students an international experience, how do we know what works for students and what does not? Encompassing the fast-growing global imperative is a significant challenge for higher education and this collection identifies opportunities for enrichment of the learning environment, with all chapters based on direct research with students. The book provides essential reading for anyone engaged in internationalization and wishing to learn more about the impact on students of a range of initiatives in order to apply the lessons in their own contexts. Chapters include student responses to the following learning contexts: "traditional" international contexts, where students study outside their home country for shorter or longer periods; "trans-national" programs where students study at home or in another country and faculty from the awarding university fly in to deliver courses; domestic students studying in their home country, with staff seeking to internationalize the curriculum; students having transformational international experiences in other countries through service learning/volunteering, or study abroad

Drawing on forty years of diversity studies, this third edition ; includes more examples of how diversity is core to institutional excellence, academic achievement, and leadership development;; updates issues of language;; examines the current climate of race-based campus protest;; addresses the complexity of identity—and explains how to attend to the growing kinds of identities relevant to diversity, equity, and inclusion while not overshadowing the unfinished business of race, class, and gender.

"The concept of world-class universities (WCU) has increasingly gained popularity in the past two decades around the world. WCU are regarded as cornerstone institutions of any academic system and imperative to develop a nation’s competitiveness in the global knowledge economy. The development of such universities is high on the policy agenda of various stakeholders worldwide, in both developed and developing countries and regions, and at both national and institutional levels, to promote their global competitiveness.Visibility and performance are among the most watched concepts in relation to develop WCUs, but remain complicated in nature and with no agreed upon definitions. Existing literature have focused on how to raise universities’ prestige, status, impact and rankings in the global and regional arena on the one hand, and how to enhance universities’ quality, efficiency, effectiveness and academic output on the other. However, whether visibility is a legitimate indicator of performance, or vice versa, is yet to be answered.Matching Visibility and Performance: A Standing Challenge for World-Class Universities provides insights of developing academic excellence from global, national and institutional perspectives, and intends to stimulate discussion on how universities can be ‘globally visible and locally engaged’ and how visibility and performance can be integrated and balanced in practice."

Universities all over the world are increasingly recognising the challenges of globalization and the pressures towards internationalization. This collection draws together a wealth of international experience to explore the emerging patterns of strategy and practice in internationalizing Higher Education. Questions considered include: • How is the concept of globalization in the context of higher education understood by those who lead universities across the world? • What new challenges are being created as universities seek to become more international? • Which forms of leadership are needed and will be needed in the future in these transforming institutions and how are they going about preparing for and achieving this?

At a time in history when global challenges are becoming more intractable and threatening, it makes sense to draw on the specialist expertise of our universities. Much of government interest in doing so has typically focused on the major research institutions with their records of new discovery and invention. However, there is extensive evidence that the greatest opportunities are at regional level. Despite globalisation, regions are becoming more and more important as sites of identity and policy intervention. Regions can take their futures into their own hands, and their local universities are a crucial resource of expertise to support these initiatives. However, there have been significant barriers to effective cooperation between universities and their regional authorities. This book provides an analysis of these circumstances and draws on an international research project to point academics, policy makers and practitioners in the right direction. It provides extensive evidence from this project to support its argument.