Internationalization and Globalization in Higher Education

A Selected Bibliography1998-2003

Prepared by the International Association of Universities under contract by UNESCO

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TABLE OF CONTENTS

I. BOOKS………………………………………………………… 1 - 22

II. PERIODICAL ARTICLES AND CHAPTERS IN BOOKS… 23 - 53

III. INTERNET RESOURCES……………………………………. 54 - 56

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I. BOOKS

50 years of international cooperation and exchange between the United States and Europe: European views

Wit, Hans de; Ed. / European Association for International Education [Netherlands].-- 1998.

Barriers, borders and brands: forging an institutional strategy for development and collaboration in borderless higher education

Cooper, Aldwyn / Observatory on Borderless Higher Education [UK].-- London, 2002. 25pp.DESCRIPTORS: educational strategies; educational innovations; information technology; corporate education; case studies; international education; transnational education; international trade; UK.ABSTRACT: This report is a case study one universit’s strategy to pursue ‘borderless higher education’. The University of Glamorgan in Wales, UK, is a relatively large, former polytechnic that has embraced e-learning as a core part of its ongoing strategy to serve traditional students, widen access and develop international markets and partnerships. The report argues that the ‘bordeless” future (encompassing diversification of income, widening participation, new technologies, commercialisation and internationalisation) demand a paradigm shift in higher education. The author cautions against the ‘ghettoisation’ of e-learning and other borderless developments, arguing that only by mainstreaming innovation will new developments flourish and the institution as a whole move forward. The main focus of the report is the development of the UK£6.3 million ‘Enterprise College Wales’, a new initiative to bring relevant online higher education provision, with a business and management focus, to the Welsh community. The author offers insight into course development, staff issues, intellectual property, technology procurement and successful partnerships, including lessons learned.

Becoming internationally competitive: the value of international experience for Australian students

Davies, Dorothy; Mine, Catherine; Olsen, Alan / IDP Education Australia.-- 1999. 118 pp. DESCRIPTORS: international education; study abroad; Australia.

The Bologna process and the GATS negotiationsEuropean University Association.-- Geneva, 2002. DESCRIPTORS: higher education policy; international trade.

The Brave New [and Smaller] World of Higher Education: A Transatlantic viewGreen, Madeleine; Eckel, Peter; Barblan, Andris / American Council on Education; European University Association.-- Washington,DC, 2002. 32pp.DESCRIPTORS: change strategies; globalization; information technology; international education; market economy. ABSTRACT: This essay emerged from the rich conversation of the Transatlantic Dialogue held in July 2001 at the Université Laval in Quebec, Canada. This paper is the first in a series associated with a new ACE initiative, the Changing Enterprise Project, that seeks to chart and understand the new directions colleges and universities are pursuing to respond to increased competition and changing fiscal realities.

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The Business of borderless education: UK perspectives. Summary reportCommittee of Vice-Chancellors and Principals [UK]; Higher Education Funding Council for England. 39pp.ABSTRACT: This report on ‘The business of borderless education’ has come at just the right time. It gives a comprehensive account of the virtual and corporate developments in learning which – along with the internet – are sweeping the world. The report alerts UK universities and colleges to the challenge in borderless learning posed by their overseas counterparts, particularly in North America. But that challenge is also a major opportunity for us, which we must seize. The UK has a strong track record of world-leading initiatives in the use of new technologies in higher education. The report puts us right on track to capitalise on these. Conclusions from this report have fed into the thinking on our new ‘e-University’ project. The report highlights that many individual higher education institutions are seaking to develop web-based applications on their own or in groups. We launched the ‘e-University’ project in the strong belief that, by working together in a partnership, we can pool the resources and expertise needed to exploit the huge possibilities offered by new technologies, and the Internet in particular, to establish a world-class provider with global reach. Nevertheless, the report also highlights the multitude of issues that need to be addressed to develop high quality borderless education, notably in the area of Quality assurance.

The Business of Internationalisation: Emerging Issues for the Entrepreneurial UniversityPoole, David; Pratt, Graham / AIR 1999 Annual Forum Paper.-- 1999. 57pp. DESCRIPTORS: Chaos Theory; Entrepreneurship; Global Education; Strategic Planning; Australia. - Change Strategies; Competition; Foreign Students; Future Studies; Institutional Research; International Education; Long Range Planning; Models. CONTENTS: This paper analyzes various strategic management models for international programs from an Australian perspective. It presents the results of a qualitative case study of one Australian university faculty of business in the context of the relevance of chaos and complexity theories to strategic management. The case study is organized around the strategies, structures, systems, organizational learning, and leadership dimensions of this institution's management of international-entrepreneurial activities. The paper argues that the model of "structured chaos" or "bounded stability" and the core concepts associated with this model, such as "competing on the edge," may be of critical importance to a sector characterized by rising levels of national and international competition and institutional forays into these areas. Individual sections discuss: international-entrepreneurial activities in Australian universities; international education in the United States; international convergence; the strategic management of international-entrepreneurial programs; and the management of international entrepreneurial programs at "Australia U".

The Chief International Education Administrator [CIEA] as an Agent for Organizational Change

Thulle, Manfred; Heyl, John; Brownell, Blaine / Association of International Education Administrators.-- Buffalo,NY, 2001. DESCRIPTORS: international education; administrators; USA.

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Comparative Costs of Higher Education Courses for International Students in Australia, New Zealand, the United Kingdom, Canada and the United States

IDP Education Australia; Australian Education International.-- Sydney, 2001. 82pp.ISBN: 0-86403-038-xDESCRIPTORS: study abroad; statistical data; statistical analysis; university courses; costs; tuition; comparative analysis; Australia; New Zealand; UK; Canada; USA. ABSTRACT: This report examines the extent to which the cost of Australian higher education is globally competitive in terms of international student tuition fees and living costs. The report documents the outcomes of a study by IDP Education Australia (IDP) with support from Australian Education International (AEI). In this study, the costs of an international higher education in Australia were compared with costs in Australia's four main competitor countries, namely the United States, the United Kingdom, Canada and New Zealand. The project was designed to update and extend the work completed by IDP in 1994 and 1997 for DETYA and published as Comparative Analysis of Postgraduate Courses for Overseas Students in Australia, New Zealand, the UK, Canada and the US (1994) and, Comparative Costs of Higher Education Courses for International Students in Australia, New Zealand, the United Kingdom, Canada and the United States (1997).

Constructing Knowledge Societies: New challenges for tertiary educationWorld Bank.-- Washington,D.C., 2002. 204pp. ISBN: 0-8213-5143-5DESCRIPTORS: knowledge; future society; learned societies; globalization; education and development; role of education; developing countries; crisis of education; government and university relationship; market economy; international assistance. CONTENTS: Overview and main findings 1. The Changing global environment 2. Contribution of tertiary education to economic and social development 3. Confronting the old challenges: the continuing crisis of tertiary education in developing and transition countries 4. The Changing nexus: tertiary education institutions, the marketplace, and the state 5. World Bank support for tertiary education

The Corporate campus: commercialization and the dangers to Canada's colleges and universitiesTurk, J.L.; Ed. / Canadian Association of University Teachers.-- Toronto,ON, James Lorimer & Company, 2000. 223 pp. DESCRIPTORS: entrepreneurship; corporate education; university campuses; private sector; international trade; Canada. ABSTRACT: For fifty years, the quality of education offered by Canadian universities and colleges has steadily improved along with access to these institutions. Now these gains are in danger. As tuition fees increase, as colleges and universities make new and often secret arrangements with the private sector, and as courses and research go up "for sale," Canada's universities and colleges are losing sight of the public interest. The articles in "The Corporate Campus" grow out of presentations made at CAUT's conference on commercialization of post-secondary education.

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Corporate universities: historical development, conceptual analysis & relations with public-sector higher education

Taylor, Scott; Paton, Rob / Observatory on Borderless Higher Education [UK].-- London, 2002. 21pp.DESCRIPTORS: corporate education; universities; trade and industrial education; international education; transnational education; international trade. ABSTRACT: In recent years the number and visibility of training and development initiatives within multinational corporations that adopt the language, structure and practice of higher education has risen dramatically, yet empirical analyses of corporate universities remain rare. In this report, the authors survey some existing literature and present preliminary findings from empirical work with a number of corporate universities in Europe. There is mention of historical precedents for both commercial companies taking primary responsibility for employee training and development, and a blurred divide between higher education and vocational training. Corporate university initiatives are located within the organizational world that has generated them, and in particular recent managerial discourses of human resource management, knowledge management and the 'teaming organisation'. Interview data from directors of European corporate universities suggest these initiatives are subject to a range of intense pressures that should be taken into account in considering their significance and likely impact on existing educational providers. The report concludes with a discussion of three potential futures for corporate universities within contemporary educational provision.

Crisis across frontiers: impacts, readiness and response strategies for international educatorsEuropean Association for International Education [Netherlands].-- Amsterdam, 2000. 44 pp.ISBN: 90-74721-06-0DESCRIPTORS: academic staff; international cooperation.

Demand for transnational higher education in the Asia PacificBlight, Denis; West, Leo / IDP Education Australia; Leo West Consulting.-- 2000. 20pp. DESCRIPTORS: international education; student mobility; economics of education; educational demand; socio-economic factors; enrolment projections; Asia and the Pacific.ABSTRACT: Most of the countries in the Asia Pacific region are experiencing increasing demand for higher education, driven by the joint pressures of social demand and human resources needs. There are two determining factors, which provide potencial for alternative provision for the supply of higher education. These are the globalisation of higher education and the new information technologies, both of which have influenced the emergence of transnational education, the provision of education by providers from one country (usually a developed country) to the citizens of other countries (often developing countries). The movement of students to the provider countries for higher education is being augmented by the provision of higher education in the receiving countries. The options include extension campuses of various forms (ranging from “true” campuses of foreign universities to franchising of their courses through local education providers), traditional distance education, and the so-called virtual higher education or universities. The purpose of this paper is two-fold. First to present some analyses which attempt to quantify the supply of and demand for transnational education in the Asia Pacific. Then it addresses the question of how that demand can be met.

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e-Learning in Asia: supply & demandOlsen, Alan / Observatory on Borderless Higher Education [UK].-- London, 2002. 18pp.DESCRIPTORS: transnational education; international education; information technology; virtual university; educational demand; Asia; China; India; Singapore; Malaysia; Hong Kong; UK; Africa; India.

Educating for Global Competence. America's Passport to the FutureAmerican Council on Education.-- 1998. 28pp. DESCRIPTORS: Global Approach; government university relationship; industry and education; university community relationship; USA. - National Programmes; Future Studies; International Education; Local Government; Government. CONTENTS: This document advocates for a partnership of higher education with government and business to support the development of a globally competent citizenry. An executive summary summarizes the roles of each member of this partnership: (1) the federal government, which should support existing effective programs, leverage state and private resources, and ensure that necessary international expertise is available; (2) state and local governments, which should provide incentives and reward colleges and universities that add an international dimension to their curricula; (3) the business community, which should encourage the hiring and development of internationally competent staff and cooperate with colleges and universities; and (4) colleges and universities, which should actively seek partnerships with business and government to develop new forms of education appropriate to a global economy. Chapter 1 offers a broad look at the global context and global trends. Chapter 2 addresses the role of higher education in human resource development. Chapter 3 offers an agenda for stakeholders and includes lists of key federal programs and existing partnerships between corporate, higher education, and governmental sectors which promote international competence.

Emerging indicators of success & failure in borderless higher educationRyan, Yoni / Observatory on Borderless Higher Education [UK].-- London, 2002. 16pp. DESCRIPTORS: transnational education; information technology; international education; international trade.ABSTRACT: The term ‘borderless higher education’ referes to a range of interlocking activites – including e-learning, other forms of transnational provision and new providers (e.g. for – profit universities) – that cross a variety of ‘borders’, whether geographic, sectral or conceptual. In 2000, the Committtee of Vice-Chancellors & Principals (CVCP- now Universities UK) and DETYA (Dept of Education, Training & Youth Affairs in Australia – now Dept of Education, Science & Training) published complementary reports on these developments. Both reports were based on data collected in 1999. Snce then, the dot.com crash and the downtum in world economies have caused a re-assessment of the business cases of most borderless ventures – not least, the assumed lucrative returns from e-learning, and the nature of public/private partnerships. This paper discusses some of the major winners and losers in this turbulent environment, considers the apparent causal factors, and suggests some lessons for decision-makers in public universities.

ERASMUS in the SOCRATES programme: Findings of an evaluation studyTeichler, Ulrich; Ed. / Academic Cooperation Association.-- Bonn, Lemmens, 2002. 239pp.

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ISBN: 3-932306-41-4DESCRIPTORS: international programmes; international educational exchange; programme evaluation; Europe. ABSTRACT : The strength of this study is that it provides far more than a « snapshot » of ERASMUS in the first years after its reform. The material collected and analysed on this period is impressive enough. But what makes this evaluation so valuable is that it can draw on the results of many previous evaluations. The findings from these earlier works on ERASMUS, but also on the little remembered “Joint Study Programmes”, on TEMPUS, on the predecessor of the “Marie Curie” scheme for young researchers, and on many bilateral internationalisation programmes, enrich the study in two ways. They enable the authors to put their new findings into a “vertical”, i.e. historical perspective, and they allow for “horizontal” comparisons with the results and impacts of other schemes. Contents: ERASMUS under the umbrella of SOCRATES: an evaluation study; Participation in ERASMUS: figures and patterns; The policies of higher education institutions; The students’ experience; Emplyment and work of former mobile students; The academics’ views and experiences; Curriculum development activities and thematic network projects; The implementation of SOCRATES at the national level; The SOCRATES support programme: framework and management; ERASMUS – observations and recommendations.

European dimensions: education, training and the European UnionField, John.-- London; Philadelphia, Jessica Kingsley Publishers, 1998. 215 pp. ISBN: 1-85302-432-5DESCRIPTORS: European education; curriculum development; regional cooperation; global approach; educational policy; information society; European Union. CONTENTS: 1. The European dimension and the global context; 2. Developing policies for education and training 1957-1992; 3. Education, a Europe of the people: the 1990s; 4. Education, training and European integration; 5. Mobility, qualifications and the Citizen's Europe; 6. Maintaining the European model of society; 7. Fostering innovation and competitiveness in the information society; 8. Human potential, globalisation and Europe's future

Global education: borderless worldUmaly, Ruben C.; Ed.; Pinyonatthagarn, Dhirawit; Ed. / Suranaree University of Technology [Thailand]; Association of Universities of Asia and the Pacific [Thailand].-- 1998. 211 pp.ISBN: 974-7359-23-5DESCRIPTORS: educational innovations; educational trends; global approach; transnational education. CONTENTS: Innovations of teacher’s education in a borderless world; Challenges to university administrators in the Twenty-First Centry; The role of academic consorcia and associations for better graduate studies; Borderless learning environment in higher education in the Asia-Pacific for the Twenty-First Century; Challenges to universities towards global education and networking: the Thai perspective; Institutional strategies for re-engineering higher education; Making distance education borderless; Universities and the international knowledge enterprise: Southeast Asia Perspective; English language teaching: a look into the future; In pursuit of excellence in higher education; The role of distance open learning in building lifelong education and learning society for the 21st century

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The global market for higher education: sustainable competetive strategies for new milleniumMazzarol, Tim; Soutar, Geoffrey N..-- Edward Elgar, 2001. 208pp. ISBN: 1-84064-329-3DESCRIPTORS: economics of education; educational strategies; study abroad; international education; sustainable development. CONTENTS: 1. Education as a marketable service 2. Facing the next millenium 3. What brings success? 4. A Student's perspective 5. Developing a sustainable competitive advantage 6. Global marketing of education services 7. A model of competitive advantage for education services 8. Implications of the model 9. Developing sustainable strategies 10. Policy prescriptions for global education.

Globalisation, Enterprise and Knowledge: Education, training and development in AfricaKing, Kenneth; McGrath, Simon.-- Oxford, Symposium Books, 2002. 228pp. ISBN: 1-873927-49-5DESCRIPTORS: knowledge; globalization; international education; market economy; Africa; Ghana; Kenya; South Africa. ABSTRACT: This book examines some of the major challenges faced by African education by placing them in two important contexts. First, it explores how new economic dynamics, linked to globalisation, impact upon educational priorities and possibilities. Second, it stresses the need to locate educational policies and practices alongside approaches in other sectors. This leads to an analysis of the intersections between education, training and enterprise development. Through detailed examinations of recent policies and practices in Ghana, Kenya and South Africa, the book shows how different national approaches emerge in spite of apparent convergences in donor agency policy and international policy discourses. Aimed at policymakers and practitioners as well as academics, the book outlines a series of theoretical, policy and practical challenges for the future of African education and its broader role in development. Kenneth King is Professor of International and Comparative Education and Director of the Centre of African Studies at the University of Edinburgh.

Globalization and the Market in Higher Education: Quality, accreditation and qualifications (Education on the Move)

Uvalic-Trumbic, Stamenka / International Association of Universities .-- Paris, UNESCO Publishing. London,Paris,Genève, Economica, 2002. 212pp. ISBN: 92-3-103870-2DESCRIPTORS: globalization; market economy; accreditation; qualifications; educational quality; international trade; Europe; Latin America; Asia and the Pacific; Arab countries; Nigeria; Russian Federation; Mexico; Romania. ABSTRACT: As higher education opens up to world markets and the World Trade Organizations turns its attention towards universities, quality, accreditation and qualifications are becoming issues of major concern to university leaders, governments, students and parents. What are the possibilities of dealing with these burning issues in a concerted way? What are national and regional authorities doing to tackle what promises to be the most important issue since the development of mass higher education? This book examines haw far an international framework in quality assurance and accreditation may be envisaged. What are its limitations? How are governments and universities responding to the challenge of a global market in higher education?Part 1: Quality assurance, accreditation and the recognition of qualifications in a global context. Part 2: Quality assuarance, accreditation and the recognition of qualifications: regional perspectives. Part 3: National concerns: recognition of qualifications, quality assurance, accreditation related to new providers in higher education. Part 4: Emerging market in higher education: what lies ahead?

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The Globalization of higher educationScott, Peter; Ed. / Society for Research into Higher Education [UK].-- Open University Press, 1999. 134 pp. ISBN: 0-335-20244-6DESCRIPTORS: university cooperation; social change; student mobility; foreign students; international education; global approach; educational objectives; UK; Europe; South Africa; Commonwealth. CONTENTS: Contemporary transformations of time and space (J.Urry); Internationalizing British higher education: students and institutions (T.Bruch and A.Barty); Internationalizing British higher education: policy perspectives (D.Elliot); Internationalization in Europe (H.Callan); Internationalization in South Africa (R.Kishun); A Commonwealth perspective on the globalization of higher education (M.Gibbons); The role of the European Union in the internationalization of higher education (U.Teichler); Globalization and concurrent challenges for higher education (J.Sadlak); Massification, internationalization and globalization.

Globalization of higher education: a mandate for the third milleniumAssociation of Universities of Asia and the Pacific [Thailand].-- 1999. 189pp. MEETING: AUAP General Conference: Conference Proceedings. 3rd. Angeles City, 1999. DESCRIPTORS: educational strategies; global approach; university cooperation; educational management; governance; university administration; virtual university; distance education; engineering education. CONTENTS: 1. Globalization what it might mean for an individual university (K.Edwards) 2. The challenges of globalization in European inter-university cooperation (A.Barblan) 3. Trends and issues in international linkages: the Phillipine experience (A.A.Calata) 4. Strategy for university management (F.Nemezo) 5. Strategies in university management of a private university (Fr.Bienvenido F.Nebres,S.J.) 6. The role of good governnance in university management (W.Srisa-an) 7. The virtual university: an experience into the next century (S.Othman Alhabshi) 8. Distance education and multimedia communications technologies (T.S.Tengku Shahdan) 9. Balancing technology and human values: the Iranian perspective (A.Eskandari) 10. Educating ethical engineers: a challenge to engineering schools (M.C.Belino) 11. Assessment and accreditation: the Indian experience (A.Stella) 12. Role of higher education in promoting peace (M.R.Behbahani).

The globalization of the professions in the United States and Canada: a survey and analysisPeace Lenn, Marjorie; Reason Moll, Jennifer / Center for Quality Assurance in International Education [USA].-- Washington,DC, 2000. 68p. DESCRIPTORS: international education; occupational mobility; professions; comparative analysis; global approach; surveys; USA; Canada.ABSTRACT: Developments in the global economy, including advancements in technology and the proliferation of trade agreements, continue to facilitate professional mobility. Generally speaking, restrictions based on national borders are crumbling quickly. The tenets of most of the recent trade agreements hold to principles of non-discriminatory treatment for service providers, including the professions. Two such agreements GATS and NAFTA have begun to affect business as usual by encouraging the development of common educational standards, mutual recognition and the liberalization of the processes by which professionals are allowed to practice.

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Globalizing Practices and University Responses: European and Anglo-American differencesCurrie, J.; Ed.; DeAngelis, R.; Ed..-- Westport,CN, London, Praeger, 2003. 248 pp.ISBN: 0-89789-868-0.DESCRIPTORS: universities; globalization; Europe; USA ABSTRACT: Compares the impact of globalizing practices on universities in Australia, Europe, and the United States and analyzes how administrators and academics respond to crucial questions regarding the future of universities and how globalizing practices have affected lives of academics.

Higher education in the age of globalization [Keynote address]Van Damme, Dirk / UNESCO.-- Paris, 2001. 12pp. MEETING: Expert Meeting on "The Impact of Globalization on Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education. Paris, 2001. DESCRIPTORS: equivalence between diplomas; globalization; quality control; accreditation; qualifications; study abroad; international trade.

Higher education and the Nation-State: the international dimension of higher educationHuisman, Jeroen; Ed.; Maassen, Peter; Ed.; Neave, Guy; Ed. / International Association of Universities.-- Oxford, Pergamon. IAU Press, 2001. 237pp. ISBN: 0080427901DESCRIPTORS: higher education policy; government university relationship; government control; historical analysis; local governemt; financial support; educational mobility; quality control; regional cooperation; scientific cooperation; doctoral programmes; private education; global approach; European Union; USA; Netherlands. CONTENTS: Introduction. Europe: the pioneer or the exception. (J.Huisman,P.Maassen and G.Neave). 1. The European dimension in higher education: an excursion into the modern use of historical analogues (G.Neave). 2. The Changing context of coordination in higher education: the Federal-state experience in the United States (D.D.Dill). 3. The Role and position of research and doctoral training in the European Union (A.Ruberti). 4. Higher education in the process of European integration, globalizing economies and mobility of students and staff (A.Amaral) 5. 'Our' Colleges of Post-compulsory Education: observations on a Subdued debate (F.van Wieringen). 6. The Higher education policy of the European Union: with or against the Member States? (K.De Wit and J.Verhoeven).

Higher Education Partnerships for International Development: Knowledge, cooperation, resultsAssociation Liaison Office for University Cooperation in Development [USA].-- Washington, DC, 2001. 63pp. DESCRIPTORS: university cooperation; economic development; international programmes; sustainable development; developing countries.

Impact of Globalization on Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education

UNESCO.-- Paris, 2001. MEETING: Expert Meeting [Conference Papers]. Paris, 2001. DESCRIPTORS: equivalence between diplomas; globalization; quality control; accreditation;

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qualifications; study abroad; international trade.

Internacionalización de la educación superior en América Latina y el Caribe: reflexiones y lineamientos

Gacel-Avila, Jocelyne / Inter-American Organization for Higher Education [Canada]. Instituto de Gestión y Liderazgo Universitario; Asociación Mexicana para la Educación Internacional; Ford Foundation.-- 1999. 210pp. ISBN: 968-895-877-8DESCRIPTORS: international education; university cooperation; international cooperation; institutional administration; institutional evaluation; Latin America; Caribbean.

International branch campuses: scale & significanceObservatory on Borderless Higher Education [UK].-- London, 2002.DESCRIPTORS: international education CONTENTS: International branch campuses, aimed at recruitment of local students in the developing world, are a new and under-researched phenomenon. These ventures have generally been developed by universities with long-standing international franchise arrangements. Branch campuses deepen commitment to international provision, moving away from majority dependence on local partners for delivery and towards a genuine corporate presence. Given controversy over examples of poor quality franchising, branch campuses offer a number of advantages, including firmer corporate control, higher local profile and an innovative way to stand out in a crowded marketplace.

International education: towards a critical perspectiveCallan, Hilary; Ed. / European Association for International Education [Netherlands].-- 2000. 50pp. ISBN: 90-74721-15-xDESCRIPTORS: international education; international educational exchange; study abroad. ABSTRACT: This collection of papers has had Its origins lie in a number of discussions, beginning in the mid -1990s and initially somewhat isolated from one another, in which calls for a new and more critical examination of the taken-for-granted value of international education have to be heard. In turn, the call for a critical perspective reflects more general underlying trends, among which I would include: a growing perception among those in the field that investment of resources in international education requires specific educational, social and philosophical justifications; a realisation that justifications need to be articulated, not assumed; an increasing sense of common professional identity among practitioners in the field, transcending differences of nationality, specialism and seniority, and accompanied by a desire for reflexive self-examination of systems and purposes; an enlarging awareness of international education as an emerging object of research and analysis in its own right; with a corresponding search for appropriate theoretical apparatus. Here, we bring together a selection of these discussions as they have taken place within the EAIE in recent years.

International initiatives and trends in quality assurance for European higher educationCampbell, Carolyn; Van der Wende, Marijk / European Network for Quality Assurance in Higher Education [Finland].-- Helsinki, 2001. 38pp. ISBN: 951-98680-0-3DESCRIPTORS: quality control; professional recognition; equivalence between diplomas; Europe.

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CONTENTS: The focus of the report is on mapping in particular those initiatives and processes relevant in the field of quality assurance and recognition beyond those undertaken at the national level. Accordingly the report will complete the already existing state-of-art reports on quality assurance in EU and EEA countries. Furthermore it provides an analysis of the issues affecting the debate on quality assurance in Europe. The report does not intend to provide the answers, but to identify the key issues and skech the main questions to be answered. The first chapter of the report will give an introduction to the theme of internationalisation and quality assurance, discussing both the links and tension between them as a way to introduce the main questions to be addressed in this paper and following discussions. Chapter two will give an analysis of the wider context for European higher education by discussing some world-wide trends and the challenges that they represent for Europe. Chapter three will focus on the recent initiatives that have been taken in Europe in order to respond to these wider challenges, i.e. the Sorbonne and Bologna Declarations and the follow-up process. Chapter four will review the current state of the art in the areas of quality assurance and recognition in Europe, illuminating in particular those initiatives and processes beyond those undertaken at the national level and compare those with the challenges of the emerging European agenda. In chapter five, tha main issues to be discussed and questions to be answered in respect of the future of quality assurance and recognition in Europe will be summarized.

Internationalisation at home: a position paperCrowther, Paul et al. / European Association for International Education [Netherlands].-- Amsterdam, 2000. 42pp. ISBN: 90-74721-16-8DESCRIPTORS: international education; educational quality.

Internationalisation in European non-university higher educationWächter, Bernd; Ed. / Academic Cooperation Association.-- Bonn, Lemmens, 1999. 255pp.ISBN: 3-932306-35-XDESCRIPTORS: international education; international educational exchange; curriculum development; Europe; Austria; Belgium; Czech Republic; Denmark; Estonia; Finland; Germany; Greece; Iceland; Ireland; Netherlands; Norway; Portugal; Slovenia; Switzerland.ABSTRACT: Europe’s universities have a long tradition of international cooperation. But what about the “non-university” type of higher education institution, such as the Duch hogescholen, the German Fachhochschulen, or the Irish Institutes of Technology? It is often assumed that the international cooperation activities of these young institutions are quite limited. However, little research has been devoted to the issue so far.The Academic Cooperation Association has therefore decided to explore the state of internationalisation in Europe’s “non-universities”. The present publication contains state-of-the-art reports from 15 European countries, and the papers of a seminar of international expert which explored the topic in a cross-European thematic approach.

Internationalisation in higher education (A paper and seven essays on international cooperation in tertiary sector)

Wächter, Bernd; Ed. / Academic Cooperation Association.-- Bonn, Lemmens, 1999. 172pp. ISBN: 3-932306-33-3DESCRIPTORS: international education; international educational exchange; Europe. CONTENTS: Part 1. Why internationalisation? Motives and rationale behind international higher education cooperation; What is internationalisation? Activities and framework conditions; Policies of internationalisation; The case of Europe: a continent on the way to

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educational integration. Part 2. Assessing the quality of internationalisation. The internationalisation quality review process (IQRP), The role of the rector in the internationalisation of a university, Fit for the global job market: a university perspective; Brain-drain in Africa; The export of higher education: the Dutch case; The marketing of higher education in New Zealand and Australia.

Internationalisation in the sector of new higher education institutions in Europe: country essaysAcademic Cooperation Association [Belgium].-- 1999. 1 v.(in various pagings). DESCRIPTORS: international education; Europe; Austria; Flemish; Belgium; Czech Republic; Denmark; Estonia; Finland; Germany; Greece; Iceland; Ireland; Netherlands; Norway; Portugal; Slovenia; Switzerland.

International Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education "Globalization and Higher Education" [Working Documents]

UNESCO.-- Paris, 2002.MEETING: UNESCO Global Forum. 1st. Paris, 2002. DESCRIPTORS: quality control; equivalence between diplomas; qualifications; globalization; study abroad; distance education; transnational education; privatization; international trade; Arab Countries; Asia and the Pacific; Latin America; Caribbean; Europe. CONTENTS: Working Documents -- Towards policy frameworks: articulating guiding principles (C.Campbell); GATS - higher education implications, opinions and questions (J.Knight); The developing world of borderless higher education: markets, providers, quality assurance and qualifications (R.Middlehurst); Outlooks for the international higher education community in constructing the global knowledge society (D.Van Damme); Trade in higher education and GATS basics (Z.Varoglu). Regional Case Studies -- Arab states; Asia and the Pacific; Latin America and the Caribbean; Europe. Reference Documents -- ESIB policy paper on commodification of education; Le commerce international de services d'education: est-il bon? est-il mechant? (K.Larsen and S.Vincent-Lancrin).

Internationalisation: Is UK plc competing?Commonwealth Higher Education Management Service.-- London, 1999. 41pp. ISBN: 0-85143-167-4 DESCRIPTORS: international education; educational strategies; university administration; Commonwealth; Canada; Australia; UK. CONTENTS: Moving beyond the market: a Commonwealth perspective (M.Gibbons); Internationalisation: what Dearing forgot (D.Blight); A profile of Canadian university internationalisation: lessons learned, directions proposed and strategies adopted (J.Shute); Internationalisation strategies: a practical guide for university managers (A.Olsen).

Internationalisation and tertiary education institutions in New ZealandBack, Ken; Davis, Dorothy; Olsen, Alan / IDP Education Australia; New Zealand. Ministry of Education.-- Canberra, 1998. 154pp. DESCRIPTORS: international educational exchange; international education; multiculturalism; case studies; New Zealand. CONTENTS: New Zealand context for internationalisation; Conceptual framework for internationalisation; Stocktake; Case studies; New Zealand's multiculturalism in tertiary education institutions; A potential international student programme for New Zealand.

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Internationalisation of higher education in Asia Pacific countriesKnight, Jane; Ed.; Wit, Hans de; Ed. / European Association for International Education [Netherlands]; IDP Education Australia; OECD. IMHE. -- Amsterdam, 1997. 186pp. ISBN: 90-74721-10-9 DESCRIPTORS: international education; higher education system; Asia and the Pacific; Australia; Hong Kong; Indonesia; Japan; Malaysia; New Zealand; Singapore; Pacific Region; Thailand.

Internationalisation of Indian Higher EducationPowar, K.B.; Ed. / Assiciation of Indian Universities.--New Delhi, 2001. 200pp.ISBN: 81-7520-066-9DESCRIPTORS: international education; IndiaABSTRACT: An important development of the nineties of the last century has been the large-scale internationalisation of higher education. This has taken three forms: the incoming of foreign students, development of institutional linkages, and `export of education' through franchise or distance education programmes. India, unfortunately, has been slow to respond to the challenges of internationalisation. The Association of Indian Universities recently organised a Roundtable to discuss the different issues related to the Internationalisation of Indian Higher Education. The papers presented at this Roundtable, covering the sub-themes `Global Perspectives and Issues', `Internationalising Indian Higher Education', and Programmes for Internationalisation in Indian Institutions', are presented in this publication. The recommendations of the Roundtable are given in the form of a 'Mysore Statement'.

Internationalization of Higher Education in South ChinaUmaly, Ruben C.; Ed.; Jian-shi, Li; Ed. / Association of University of Asia and the Pacific; Guizhou University [China].-- 1998. 76pp. MEETING: AUAP Learning and Sharing Forum III. Guiyang,P.R.China, 1998. DESCRIPTORS: international education; international educational exchange; China.

Internationalization of Higher Education in the United States of America and Europe: A historical, comparative, and conceptual analysis

Wit, Hans de.-- Westport,CT and London, Greenwood Press, 2002. 270pp. ISBN: 0-313-32075-6DESCRIPTORS: international education; USA; Europe. CONTENTS: 1. The historical development of the internationalization of higher education: acomparative study of the United States of America and Europe. 2. The internationalization of higher education: a conceptual framework. 3. Thematic isue in the internationalization of higher education.

Internationalization of higher education: an institutional perspectiveUNESCO European Centre for Higher Education.-- Bucharest, 2000. 91pp.ISBN: 92-9069-158-1DESCRIPTORS: international education; educational strategies; leadership; global approach; equivalence between diplomas. CONTENTS: Changing rationales for the internationalization of higher education (H.de Wit); Missing in action: leadership for international and global education for the Twenty-first century (J.A.Mestenhauser); "The show is not the show/but they that go": the Janus-face of the internationalized university at the turn of the century (D.Steiner); Transnational education and

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recognition of qualifications (L.A.Wilson and L.Vlasceanu).

Internationalization of U.S. higher education. Preliminary status report 2000Hayward, Fred M. / American Council on Education.-- Washington,DC, 2000. 40pp. DESCRIPTORS: international education; USA.ABSTRACT: This report presents an overview of international education at U.S. colleges and universities.. It reviews both published and unpublished accounts of curricular and co-curricular undergraduate internationalization. Given the inconsistency and spotty availability of much of the data, formulating definitive conclusions about the state of internationalization is difficult. However, the data do suggest that in spite of an apparent growing national interest in international education, relatively few undergraduates gain international or intercultural competence in college. Contents: Foreign languages; Study abroad; International dimensions of the curriculum; Academic requirements; International awareness; International students and faculty; Institutional suport for internationalization; Federal, State, and Foundation support for international education; Employment demands; Attitudinal and experiential data.

Marketing education worldwideDhondt, Maaike; Ed.; Wächter, Bernd; Ed. / Academic Cooperation Association.-- Dijon, 2002. 41pp. MEETING: ACA International Expert Seminar. Dijon,France, 2002. DESCRIPTORS: universities; marketization; international education; ethics. ABSTRACT: Marketing of European higher education worldwide has been one of the core concernes of the Academic Cooperation Association during the past years. An emerging world market of higher education, with around two million international, has put the theme on the agenda. With few exceptions, Europe and its higher education institutions are not particularly successful on this market. The major streams of internationally mobile students move to North America and Australia. In order to improve its competitive edge, Europe needs to innovate in a number of ways. But, beyond being able to thus offer quality products, it needs to make them visible to the outside world. In other words, it needs marketing. The purpose of the Seminar was to put marketing effords into a wider intellectual perspective, and to discuss their implications, and likns to other higher education issues of concern.

National Policies for the Internationalisation of Higher Education in EuropeKalvemark, Torsten; Ed.; van der Wende, Marijk; Ed. / National Agency for Higher Education [Sweden]; Netherlands Organization for International Cooperation in Higher Education.-- 1997. 274pp.DESCRIPTORS: Educational Policy; International Cooperation; International Education; Policy Making; Europe. - Change Strategies; Comparative Analysis; Educational Reform; Educational Trends; Government Role; Government Policy; Trend Analysis. ABSTRACT: This report presents an overview and analysis of national policies for internationalization in higher education in Europe over the last 10 years. The study examined six major issues: (1) fundamental political ideas and commitments underpinning national

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policies; (2) priorities for national policies and motives for their setting; (3) procedures used in the development of national policies; (4) policy implementation; (5) changes in national higher education systems as a result of the internationalization process; and (6) assessment of how national policy affects or is affected by international/multilateral initiatives. The first chapter, titled "Missing Links: The Relationship between National Policies for Internationalisation and Those for Higher Education in General," and the penultimate chapter, "International Comparative Analysis and Synthesis", both by Marijk van der Wende, identify trends and compare the national policies reviewed. The intervening nine chapters review the policies of the following nations or areas: Austria, Denmark, Finland, Germany, Greece, the Netherlands, Sweden, United Kingdom, and Central and Eastern Europe and Russia. The final chapter summarizes the main findings of this study, noting the growing importance of economic motives for internationalization policies, the diminishing conceptual disconnection between internationalization policies and general higher education policy, and the enhanced influence of institutional and market forces.

Networks of Knowledge: Collaborative innovation in international learningGross Stein, Janice; Stren, Richard; Fitzgibbon, Joy; Maclean, Melissa.-- Toronto, Buffalo, London, University of Toronto Press, 2001. 175pp. ISBN: 0-8020-8371-4DESCRIPTORS: universities; knowledge; dissemination of knowledge; information networks; globalization; future society; scientific cooperation; exchange programmes; science programmes; research and development; Canada.ABSTRACT : The network is the pervasive organizational image of the new millennium. This book examines one particular kind of network - the 'knowledge network' - whose primary mandate is to create and disseminate knowledge based on multidisciplinary research that is informed by problem-solving as well as theoretical agendas. In their examination of five knowledge networks based in Canadian universities, and in most cases working closely with researchers in developing countries, operational with the theoretical, and to respond to broad social processes. Operating through networks, rather than through formal, hierarchical structures, diverse communities of researchers create different kinds of knowledge and disseminate their results effectively across disciplinary, sectoral, and spatial boundaries. Analysis of networks in health, environment, urban, and educational fields suggests that old categories of 'north' and 'south' are becoming blurred, and that the new structures of knowledge creation and dissemination help to sustain collaborative research.

New media and borderless education: a review of the convergence between global media networks and higher education provision

Cunningham, S.; Tapsall., S.; Ryan, Y.; Stedman, L..; Bagdon, Kerry; Flew, T. /Australia. Dept of Employment, Education, Training and Youth Affairs. Higher Education Division,. Canberra, Commonwealth of Australia, 1998. 254pp. ISBN: 0-642-23718-2

A New World of Knowledge: Canadian Universities and Globalization (Un nouveau monde du savoir: les universités canadiennes et la mondialisation)

Bond, Sheryl; Ed.; Lemasson, Jean-Pierre; Ed. / International Development Research Centre [Canada]. Centre de Recherches pour le Développement International.-- Ottawa, 1999. 294pp.ISBN: 0-88936-893-7DESCRIPTORS: international education; international educational exchange; student mobility; international cooperation; globalization; higher education policy; international trade; information technology; university research; administrative organization; Canada. ABSTRACT: A New World of Knowledge examines how globalization has obliged

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universities in Canada to reassess and rethink the international dimension of their mission and practice. All now include an international dimension in their mission statement. Is this a true statement of educational principles? Or is it simply a marketing message intended to position the university to cope with budget reductions through the sale of educational services? The book looks at the important role that Canadian universities have played in shaping Canada’s response to the problems of international development. It provides the historical backdrop and level of analysis needed to properly inform choices for the future of higher education in Canada and abroad.

Opening minds to the world. 50 years of Open DoorsInstitute of International Education [USA].-- 2000. CD-ROM. DESCRIPTORS: international educational exchange; statistical analysis; reports; CD-ROM; USA. CONTENTS: Nationalities; Fields of study; Academic levels; Institutional enrollments; Study abroad; International scholars; Intensive English; Policy analysis.

Outcomes of international education: research findingsDavis, Dorothy; Ed.; Olsen, Alan; Ed. / IDP Education Australia.-- Canberra, 1998. 126pp. DESCRIPTORS: international educational exchange; international education; academic achievement; performance; graduate employment; Australia. CONTENTS: The comparative performance of overseas and Australian undergraduates; The foundations of higher education: do students make the grade?; Outcomes of student exchange; The effects of overseas teaching experiences on professional and curriculum development in an Australian university; Worth more than gold: the unexpected benefits associated with internationalisation of tertiary education; Graduate employment outcomes for international students; Graduate training for career paths in developing countries: outcomes and needs.

Progress and Promise : Report on internationalization at Canadian universitiesKnight, Jane / Association of Universities and Colleges of Canada.-- Ottawa, 2000. 100pp.ISBN: 0-88876-203-8DESCRIPTORS: international education; universities; study abroad; international trade; Canada.

Public experience, attitudes, and knowledge: a report on two national surveys about international education

Hayward, Fred M.; Siaya, Laura M. / American Council on Education.-- Washington,DC, 2001. 65pp. DESCRIPTORS: international education; national surveys; global approach; intercultural communication; USA.ABSTRACT: This is a report detailing the findings of two surveys related to international education. The first examined the public’s international experience and knowledge, and attitudes about international education, while the second surveyed high school seniors’ plans to participate in international activities once they enter college. A Report on Two National Surveys About International Education reveals a growing public recognition that international knowledge and experience are increasingly important to daily life and global economic success.

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Putting research into practice: avenues in study and analysis of international higher educationAcademic Cooperation Association; European Association for International Education. -- 1999.. DESCRIPTORS: international education; Europe; Ukraine; Belarus; Netherlands. CONTENTS: Seminar papers: Educational and moral instruction process in higher educational institution: Ukrainian variant; Transformation of Ukrainian educational system [Private schools on the way to European integration]; Recognition of credits in the framework of Socrates: a Dutch case study; Increasing engineering student participation in study abroad: a study of U.S. and European programs; Democratization, harmonization and internationalization of higher education in Belarus; Journal of Studies in International Education implementing internationalization: the practical application of the fractal process model.

Quality and internationalisation in higher educationOECD. IMHE Programme.-- 1999. 268pp. ISBN: 92-64-170049-9DESCRIPTORS: international education; educational management; strategic planning; standards; study abroad; exchange programmes; pilot projects; educational quality; case studies; Mexico; USA; Finland; Australia; Kenya; Poland. CONTENTS: Part 1. Internationalisation and quality assurance: concepts. Part 2. The internationalisation quality review process: overview and case studies. Part 3. Quality review: approaches and issues. Guidelines for the Internationalisation Quality Review Prcess[IQRP] for institutions of higher education.

Re-Forming Higher Education: the International WayEuropean Association for International Education [Netherlands].-- Leipzig, 2000. 6pp. MEETING: EAIE Annual Conference. 12th Session. Leipzig, Germany, 2000. DESCRIPTORS: educational certificates; international education; UK. CONTENTS: From the contents: 1. Schatzman, Margit A.: External examinations and beyond; 2. Selected general education certificates; 3. EAIE General Meeting.

Reforming the higher education curriculum: internationalizing the campusMestenhauser, Josef A.; Ed.; Ellingboe, Brenda J.; Ed. / American Council on Education.-- Phoenix,Arizona, Oryx Press, 1998. 244pp. ISBN: 1-57356-173-8DESCRIPTORS: curriculum development; international education; educational reform; USA. ABSTRACT: With the concept of a global village now a reality, institutions of higher learning must think beyond American social, cultural, and economic borders. Reforming the Higher Education Curriculum is a collection of papers that explore how a college or university can plan and implement a systemwide program for internationalizing the curriculum, not only from the perspective of specific international programs, but throughout the entire university. The authors address this issue from a variety of perspectives, discussing reasons why internationalizing the curriculum is needed, recommending general approaches for doing so, and creating an outline for internationalizing courses in various disciplines. Also provided are suggestions for internationalizing faculty thinking and assessing student outcomes for international programs. This book will be of great interest to presidents, deans, vice presidents for academic affairs, faculty members, and administrators of international study programs. From contents: Internationalization for the Twenty-First century; Multidisciplinary perspectives on curricular change; Evidence, evaluation, and outcomes of internationalization

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Report on transnational education from the perspective of the Spanish higher education systemMelis Maynar, Margarita; Garcia-Velasco, Javier D.F.; Gonzales Iglesias, Marisol / Spain. Ministry of Education and Culture.-- Madrid, 1999. 20pp.DESCRIPTORS: international education; higher education system; Spain.

Report on the potential for creating a Nordic-Baltic space for higher education and trainingNordic Council of Ministers; Nordic Council. – Copenhagen, 1999. 60pp.DESCRIPTORS: international educational exchange; equivalence between diploms; bilateral agreements; regional cooperation; Nordic countries; Baltic countries; Estonia; Latvia; Lithuania; Finland; Denmark; Sweden; Norway; IcelandCONTENTS: 1. Structure and Organisation of Higher Education: Higher Education in the Baltic States and the Nordic countries. 2. Degree systems in the Baltic States and the Nordic countries. 3 Recognition of degrees: Academic and professional recognition of degrees. 4. Higher Education Access and Admission Requirements for Foreign Students: 5. The Internationalisation of Higher Education: Organisations for co-operation within higher education; Mobility programmes and bilateral agreements between the Nordic and Baltic countries; Nordic programmes; Bilateral scholarships in the Baltic/Nordic countries; Participation in European union co-operation and programmes; Instruction provided in foreign languages (English); Conclusions and recommendations

Strategies for internationalisation of higher education: a comparative study of Australia, Canada, Europe and the United States of America

Wit, Hans de; Ed. / OECD; European Association for International Education [Netherlands]; Association of International Education Administrators [USA].-- Amsterdam, 1995. 176pp. ISBN: 90-74721-04-4DESCRIPTORS: international education; international educational exchange; comparative analysis; Australia; Canada; Europe; USA. CONTENTS: Strategies for internationalisation of higher education: historical and conceptual perspectives; The international policy contexts for international higher education in the United States of America; Internationalisation of higher education in Europe; A national study on internationalisation at Canadian universities; Internationalisation of higher education in Australia.

Survey on Master degrees and joint degrees in EuropeTauch, Christian; Rauhvargers, Andrejs / European University Association.-- Genève, 2002. 44pp. DESCRIPTORS: masters degrees; equivalence between diplomas; Europe. ABSTRACT: Questions related to the duration and architecture of Master level degrees across Europe as well as to the development of joint degrees offered in partnership by institutions from different countries are particularly high on the European higher education political agenda. It is for this reason that the European University Association (EUA) commissioned this study, which has been carried out with the support of the European Commission through the SOCRATES programme. It includes an analysis of Master degrees in the European Higher Education Area undertaken by Christian Tauch (German Rectors Conference) and a study of

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joint degrees prepared by Andrejs Rauhvargers (Latvian Rectors Conference).This survey represents the first attempt to describe and analyse systematically the present state of the art in respect of Master leveldegree programmes and joint degrees offered across Europe. The results show that in these two important, and often interrelated areas, further reflection and action are needed to clarify and define both the architecture of Master degrees and the "joint degree" concept in Europe.The EUA will use the results of this survey in preparing the Graz Convention of Higher Education Institutions which is being held in May 2003 to prepare the input of Europe's universities to the Bologna Process follow-up meeting of European Ministers of Higher Education, scheduled for September 2003 in Berlin. The results will also feed into the pilot project on joint Master programmes in Europe which EUA is presently implementing, also with the support of the European Commission through the SOCRATES programme.

A Time of Turbulence and Transformation for InternationalizationKnight, J. / Canadian Bureau for International Education.-- Ottawa, 1999. DESCRIPTORS: higher education policy; international trade; international education.

Trade in educational services: trends and emerging issues [Working paper]Larsen et al / OECD.-- Paris, 2002. DESCRIPTORS: higher education policy; international trade.

Trade in higher education services: the implications of GATSKnight, Jane / Observatory on Borderless Higher Education [UK].-- London, 2002. 24pp.DESCRIPTORS: transnational education; market economy; international education; international trade; higher education policy.ABSTRACT: Trade in higher education services is a billion dollar industry, including recruitment of international students, establishment of university campuses abrod, franchised provision and online learning. The General Agreement on Trade in Services [GATS] is currently being negotiated under the auspices of the World Trade Organisation [WTO]. GATS is designed to increase trade liberalisation internationally, and includes ‘education’ as a service sector. Examples of perceived ‘barriers’ in the trade in higher education services might include visa restrictions, taxation that disadvantages foreign institutions and accreditation arrangements that privilege domestic institutions and qualifications. Some view GATS as a positive force, accelerating the influx of private and foreign providers of higher education into countries where domestic capacity is inadequate. Other take a more negative view, concerned that liberalisation may compromise important elements of quality assurance and permit private and foreign providers to monopolise the best students and most lucrative programmes. Many aspects of GATS are open to interpretation, and many nations have yet to fully engage in the process, at least in respect of the potencial implications for education. In this report the author sets out a clear overview of the GATS agenda, and considers a wide range of issues that may affect developing and developed countries.

Trading public good in the higher education marketNewman, Frank; Couturier, Lara K. / Observatory on Borderless Higher Education [UK].-- London, 2002. 14pp. DESCRIPTORS: educational strategies; competition; market economy; social responsibility; transnational education; international education; higher education policy; international trade.

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ABSTRACT: ‘Competition can be beneficial, but it requires a good regulatory framework in order to function effectively’. Higher education now operates in a global, competitive environment, and policymakers are inclined to encourage the competition to address long-standing flaws in the system. This is a time of great opportunity, if competition is used wisely. The danger is that valuable attributes of the system will erode away because competition was let loose in the absence of thoughful debate and careful planning.

Transnational Education and the New Economy: Delivery and QualityUNESCO European Centre for Higher Education.-- Bucharest, 2001. 169pp. ISBN: 92-9069-164-0DESCRIPTORS: international education; open education; distance education; globalization; educational quality; transnational education; educational quality; accreditation; new technologies; USA; Africa; Spain; Hungary. CONTENTS: I. Challenges for the New Economy - Reskilling and Retraining a Global Workforce: Industry-Based Education and Training in the Vietnameese Banking Sector: Development, Delivery, and Evaluation (J.P. and P.Di Virgilio); Global Student Services (R.Markulis); SunTAN: A Four-Year Education in Training a Global Sales Force (J.Neece). II. The Various Modes of Transnational Education from On-line to On-the-ground: The Librarian: An Essential Link in Programme and Curriculum Development (M.Peach); Study Materials and Teaching Methods in Open and Distance Learning Systems (R.Reis). III. The Future of Borderless Education in a Third Wave World: Preparing Young People for Success in the New Quality Century (J.J.Bonstingl); Attributes of a Global Seminar as a Change Agent for Higher Education (H.D.Sutphin); The Globalization of Scottish Universities (S.Beere). IV. Transnational GATE Principles and Models for Transnational Educational Partnerships: Trends in Transnational Education (P.Pease); Developing Quality Assurance Systems in African Universities: Implications for Transnational Education (G. O. S. Ekhaguere); "And What About the Student?" Incorporating Student Expectations into the Delivery and Evaluation of Transnational Education (R.Chitsika); Learning Partnerships in Africa: Commercial Transactions or Reciprocal Exchanges (M.A. Beebe). V. Standards for Quality Assurance in Distance Education: Quality Assurance for Distance Education (S.M. Johnstone); A Case Study of Accreditation Standards: Spain and the United States of America (L.Croxford); Distance Education Quality Standards in Hungary (J.Borzsak); Quality Assurance in Off-Shore Provision: Some British Lessons Worth Learning (G.Alderman); International Standards in Open and Distance Learning: How Can Professional Networks Increase Quality Gain?(E.Wagner).

Transnational Education. Providers, partners and policy. Challenges for Australian institutions off-shore

Davis, D.; Ed.; Olson, A.; Ed.; Bohm, A.; Ed. / IDP Education Australia.-- Canberra, 2000. DESCRIPTORS: international education; Australia.

Transnational education project report and recommendationsAdam, Stephen / Confederation of European Union Rectors' Conferences.-- Brussels, 2001. 49pp. ABSTRACT : The study on transnational education raises profound and far-reaching

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implications for all those involved in the creation of the European higher education area, notably the challenges represented by transnational education impact at the local, regional, national and European levels. It is important that reactions to these multi-level challenges result in a co-ordinated set of European responses. Transnational education should be viewed as a positive set of opportunities and not something to be feared. It is a new and permanent reality in European educational life.The globalisation of higher education manifests itself in various forms, of which transnational education is perheps the most visible. It is something that cannot be ignored. Transnational education has clear long-term implications for the nature and structure of educational provision in Europe. It goes to the heart of the Sorbonne-Bologna-Prague process. The study was the main focus of a pre-Prague conference in Malmö, Sweden, where its findings were strongly endorsed. The report identifies vital issues that demand our consideration. It suggests a positive way forward and provides a coherent and detailed set of solutions for all stakeholders involved in building a Europe of knowledge. Its messages should not be ignored.

Universities and Globalization: Critical PerspectivesCurrie, Jan; Ed.; Newson, Janice; Ed..-- SAGE, 1998. 339pp. ISBN-0-7619-1066-2DESCRIPTORS: Educational Policy; Global Approach; industry and education. - Accountability; University Administration; Comparative Education; Distance Education; Economics; Educational Trends; Foreign Countries; Governance; International Education; Management Systems; Politics; private sector; Universities. CONTENTS: The 14 papers in this collection examine how a globalizing political economy affects the way universities are governed, discussing practices such as managerialism, accountability, and privatization which represent a shift toward business values and a market agenda. Part 1 gives a theoretical overview of the globalization agenda. Part 2 gives three examples of national responses to the globalization agenda. Part 3 considers how universities have been shaped by particular globalization practices such as corporate managerialism. Part 4 looks at higher education institutions that cross national borders (such as distance education universities) and supranational regulatory agencies. The individual chapters are: (1) "Introduction" (Jan Currie); (2) "Globalization and Education Policy in Australia" (Janice Dudley); (3) "National Higher Education Policies in a Global Economy" (Sheila Slaughter); (4) "The Changing Political Economy: The Private and Public Lives of Canadian Universities" (Donald Fisher and Kjell Rubenson); (5) "The Service University in Service Societies: The Norwegian Experience" (Arild Tjeldvoll); (6) "The Last Decade of Higher Education Reform in Australia and France: Different Constraints, Differing Choices, in Higher Education Politics and Policies" (Richard DeAngelis); (7) "Micro-Economic Reform Through Managerialism in American and Australian Universities" (Jan Currie and Lesley Vidovich); (8)"Don't Count Your Blessings: The Social Accomplishments of Performance Indicators" (Claire Polster and Janice Newson); (9) "Changing Accountability and Autonomy at the 'Coalface' of Academic Work in Australia" (Lesley Vidovich and Jan Currie); (10) "The Entrepreneurial University: Macro and Micro Perspectives from the United States" (Edward H. Berman); (11) "Globalization and Distance Education Mega-Institutions: Mega-Ambivalence" (Mick Campion and David Freeman); (12) "Globalization, the OECD, and Australian Higher Education" (Robert Lingard and Fazal Rizvi); (13) "Reshaping the Educational Agendas of Mexican Universities: The Impact of NAFTA" (Heriberta Castanos-Lomnitz, Axel Didriksson, and Janice Newson); and (14) "Conclusion: Respositioning the Local Through Alternative Responses to Globalization" (Janice Newson). A glossary of acronyms and an index are included. Individual chapters contain references.)

Universities and Globalization: Private linkages, public trust

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Breton, Gilles; Ed.; Lambert, Michel; Ed. / UNESCO; International Association of Universities; World Bank; OECD. - Paris, UNESCO Publishing; Paris, Economica; Québec, PUL, 2003MEETING: Conference, Université Laval, Québec, 2002 DESCRIPTORS: globalization; university role; international education; educational trends(The book will be published in April 2003)

The Virtual Challenge to International Cooperation in Higher EducationWächter, Bernd; Ed. / Academic Cooperation Association.-- Lemmens Verlag, 2002. 119pp. ISBN: 3-932306-40-6DESCRIPTORS: international education; educational cooperation; virtual university; quality control; distance education; international educational exchange; student mobility.ABSTRACT: The IT revolution is reshaping higher educaton. One affected area could be the internationalisation of higher education. Will online learning replace traditional international activities in the future, such as study or teaching in another country? And will it be necessary to internationalise the content and format of curricula in the future if students can tap into programmes from all over the globe via the Internet? Contents: Physical versus virtual mobility: A paradigm change in international cooperation (P.Scott); The possibilities and limits of virtual mobility in international cooperation (M.van der Wende); A public policy approach to international mobility (U.Grothus); Virtual mobility and Australia's market-driven approach (D.Davis); Virtual education and physical mobility: The Asia-Pacific experience (R.C. Umaly); Virtual and physical mobility: A view from the US (P.Blumenthal); Nursing and IT: A Nordplus network. International collaboration through net-based distance education (A.Thoroddsen); Productive learning cultures (S.Lillejord); Virtual education and mobility: A view of the European Commission (M.Karjalainen); Imagine global U - European Union and international initiatives as an incentive for international virtual education (K.O.Aslaksen); Quality assurance and accreditation for virtual education: A discussion of models and needs (R.Middlehurst)

Virtual mobility: new technologies and the internationalisation of higher educationVan der Wende, Marjik; Ed. / Netherlands Organization for International Cooperation in Higher Education .-- 1998. 116pp. ISBN: 90-5464-029-4DESCRIPTORS: new technologies; international education.

Virtualization of Higher Education in the Era of Globalization: Issues and TrendsLöfstedt, J-I.; Ed./ Stockholm University. Institute of International Education. -- 2001. 94pp. ABSTRACT: The aim of the study, supported by the Swedish Research Council, was to map out the background and present scope of virtual programs in higher education in the world and examine how leading university educators in various countries and continents define and assess the present globalization processes and ‘virtual’ development. Examples of virtual universities included in the study have been identified in the US, Canada, Europe, Africa and Asia.. Contents: Conceptual framework and key concepts; Virtualization – a brief background; Virtual higher education in Africa; Virtual higher education in China; Virtual higher education in the World; Examples of online educator’s views; Concluding discussion – issues and trends.

Zukunft der Ingenieurausbildung an Fachhochschulen vor dem Hintergrund der zunehmenden Internationalisierung der Hochschulen [The future of training of engineers seen against the

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background of increasing internationalization of higher education]Hochschulrektorenkonferenz [Germany].-- Bonn, 1999. 146pp.DESCRIPTORS: engineering education; Fachhochschule; international educational exchange; international education; Germany.

II. PERIODICAL ARTICLES AND CHAPTERS IN BOOKS

Academic Freedom in a Globalising World [Theme issue]International Association of Universities. -- IN: Higher Education Policy, v.15, no.4, 2002.DESCRIPTORS: academic freedom; social responsibility; globalization. CONTENTS: Academic freedom in an age of globalisation (G.Neave). Academic freedom and social responsibility (J.Ramon de la Fuente). Academic freedom and current public policy (L.A.Verbitskaya). Academic freedom and social responsibility: the role of university organisations (H.van Ginkel). The new providers of higher education (J.L.Ibarra Mendivil). Academic freedom and civil society: some personal reflections (M.B.Abdel-Motaal). Academic freedom and civilised society (Jassbi, A.J.). Academic freedom and social responsibility reflections from the African experience (F.Rajaoson). How to safeguard academic freedom? A Canadian perspective (E.Egron-Polak). Academic freedom and social responsibility: the role of university organisations and possible instruments for international monitoring (J.J.Sánches-Sosa and S.Lerner-Febres). Re-engineering Mexican higher education toward economic development and quality. The XXI century challenge (A.Mungaray-Lagarda).

African universities and globalization (Les universités africaines et la mondialisation)Niang, Souleymane / UNESCO Regional Office - Dakar [Senegal]. -- IN: Higher education in Africa: achievements, challenges and prospects, p. 35-44.-- Dakar, 1998. 626 pp.DESCRIPTORS: university role; education and development; global approach; Senegal; Africa.

"And what about the student?" Incorporating student expectation into delivery and evaluation of transnational education

Chitsika, Ruben / UNESCO European Centre for Higher Education . -- IN: Transnational Education and the New Economy: Delivery and Quality, p. 93-106.-- Bucharest, 2001. 169pp. DESCRIPTORS: transnational education; international education; evaluation of education; student participation; Zimbabwe.ABSTRACT: Based on existing research on student expectations, particularly regarding the qualities of a good instructor and preferred teaching methods, the author presents the method used and the results of his research carried out at the Zimbabwe Open University. He

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concludes that institutions, prior to planning and delivering off-shore education programmes, must be aware of student expectations and be able to meet or to manage them, with a view to improving the quality of the services offered. The national development of the recipient country should also envisage the access to information technology of its population, a step, once taken, that may widen student choice of transnational programmes, as well as their active participation in them. Such knowledge will also heighten student feedback to and guidance from the instructor.

Borderless higher education in continental EuropeDavies, John L..-- IN: Minerva, v. 39, no. 1, p. 27-48, 2001.DESCRIPTORS: higher education policy; alternative education; distance education; virtual university; information technology; corporate education; international cooperation; intergovernmental organizations; international trade; Europe. ABSTRACT: This essay reviews factors that have led to the emergence of non-traditional higher education in Europe over the last five years, and traces the new types of provider and their operating characteristics. It suggests that these developments present profound challenges for conventional institutions, for national governments and rectors’ conferences, and for inter-governmental organizations.

Borderless higher education: challenges to regulations, accreditation and intellectual property rights

Farrington, Dennis J..-- IN: Minerva, v. 39, no. 1, p. 63-84, 2001.DESCRIPTORS: higher education policy; alternative education; virtual university; information technology; accreditation; regulatons; intellectual property; internet; international trade. ABSTRACT: By its nature, borderless higher education is no respecter of national boundaries. This essay draws upon the work of the World Trade Organization and the Council of Europe to propose the creation of an international database of recognized and accredited higher education providers. The essay also considers consumer protection by national agencies and accreditation, and the use of distinctive Internet domain names. Finally, it tackles the controversial issue of ownership of commercially valuable copyright work generated by academics. 

Bridging Cultures and Traditions in the Reconceptualisation of Comparative and International Education

Crossley, Michael.-- IN: Comparative Education, v36 n3 p319-32 Aug 2000.DESCRIPTORS: Comparative Education; Cultural Context; Educational Reform; Educational Research; Institutional Cooperation; Interdisciplinary Approach. - Global Approach; International Cooperation; International Education; Theory Practice Relationship. CONTENTS: Globalization is revitalizing comparative and international educational research. While recognizing that context matters, this process should emphasize increased collaboration between the humanities and social science research traditions; the global and the local; mainstream and specialist research communities; differing units of analysis; theoretical scholarship and empirical studies; policy and practice; and the international and comparative

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constituencies.

Bridging the challenges of transnational education and accreditation (Relever le défi de l'enseignement transnational et de l'accreditation)

Jones, Glenn R. / UNESCO European Centre for Higher Education. -- IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 26, no. 1, p. 107-116, 2001. DESCRIPTORS: educational policy; transnational education; accreditationABSTRACT: Between 1985 and 1996, the world population of kindergarten through to higher education students grew from 919 million to 1.13 billion. There are at least three typical global higher education student profiles. Distance education – the delivery of education courses from one location to students at another location – is an alternative way to reach many students within these profiles. Distance education has a different set of characteristics from that typical of place-bound education, and transnational education brings yet more features. Regardless of the ways in which education is delivered, its quality assurance and maintenance of standards is of paramount concern among many national and international institutions, organizations and private sector companies, and students. Organizations such as the Global Alliance for Transnational Education [GATE] provide a prototype for achieving such standards.

Building global learning experiences: a case study of a Hungarian, Ukrainian, and American educational partnership (Bâtir des experiences mondiales d’apprentissage: une êtude de cas d’un partenariat éducatif hongrois, ukrainien et américain)

Kubow, Patricia K.; Crawford, Suzanne H. / UNESCO European Centre for Higher Education IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 26, no. 1, p. 77-85, 2001. DESCRIPTORS: learning; globalization; transnational education; Hungary; Ukraine; USAABSTRACT: Conceptions of education that fragment content and process and that compartmentalize learning may not produce globally conscious citizens. Thus educational policies that attend to both content and process, as well as to the local and global, are more likely to foster citizens who are able to function successfully in a world characterized by complex global challenges. Multidimensional citizenship developed through an international partneship among Hungarian, Ukrainian and American educators offers a case in point of how higher education can embrace a global dimension and expand professionalism in this new centry.

Buying In and Selling Out -- Quality Issues in International Student Contracting ArrangementsWalker, Patricia / Center for Research into Quality [UK].-- IN: Quality in Higher Education, v5 n3 p233-43 Nov 1999.DESCRIPTORS: Contracts; Educational Quality; Foreign Students; Industry and Education Relationship; international education; financial resources; UK. - Conflict; Program Evaluation; Quality Control; Standards; Universities. CONTENTS: Raises concerns about collaborative contractual arrangements that provide educational services to international students within British institutions of higher education. Reports that evaluation of a course for international students designed and delivered with a private partner found the course commercially successful but educationally and professional hazardous.

The Challenge and the Promise of International Education

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Ebersole, John F..-- IN: Continuing Higher Education Review, v63 p98-106 Fall 1999.DESCRIPTORS: Lifelong Education; International Education. - Economic Factors; Educational Reform; Foreign Students; Study Abroad.

CONTENTS: Numerous economic factors favor greater involvement of higher education in international education. Attention should focus on infusion of international content into undergraduate curriculum, recruitment of international students, language training, study abroad, internships/work study, and certificate programs. The responsiveness of continuing education makes it well placed to answer the demand for international education.

The changing face of transnational education: moving education-not learners [Theme issue] (La Visage changeant de l'enseignement transnational: délocalisation de l'enseignement et non pas des apprenants)

UNESCO European Centre for Higher Education.-- IN: Higher Education in Europe; Enseignement supérieur en Europe, v.24, no.2,1999. DESCRIPTORS: educational reform; international education; distance education; educational technology; information technology; communication technology; technological change; educational evaluation; Australia; Viet Nam Sr; Malaysia; South East Asia. CONTENTS: PART I. - Crisis and opportunity in transnational education. - The disintegration of industry (L.Chipman); Diverting a crisis in global human and economic development: a new transnational model for lifelong continuous learning and personal knowledge management (L.R. Alley); The accelerating speed of change and its impact on education (G.R. Jones); Changes in the Singapore University student demand since the currency crash (M.A. Patton); Assuring quality distance learning programmes: the emergence of a new faculty (A.R. Savage); Transnational factors influencing the establishment of educational standards for professional licensure (J.A. Mirone); Transnational education-commpetition or complementary: the case of Hong Kong (N.J. French). PART II. - Economics, culture, politics, and transnational education. - Culture and politics (H.M. Fulbright); Distance education for indegenous minorities in developing communities (M. Valadian); The value of a Core Business in Vietnam: 1993-1998 (J. Pidgeon and P. Di Virgilio). PART III. - Innovation and transnational education. - Global education: thinking creatively (D.G. Oblinger); Academic integrity in electronic universities of the new millennium: a practitioner's perspective (C. Gray and G. Salmon); Embarking on an educational journey-the establishment of the first foreign full university campus in Malaysia under the 1996 education acts: a Malaysian-australian case study (M. Banks and G. McBurnie); Compulsory schooling-the critical dimension to work and learning in the new millennium (D. Mannix); A new model for the new media-international university: the university of the Web (P. Pease); Markeeting theory and practice on-line: a development towards international collaboration (F. Farrelly, S. Joy and S. Luxton). PART IV. - Transnational education and the quality imperative. - Managing quality assurance in higher education: a Scottish example (G. Gordon); Graduate capabilities: a framework for assessing course quality (G. Hart, J. Bowden and J. Watters); Quality faculty: the key to ensuring successful transnational education offerings in Southeast Asia (H.L. Patton).

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Changing rationales for the internationalization of higher educationDe Wit, Hans / UNESCO European Centre for Higher Education. -- IN: Internationalization of higher education: an institutional perspective, p. 9-22.-- 2000DESCRIPTORS: international education.ABSTRACT: The author explores the different rationales for internationalization (economic, political, cultural, educational), and the various interests of the different groups of stakeholders, which of course, tend to change over time. He underlines the importance for institutions to develop their own proactive strategies for internationalization in the new, global situation, in which universities are tending to be more autonomous and therefore freer to operate and to form strategic alliances and in which partners and competitors are both local and global. University leaders have to be encouraged to view internationalization as a core function of their institutions and to develop and to implement policies and practices corresponding to their own particular missions.

Competition in higher education: lessons from the corporate worldNkopodi, N..-- IN: South African Journal of Higher Education, v. 16, no. 1, pp. 74-81, 2002.DESCRIPTORS: globalization; international education; competition; market economy; South AfricaABSTRACT: Much has been written about the impact of globalisation in the corporate world. Most of those involved in the corporate world are aware of the impact of globalisation on their business activities and are taking required precautions. Actions followed include mergers, acquisitions and strategic alliances. These actions are aimed at ensuring their survival and profits in the face of increasing competition. In contrast, institutions of higher education in South Africa are lagging behind in this regard. The decline in student numbers and cut in government subsidy make it necessary for these institutions to examine the private sector for strategies aimed at protecting their survival and profits. This article touches on activities often encountered in the corporate world and suggests that institutions of higher learning can learn from these actions. The purpose of this article is to impress on the reader that globalisation has increased competition and that, in order to survive in a competitive market, higher education institutions must improve and sustain their competitiveness. Other public institutions and government departments are rising to the challenge and those involved in higher education should do likewise.

Developing quality assurance system in African universities: implication for transnational education

Ekhaguere, G.O.S. / UNESCO European Centre for Higher Education. -- IN: Transnational Education and the New Economy: Delivery and Quality, p. 87-91.-- Bucharest, 2001. 169pp.DESCRIPTORS: transnational education; international education; educational quality; Africa. ABSTRACT: The Association of African Universities is operating a Quality Assurance Programme over the 2001-2004 period with broad and specific objectives concerning quality assurance and the relevance of higher education provision in African higher education institutions. The African higher education sector is confronted with a lack of resources and with the massification of student enrollments, which has implications for transnational education. The Association has been and is involved in the development of quality assurance systems in African universities through the building of adequate capacity for the evaluation of transnational education provisions and agencies for quality management. It is contributing to the increase in high quality, relevant, and affordable transnational education provision on the

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African continent, and the emergence of certain African providers of transnational education, such as Nigeria, South Africa, and Zimbabwe.

Difference, Globalisation and the Internationalisation of CurriculumRizvi, Fazal; Walsh, Lucas.-- IN: Australian Universities' Review, v41 n2 p7-11 1998.DESCRIPTORS: College Curriculum; Global Approach; International Studies; Student Centered Curriculum; Australia. - Curriculum Development; Foreign Countries; Future Studies. CONTENTS: As Australian higher education advances, new ways of thinking about the college curriculum need to be developed to meet the changing imperatives of the global environment and address the need for student-centered instruction. Internationalization tends to destabilize conventional frameworks of curriculum design and implementation at local, national, and international levels. An organic approach is recommended.

The Difficulties of Internationalizing the Undergraduate CurriculumBonfiglio, Olga.-- IN: Journal of Studies in International Education, v3 n2 p3-18 Fall 1999.DESCRIPTORS: College Curriculum; Curriculum Development; Educational Trends; Global Approach; Undergraduate Study; international education. - Change Strategies; Government University Relationship; Higher Education; Resistance to Change; Trend Analysis. CONTENTS: Five reasons why U.S. colleges and universities attempting to internationalize the curriculum have major difficulties include: (1) competing purposes and directions that shift with the political and economic climate; (2) governmental constraints; (3) institutional structures that block change; (4) theoretical assumptions about curriculum that do not match global realities; and (5) lack of data to support curricular change.

La dimensión internacional de las universidades mexicanasGacel Avila, Jocelyne / Asociación Nacional de Universidades e Instituciones de Educación Superior [Mexico].-- IN: Revista de la Educación Superior, v.29, no.3, p.77-90, 2000.DESCRIPTORS: university administration; international education; Mexico.

La dimensión internacional de las universidades mexicanas: un diagnóstico cuantitativo y cualitativo

Gacel, Jocelyne / Asociación Mexicana para la Educación Internacional [AMPEI].-- IN: Educación Global, no. 6, pp. 101-135, 2002. DESCRIPTORS: international education; quantitative analysis; qualitative analysis; Mexico.

Dimensiones de la internalización de la educación superior en América latina y consecuencias de las políticas de integración educativa

Martínez Larrechea, Enrique / Uruguay. Ministerio de Educación y Cultura.-- IN: Revista Educación, no. 10, p. 61-71, 2000.DESCRIPTORS: international education; regional cooperation; Latin America.

The Doctorate in the Nordic Countries

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Kyvik, Svein; Tvede, Olaf.-- IN: Comparative Education, v34 n1 p9-25 Mar 1998.DESCRIPTORS: Doctoral Degrees; postgraduate study; International Educational Exchange. - Comparative Education; Educational Practice; Educational Trends; postgraduate students. CONTENTS: Overview of research training systems leading to doctoral degrees in Denmark, Finland, Norway, and Sweden emphasizes the structure of postgraduate education, administration and funding, number of students, time to degree, completion rates, labor market, and study abroad. Comparisons to U.S., British, German, and French systems suggests a trend toward a common international doctorate.

Educación Internacional: Retos Administrativos y Académicos [Theme issue] Asociación Mexicana para la Educación Internacional.-- IN: Educación Global, no. 6, 2002. DESCRIPTORS: international education; university administration; privatization; USA; Mexico.CONTENTS: Los estudios de á rea en la internacionalización del currículo : elprograma de estudios sobre los Estados Unidos de la Universidad Veracruzana (B.Murrieta) ; La internacionalización de la educación superior : el reto de integrar el aprendizaje transcultural en el currículo de licenciatura (V.Kholer); El desarrollo de competencias interculturales. Un cambio de dentro hacia afuera (A.Arzac); La calidad y la internacionalización de la educación superior (H. De Vit); La educación superior en la frontera M éxico-Estados Unidos : la necesidad de una visión de conjunto (F.Marmolejo ; F.León); Privatization and higher education policy in the United States and Puerto Rico: private gain, entrepreneurship and the public good (E.Aponte); Enseñar a pensar enseñando a leer: reflexiones sobre un seminario de metodología (F.Leal Carretero); La dimensión internacional de las universidades mexicanas. Un diagnóstico cuantitativo y cualitativo (J.Gacel); Estudiantes internacionales de posgrado. Sus experiencias y necesidades académicas (R.Hernández ); Engaging US faculty in internationalization (Ch.Olson).

The Emergence of entrepreneurial cultures in European universities (L'émergence des cultures d'entreprise dans les universités européennes)

Davies, John L. / OECD. IMHE. -- IN: Higher Education Management; Gestion de l'Enseignement Supérieur, v. 13, no. 2, pp. 25-44, 2001.DESCRIPTORS: university administration; entrepreneurship; sustainable development; leadership; Europe. ABSTRACT: This article considers the development of the phenomenon of entrepreneurialism in European universities in terms of cultural transformation and the problems associated therewith. It draws on some initial propositions deriving from the IMHE study “The Entrepreneurial University” in 1987, and elaborates these in the context of more recent projects undertaken by the author. The article outlines the constituent elements of the emerging entrepreneurial culture in universities; analyses issues of sustainability in culture development in terms of various domains of institutional life; considers a rage of strategies for culture change; and examines the ramifications for university leadership and national government.

The Emergence of Trans-Regional Educational Exchange Schemes (TREES) in Europe, North America, and the Asia-Pacific Region (L'émergence des Plans Trans-Régionaux d'Echange en Europe, en Amérique du Nord et dans la région Asie-Pacifique)

Aaviksoo, Jaak / UNESCO. European Centre for Higher Education .-- IN: Higher Education Europe; Enseignement supérieur en Europe, v. 26, no. 1, p. 95-106, 2001.DESCRIPTORS: international education; globalization; Europe; USA; Asia. ABSTRACT: This article demonstrates that salient aspects of globalization have led to the emergence of trans-regional educational exchange schemes [TREES] in higher education. What sets these schemes apart from others is the proliferation of international university

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organization that “go beyond region” and infiltrate other parts of the globe despite policy barriers. This article illustrates how the current globalizing efforts to establish regionalized free trade zones, as evidenced in such organizations as the European Union [EU], the North America Free Trade Agreement [NAFTA], and the Asia-Pacific Economic Co-operation Zone [APEC] have led to processes of internationalization in which national governments, higher education institutions, and other international university organizations vie for position. It concluds with a discussion of selected strategies and issues as these affect the developemnt of international university co-operation as a whole and the impact they may have on higher education in the future.

Ethical and policy considerations of worldwide marketing of higher educationEgron-Polak, Eva / Academic Cooperation Association. -- IN: Marketing Education Worldwide. Edited by M. Dhondt and B. Wächter, pp. 34-39.-- Dijon, 2002. 41pp. DESCRIPTORS: marketization; educational policy; ethics.

European universities, world partners (Universités d'Europe, partenaires du monde)Association of European Universities.-- IN: CRE-Action, no. 115, Whole issue,1999. PROGRAMMES/PROJECTS: Bologna Declaration on the European Space for Higher Education (1999). DESCRIPTORS: university cooperation; globalization; education and development; global approach; regional cooperation; international cooperation; Europe.CONTENTS: The academic needs of a European space for higher education (K.Edwards); Trends and issues in learning structures in higher education in Europe – Executive Summary (G.Haug); The Challenges of a European higher education space (H-U.Erichsen); Globalisation and the university (P.Scott); Notes on Europe, globality and higher education (M.Daxner); The challenge of globality in European inter-university cooperation (A.Barblan). SUPPLEMENT: The CRE, NGOS and European integration (L.Cerych); CRE and the universities in Europe: an institutional saga (G.Neave); La CRE, autonomie et vaste cadre européen (W.Rüegg); Vers l’Europe de l’éducation (C.Allègre) ; La CRE, pilote de l’internationalisation (T.Simon)

GATS and the education service industry: the politics of scale and global reterritorializationRobertson, Susan L.; Bonal Xavier; Dale, Roger / Comparative and International Education Society.-- IN: Comparative Education Review, v46, n4, p. 472-496, 2002DESCRIPTORS: international education; international trade.

The General Agreement on Trade in Services: Implications for Public Post-Secondary Education in Australia

Cohen, Marjorie Griffin.-- IN: Australian Universities' Review, v42 n2 and v43 n1 p9-15 2000.DESCRIPTORS: Global Approach; Higher Education; International Trade; Private Sector; Public Education; Australia. - Educational Economics; Educational Policy; Educational Trends; Foreign Countries; Government Role; Politics of Education; Privatization; School Business Relationship; Trend Analysis; Universities. ABSTRACT: Explores how extensions to the General Agreements on Trade in Services

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(GATS) designed to increase market access of private service providers to industries now in the public sector could affect public higher education. Asserts that these agreements have an alarming potential to limit the role of government in the delivery of public services such as higher education.

Global Corporations "R" Us? The Impacts of Globalisation on Australian UniversitiesPratt, Graham; Poole, David.-- IN: Australian Universities' Review, v42 n2 and v43 n1 p16-23 2000. DESCRIPTORS: Educational Trends; Entrepreneurship; Higher Education; Australia. - College Administration; Educational Finance; Foreign Countries; Governance; International Education; Privatization; School Business Relationship; Universities. CONTENTS: Discusses the rise of entrepreneurialism in Australian universities as one response to globalization. Examines its positive and negative effects upon educational standards, academic morale, and structure of academic work. Highlights areas of fundamental change in the sector, including changes in university missions and culture and the uneven impact of entrepreneurialism on different parts of the university.

Global market competition and higher educationKivinen, O.; Kaipainen, P..-- IN: South African Journal of Higher Education, v. 16, no. 1, pp. 60-66, 2002.DESCRIPTORS: globalization; international education; market economyABSTRACT : For higher education the globalisation of the economy and working life means increasing competition for resources, students and status. Today, as new forms of knowledge production are gaining ground, universities no longer hold the monopoly on scientific research and knowledge. This article seeks to chart appropriate strategies for the university of the 21st century. First it explores early and recent changes in higher education, such as the massification of higher education , various drifts affecting universities and harmonisation of the European degree structures. The globalisation of the market economy has meant changes in the survival strategies of universities and their research policies. Is it possible simultaneously to maintain excellence in research and in teaching? One of the challenges lies in providing high-quality education in the new fields without weakening the more traditional disciplines. One survival strategy could be to merge, another to specialise in few chosen fields. The article also ponders over the value of academic degrees in the future and concludes with a look at future prospects for the role and mission of the university.

Global university education: some cultural consideration (L'enseignement dans l'université mondiale: quelques considerations culturelles)

Croxford, Leslie / UNESCO. European Centre for Higher Education.-- IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 26, no. 1, p. 53-60, 2001.DESCRIPTORS: distance education; virtual university; international education; cultural differentiation; USA.ABSTRACT: Global education is advancing rapidly as a result of recent developments in communications. Yet cyber universities and on-line study are never likely to replace, altogether, the traditional terrestrial locations that also globalize higher education. These places on the ground bring with them human populations, each with its own culture. So

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culture needs to be taken into account, especially if any given system of education is to venture into foreign societies. Such cultural issues are the focus of this article. More particularly, it considers the cultural tensions provoked by the requirements that American liberal arts education imposes on different constituencies of foreign students with respect to study skills.

The Global University: a perspective from AustraliaMartin, Anne L. / University Continuing Education Association [USA].-- IN: Continuing Higher Education Review, v. 65, pp. 25-37, 2001.DESCRIPTORS: educational management; universities; distance education; global approach; educational quality; Australia.ABSTRACT: An address by A.L.Martin, Deputy Vice Chancellor of Deakin University. It analyzes the distinctive features of Deakin University’s mission: founded as a distance education university, modeled on the British Open University, and a prime provider of corporate continuing education activities through its corporate division, Deakin Prime. The global reach of Deakin Prime is evidenced through its offices in Australia, Singapore, India, and the US by a curriculum that provides customized credit and noncredit courses at all levels leading to bachelor’s and master’s degrees as well as certificates awarded by Deakin University to students around the world. While celebrating the successes of this venture, she also discusses the attendant problems, notably quality assurance, infrastructure concerns, cultural differences, ownnership issues, market/image issues, risk management, and finances.

The Globalisation of development knowledge and comparative education [Theme issue] King, Kenneth; McGrath, Simon.-- IN: Compare, v.32, no.3, 2002DESCRIPTORS: knowledge; development aid; education and development; research policy; learned societes; development agencies; international education; international cooperation; information technology; UK; Africa; Japan; Netherlands; Zimbabwe; Southern Africa; Developing Countries. CONTENTS: Using knowledge: the dilemmas of 'Bridging Research and Policy' (D.Stone). Knowledge society, education and aid (J.B.G.Tilak); Banking on knowledge: the new knowledge projects of the World Bank (K.King); From the Adam Smith Institute to the Zapatistas: an Internet Gateway to all development knowledge (A.Wilks); Local spirit, global knowledge: a Japanese approach to knowledge development in international cooperation (N.Sawamura); The British Department for International Development and knowledge-based aid (S.McGrath); E-development, e-cooperation: connecting the worlds of information and development (P.Ballantyne); New technology tools for human development? towards policy and practice for knowledge societies in southern Africa (P.Johnson).

Globalisation and Higher Education: Challenges for the 21st CenturyScott, Peter / Association for Studies in International Education [USA].-- IN: Journal of Studies in International Education, v4 n1 p3-10 Spr 2000.DESCRIPTORS: international education; globalisation; Future Studies; Global Approach; higher education policy; international trade. - Trend Analysis. CONTENTS: Discussion of the importance of globalization in higher education policy stresses, first, that globalization not only transcends but ignores national boundaries, and second, that globalization is one element in a shift from modernity to post-modernity, and involves radical reconfiguration of society and reconstitution of current concepts and mentalities. Suggests this new environment will test the resilience of the university.

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Globalisation and Internationalism: Democratic Prospects for World EducationJones, Phillip W.-- IN: Comparative Education, v34 n2 p143-55 Jun 1998.DESCRIPTORS: Democracy; Educational Policy; Educational Trends; Global Approach; International Organizations. - Capitalism; multiculturalism; future studies; International Relations; Peace; Role of Education. CONTENTS: Contrasts the logic of globalization with that of internationalism (global pursuit international structures). Uses these frameworks to explore the policies of key international organizations in education (UNESCO, UNICEF, the World Bank).

Globalisation and the university (Université et mondialisation)Scott, Peter / Association of European Universities.-- IN: CRE-action, no.15, p. 35-46, 1999.DESCRIPTORS: university role; global approach; higher education policy; Europe.

Globalization and the university: myths and realities in an unequal worldAltbach, Philip G. / Association of Catholic Colleges and Universities. -- IN: Current Issues in Catholic Higher Education, p. 5-25, Winter 2003ABSTRACT: Globalization in higher education and science is inevitable. Historically, academe has always been international in scope, and it has always been characterized by inequalities. Modern technology, the Internet, the increasing ease of communication, and the flow of students and highly educated personnel across borders enhances globalization. No academic system can exist by itself in the world of the 21st century. The challenge is to recognize the complexities and nuances of the modern context and then seek to create a global academic environment that recognizes the need to ensure that academic relationships are as equal as possible. Recognizing inequality is the first step. The second is to create a world that ameliorates these inequalities. These tasks, in the context of marketization and the pressures of mass higher education, are not easy ones. Yet, it is important to ensure that globalization does not turn into the neocolonialism of the 21st century.

Globalisation, New Managerialism, Academic Capitalism and Entrepreneurialism in Universities: Is the Local Dimension Still Important?

Deem, Rosemary.-- IN: Comparative Education, v37 n1 p7-20 Feb 2001.DESCRIPTORS: College Administration; College Environment; Entrepreneurship; Free Enterprise System; Universities; Europe; North America. - Case Studies; Comparative Education; Foreign Countries; Fund Raising; Higher Education; Organizational Change. ABSTRACT: Draws on recent comparative case studies of universities in Europe and North America to examine global and local factors in changing university management practices. Discusses effects of economic globalization, internationalization of ideas and educational practices, the ideology of new managerialism, and entrepreneurial fund raising. Criticizes the studies' methodology and suggests that local factors were underemphasized.

Globalising and internationalising the higher education sector: challenges and contradictions in less industrialised countries

Ntshoe, I.M..-- IN: South African Journal of Higher Education, v. 16, no. 1, p. 82-90, 2002.DESCRIPTORS: globalization; international education; developing countries; South Africa. ABSTRACT: The increasing shift towards globalisation, internationalisation, marketisation and managerialism in Higher Education (HE) in Advanced Industrialised Countries (AICs)

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and in general, in Less Industrialised Countries (LICs) in particular, is examined. The post-apartheid case of South Africa is used as an example of these processes in LICs. It contests the impacts and influences of increasing managerialism, the introduction and domination of the discourse and language of business in HE, emphasis on public accountability, creation of quasi-market HE sector, gradual move away from institutional autonomy, collegiate culture towards entrepreneurial and academic capitalism culture in HE in general and in post-apartheid in particular. It further examines issues of equity, redress, social justice and social reconstruction and development in relation to globalisation, marketisation and internationalisation in HE in LICs. It is concluded that the HE sector in LICs is shaped by worldwide structural adjustments, which HE must respond to, however, intra-state and intra-institutional competition creates a situation where the rich sections of communities and historically advantaged institutions become richer, and poor ones poorer. It concludes that historical inequitable allocation of resources to HE within nation-states tend to entrench and reproduce inequalities because HLIs have no capacity to diversify their funding base, to become entrepreneurial and capitalist institutions. It is therefore concluded that, while globalisation and managerialism have had negative effects on HE, many institutions have not been able to respond to these challenges.

Globalization and its effects on higher education beyond the nation-state (La globalisation et ses effets sur l'enseignement au-delà de l'état-nation)

Magrath, Peter C. / UNESCO European Centre for Higher Education.--. IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 25, no. 2, p. 251-258, 2000.DESCRIPTORS: international education; globalisation; educational policy.

Globalization of education in Spain: from isolation to internationalization to globalization (La mondialisation de l'enseignement en Espagne: de l'isolement à l'internationalisation et à la mondilisation)

Peach, Martha / UNESCO European Centre for Higher Education .-- IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 26, no. 1, p. 69-76, 2001.DESCRIPTORS: higher education history; educational reform; globalization; international education; Spain. ABSTRACT: This article explores the recent past of Spain and how the Spanish embrace of globalization tendencies has been generated by internal problems. These include the remaining legacy of Franco’s régime , a declining university-age population, and the perceived need to participate, at an international level, in academic-sponsored research.

The globalization of higher educationBlight, Denis; Davis, Dorothy. -- IN: Higher Education Re-formed, p. 95-113.-- London, Falmer, 2000. 214 pp.DESCRIPTORS: international education; educational reform; educational forecasting.

The globalization of higher education: some observations regarding the free market and the national interest (La mondialisation de l'enseignement supérieur: quelques observation concernant le marché libre et l'intérêt national)

Alderman, Geoffrey / UNESCO European Centre for Higher Education .-- IN: Higher

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Education in Europe; Enseignement supérieur en Europe, v. 26, no. 1, p. 47-52, 2001.DESCRIPTORS: international education; quality of education; labour market; globalization; state and education.ABSTRACT: The globalization of higher education, which is as much an affair of electronic delivery as of franchising and of validation of university awards, has given rise to various concerns. The most well known of these has been the question of quality; however, there are also cultural, economic, and political factors, examples of all of these being given. Some countries, indeed, have made such efforts to regulate transnational higher education offerings on their national territories that they have created less than legitimate barriers to such programmes. The higher education community should respond forcefully to these barriers.

Globalization Practices and the Professoriate in Anglo-Pacific and North American UniversitiesCurrie, Jan.-- IN: Comparative Education Review, v42 n1 p15-29 Feb 1998. DESCRIPTORS: Accountability; College Environment; Academic Staff; academic staff university relation; Power Structure; Universities; globalization. - Foreign Countries; Free Enterprise System; institutional environment; Productivity; Teacher Attitudes; Work Environment. ABSTRACT: Globalization has brought market and business practices into universities, but with serious negative ramifications. Interviews with 253 U.S. and Australian faculty, plus additional data drawn from New Zealand and Canadian studies, focused on the rise of performance-based accountability and corporate managerialism and their effects on faculty working conditions, collegiality, and faculty status in the university power structure.

Globalization versus the universal role of the university (La globalization contre le rôle universel de l'université)

UNESCO European Centre for Higher Education. -- IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 25, no. 2, p. 243-249, 2000.DESCRIPTORS: university role; international education; globalisation.

Going global? Internationalizing Australian Universities in a time of global crisis Welch, Anthony / Comparative and International Education Society.-- IN: Comparative Education Review, v46, n4, pp. 433-471, 2002 DESCRIPTORS: international education; globalization; foreign students; academic staff; curriculum; university programmes; Australia. CONTENTS: Maping internationalization and globalization;The international student "market"?; The professoriate; Programs and curricula; The revolt against globalization.

Good neighbours and faraway friends: regional dimensions of international education: conference report

European Association for International Education.-- IN: EAIE Forum, Special edition. 2000. DESCRIPTORS: international education; regional cooperation; Europe.

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ABSTRACT: ‘Good neighbours and faraway friends: regional dimensions of international education' was the special theme of the 11th Annual EAIE Conference. Following an initial proposal by the local organising committee, the EAIE agreed to adopt this subject as an important issue to be discussed in depth. In previous years we had already looked at various different types of cooperation, and the general trend had led us to enlarge our perspectives and possibilities to a wider community. Nevertheless, we also realize how important a close relationship and common actions with our neighbours can be. Higher education institutions see genuine benefits in cooperation based on links using different kinds of approaches. If we consider as ‘international’ any relations conducted over a distance and with at least one border in between, these activities can be undertaken with partners from any part of the world and - perhaps more logically-with our neighbours. Times are changing, and so are the meanings of words such as `neighbours: The Meuse-Rhine Euregion hosted the EAIE conference and showed how working together within a regional concept is a good way to approach international activities. Other examples were demonstrated during the conference, and you will no doubt read about some of them in the articles in this Conference Report.

The Growth of cross-border education OECD. Centre for Educational Research and Innovation. – IN: Education Policy Analysis 2002, pp.89-115.-- 2002. 131pp. DESCRIPTORS: transnational education; student mobility; international trade; quality control; higher education policy; educational statistics

Higher education as an international commodity: ensuring quality in partnershipHodson, Peter J.; Thomas, Harold G..-- IN: Assessment and Evaluation in Higher Education, v.26, no.2, 2001.DESCRIPTORS: quality control; cultural diversification; international cooperation; UK.ABSTRACT: Overseas collaborative activity has been particularly popular with many UK Higher Education Institutions over the past decade. As a result, it is attracting the attention of the Quality Assurance Agency and has created its own audit agenda. This paper argues that existing collaborative audit approaches lack cultural sensivity and are open to manipulation. A broader range of performance indicators is needed to achieve reliable data that will be valid for the context in which they are taken. Without such a breadth of indicators, the existing strength of diversity will be constrained and the drive for standards will result in a compliance approach that delivers conformity. However, such conformity may be at the lowest secure level and at the expense of quality enhancement.

Higher education in Indonesia and the role of transnational education (L'enseignement supérieur en Indonésie et le rôle de l'enseignement transnational)

Tadjudin, M. K. / UNESCO European Centre for Higher Education. -- IN: Higher Education in Europe; Enseignement Supérieur en Europe, v. 25, no. 3, p. 395-400, 2000. DESCRIPTORS: educational policy; international education; accreditation; educational quality; Indonesia.ABSTRACT: As transnational higher education is here to stay, developing countries like Indonesia should make provision for it in preparing their national plans for the development of higher education. Given the economic crisis of 1998-1999 in this country that has led to cutbacks in traditional higher education possibilities, transnational offerings in some cases may help to fill the gap. However, transnational offerings should be regulated by national authorities in order to protect the population from low-quality and/or fraudulent offerings. It

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should not be restricted abusively for the sake of restricting it. Rather, in developing countries, traditional and transnational higher education offerings should be complementary. Organizations like GATE and INQAAHE should collaborate in the elaboration of a formal recognition process to be adopted by national accreditation bodies involved in transnational higher education.

Higher education in the process of European integration, globalizing economies and mobility of students and staff

Amaral, Alberto / International Association of Universities. -- IN: Higher Education and the nation state: the international dimension of higher education. Edited by Jeroen Huisman, Peter Maassen and Guy Neave, pp. 121-147.-- Oxford, Pergamon. IAU Press, 2001. 237 pp.DESCRIPTORS: studen mobility; academic staff mobility; educational quality; quality control; evaluation of education; European integration; regional cooperation; global approach; European Union.

Higher education internationalization strategies: of marginal significance or all-pervasive? UNESCO European Centre for Higher Education.-- IN: Higher Education in Europe; Enseignement supérieur en Europe, v 25, n1, pp. 7-124, 2000. DESCRIPTORS: educational cooperation; university cooperation; globalization; regional cooperation; Europe. - curriculum development; educational objectives.

Higher learning as a joint venture between state and industry: the example of the international university in Germany

Ziegler, Heide / International Association of Universities. -- IN: Challenges facing higher education at the millennium. Edited by Hirsch, Werner Z. and Weber, Luc E., p. 111-117.-- Phoenix, Oryx Press. Oxford, Pergamon. IAU Press, 1999DESCRIPTORS: international universities; international education; Germany.

How International Experience Affects Teaching: Understanding the Impact of Faculty Study Abroad

Sandgren, David; Ellig, Nick; Hovde, Peter; Krejci, Mark; Rice, Mary / Council on International Education Exchange [USA].-- IN: Journal of Studies in International Education, v3 n1 p33-56 Spr 1999.DESCRIPTORS: Academic Staff; University Teaching; Course Content; Global Approach; International Educational Exchange; Teacher Exchange Programs. - Personal Narratives; Study Abroad; Surveys. ABSTRACT: A study, drawing on faculty self-reports and interviews, examined the processes linking the short-term study-abroad experiences of college faculty and the global content of their classroom teaching. It found that experience abroad enhanced the social and self-awareness of participants, which in turn led to increased global content of classroom teaching. Excerpts from faculty statements illustrate findings.

An innovation perspective on internationalisation of higher education institutionalisation: the

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critical phaseVan der Wende, Marjik / Council on International Education Exchange [USA].-- IN: Journal of Studies in International Education, v. 3, no. 1, p. 3-13, 1999DESCRIPTORS: international education; institutional role.

Integration or isolation: internationalism and the internet in Canadian higher educationFarquhar, Robin H..-- IN: Journal of Higher Education Policy and Management, v. 21, no. 1, p. 5-15, 1999DESCRIPTORS: distance education; virtual university; Canada.

Inter-regional cooperation in higher education in EuropeHaug, Guy; Race, Julia / Council on International Educational Exchange [USA].-- IN: Journal of Studies in International Education, v. 2, no. 2, p. 3-34, 1998.DESCRIPTORS: regional cooperation; international educational exchange; Europe.ABSTRACT: This article draws on the preparatory research, discussions and conclusions of a conference on Regional Cooperation and Mobility in Higher Education jointly organised by Concil of Europe and Nordic Council of Ministers in 1997. Regional cooperation is defined as cooperation between sub-national “regions” (either across a common border or longer distance), or between such “regions” and/or countries located within a relatively small geographical area of Europe. The article introduces a number of very diverse cooperation schemes fitting these definitions. It examines the nature and purpose of inter-regional cooperation in higher education, its relationship with other types of international cooperation in higher education and its role within overall inter-regional cooperation. Key determinants of the future development of inter-regional cooperation in higher education are identified and scenarios and recommendations for the future proposed. The article demonstrates that regional cooperation is a complement to, and in no way a substitute for broader, longer distance cooperation in higher education. It shows the specific value of cross-border academic cooperation in terms of resource sharing, regional planning and as a stepping stone towards broader regional links, not the least in areas where borders have long been closed or disputed.

The international dimension in quality assessment and quality assuranceVroeijenstijn, A. I..-- IN: Assessment and Evaluation in Higher Education, v. 24, no. 2, p. 237-248, 1999.DESCRIPTORS: educational quality; quality evaluation; international educationABSTRACT: Many countries are working on the design of an external quality assessment agency for higher education. Such an agency has to fulfil national needs and expectations. However, higher education is as such international in scope. This paper draws attention to the need for internationalisation of quality assessment. The national frontieres are too narrow for validating our standards. Looking at the situation in Europe, the author discusses the need for a Europen dimension and makes a proposal for a European Centre for Substantial Equivalence. In the future a European or international quality hallmark will play an important role in student mobility, staff mobility and the mobility of emplyees.

International diploma mills grow with the Internet

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Contreras, Alan L. / Boston College [USA]. Center for International Higher Education .-- IN: International Higher Education, no. 24, p. 5-6, 2001.DESCRIPTORS: international education; accrediting agencies; quality control; WEB.

International Higher Education, University Governance [Theme issue] National Tertiary Education Union [Australia].-- IN: Australian Universities' Review, v.42,no.2,1999; v.43,no.1, p. 5-64, 2000. DESCRIPTORS: international education; university administration; governance; universities; Australia; USA; Russian Federation; Argentina. CONTENTS: Living with the other: higher education in the global era (S. Marginson); The general agreement on trade in services: implications for public post-secondary education in Australia (M. Griffin Cohen); Global corporations "R" us? The impacts of globalisation on Australian universities (G. Pratt and D. Poole); The role of the state in the provision of higher education in the United States (B. Pusser); Tuition policy issues in Russian higher education (O. Bain); The americanisation of the reformed university in Argentina (M. Mollis); Comparing national education systems in the global era (S. Marginson and M. Mollis)

The International provision of higher education: do universities need GATS?Barblan, Andris / OECD.-- IN: Higher Education Management and Policy, v. 14, no. 3, pp. 77-92, 2002.DESCRIPTORS: international trade; international education; universities. ABSTRACT: The provision of higher education in the world is governed by two approaches represented by the UNESCO, on one side, by the WTO, on the other. The members of both organisations are the same governments but the two work on divergent assumptions as far as the development of a world system of higher education is concerned. At UNESCO, actors join a system of common references in order to set up a series of co-operative agreements and ventures - which can be reversible, as participants remain very much in control of their level of commitment to a wider global community. At WTO, on the contrary, actors merge their references by accepting an automatic development of internationalisation that becomes irreversible as the countries accept multilateral concessions from each other.Governments agreed to enter the field of service deregulation in the Millenium Round by signing the General Agreement on Trade in Services, the GATS, in 1995. This represented a totally new area for all people concerned, be they in the Ministries of Trade, Tourism, Health of Education. Indeed, can the rules developed for goods apply to services-as if services were equal to goods? Can value be defined along the same lines for a material product and a virtual good like a service, in education for instance? Is not a service market much more supply-driven than a market of goods- thus requiring different modalities of international co-operation? That is the whole point of the debate concerning the commitment to GATS made by several countries exporting education and it explains the claim for caution made last year by higher education associations of the United States, Canada and Europe. This should not hinder the use of UNESCO conventions to reach similar results, or to use convention to move on to agreements at a later stage, when trust and confidence are shared by all partners.

The International Student Experience; A U.S. Industry PerspectiveVan Hoof, Hubert B. / Council on International Education Exchange [USA].-- IN: Journal of Studies in International Education, v3 n2 p57-71 Fall 1999.DESCRIPTORS: Employer Attitudes; International Educational Exchange; Study Abroad; Work Experience. - Higher Education; International Education; Surveys.

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ABSTRACT: A survey of U.S. job recruiters (n=67) concerning their perceptions of the value of a student's international experience found recruiters did not value international exchange very highly and instead favored national work experience over international work experience. Company characteristics affected perceptions, but recruiters' personal international experiences did not.

International trade in educational services: good or bad?Larsen, Kurt; Vincent-Lancrin, Stéphan / OECD.-- IN: Higher Education Management and Policy, v. 14, no. 3, pp. 9-45. 002.DESCRIPTORS: international trade; international education. ABSTRACT : International trade in post-secondary educational services has grown substantially over the past decade. Traditionally it takes the form of international student/ teacher mobility but also, and increasingly, foreign investment by educational institutions or e-learning services. These developments in international trade in post-secondary educational services, which have come to the fore with the inclusion of educational services in the World Trade Organisation's negotiations on the General Agreement on Trade in Services, are causing great concern in the teaching and student community. This paper analyses the challenges and opportunities that international trade in educational services represents for higher education systems in industrialised and developing countries, and shows the importance of international quality assurance in education. Breaking with studies that view the international education market as homogeneous, the paper argues that traditional higher education will be less affected by these developments than the lifelonglearning sector, and that trade in such services will expand more in the developing countries than in the industrialised world.

The international vision in practice: a decade of evolution (La mise en practique de la vision internationale: dix ans de progres)

Callan, Hilary / UNESCO European Centre for Higher Education. -- IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 25, no. 1, p. 15-23, 2000.DESCRIPTORS: international education; educational management; international organizations; university cooperation; distance education; global approach; Europe. ABSTRACT: Discusses the relationship between the idea of internationalization of higher education and its concrete expression in terms of professional organization and practice, emphasizing the role of the European Association for International Education. Traces how the broadening concept of internationalization has resulted in new activities and programs, strategic integration, policy articulation, and juxtaposition of internationalization with Europeanization and globalization.

Internationalisation as a Challenge for Higher Education in EuropeTeichler, Ulrich / European Higher Education Society.-- Kluwer Academic Publishers.-- IN: Tertiary Education and Management, v5 n1 p5-23 1999.DESCRIPTORS: International Education; Europe. - Foreign Countries; Global Approach; Government University Relationship; Higher Education; Universities. ABSTRACT: Discussion of internationalization in higher education in Europe finds that although the major forces are still predominantly national, the internationalization process impacts individual institutions through growing pressures for diversity, increasing popularity of managerialism, and compliance with policies of the European Commission, which seem to favor de-nationalization of higher education.

The Internationalisation of European universities: a return to medieval roots

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Geuna, Aldo.-- Dordrecht, Kluwer Academic Publishers.-- IN: Minerva, v. 36, no. 3, p. 253-270, 1998DESCRIPTORS: international educational exchange; international education; educational history; Europe. ABSTRACT: The research universities, usually elite pre-war institutions and a handful of new postwar universities, will be the privileged participants in the university development. Internationally well known for their competence in specific filds of knowledge, connected through European research networks, they will increase their international focus. Increasingly, professors, researchers, students and funding sources will have a nationality different from that of their university. These universities will be influenced not only by the policies of their own governments, but also by the initiatives of the European Commission and other international organisations, and by the opportunities offered by industry at an international level. Their strong position, both scientifically and politically, will ensure them a strong bargaining power in the development of national and international relationships with government and industry.

Internationalisation of higher education: facilitating partnerships between universitiesAnderson, B.; Maharasoa, M. -- IN: South African Journal of Higher Education, v. 16, no. 1, p. 15-21, 2002DESCRIPTORS: international education; university cooperation; South Africa; USA.ABSTRACT: The higher education sector in South Africa has been characterised by a myriad of changes in recent years. One such a change is the expansion of private higher education which, in most cases, is a consequence of internationalisation. Internationalisation manifests itself in various ways, ranging from inter-institutional co-operation to agency agreements. This article strives to highlight the important role that internationalisation can play in facilitating partnerships between higher education institutions across continents. To achieve this objective, literature on partnership in higher education was studied. An example of a partnership between a university in South Africa and a university in the United States of America will be provided as authentic evidence that, assuming the notion of “partnering”, internationalisation could significantly contribute to the provision of university education. Although it has only been running for three years, the case study is provided to enable readers to critically determine the feasibility of forging partnerships at the intercontinental level.

Internationalisation of undergraduate education: the UTS initiativeBrill, Rhondda / Council on International Education Exchange [USA].-- IN: Journal of Studies in International Education, v. 2, no. 2, p. 81-98, 1998.DESCRIPTORS: undergraduate students; international education; Australia.ABSTRACT: Rapid change, challenging world issues, cultural diversity, international trade and improved telecommunications are just some of the forces driving universities to internationalise undergraduate education. Graduates of the future will need not only the knowledge and skills appropriate to their professional or practical fields but also a range of competencies which enable them to operate effectively across cultures in an interdependent world. The University of Technology, Sydney has responded to the demand for internationalisation with the development of a combinet degree model which allows undergraduates to undertake a professional degree program in conjunction with an

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International Studies Program. The components of the International Study Program allow students to study the language, learn about the society and experience living and studying in the country or region of their major. The design of the International Studies Program addresses many of the issues raised in the international education literature.

Internationalisation of universitiesPellert, Ada / Austrian Foundation for Development Research; Viennese University Preparation Programme. -- IN: Education for Transition: One Europe - One World?, p. 24-33.-- Vienna, 1999. 137 pp.DESCRIPTORS: universities; international education.

The Internationalisation of university education: Australia and Finland comparedDobson, Ian R.; Hölttä, Seppo / European Higher Education Society.-- IN: Tertiary Education and Management, v. 7, no. 3, 243-254, 2001.DESCRIPTORS: international education; foreign students; student mobility; comparative analysis; Australia; Finland.ABSTRACT: This paper examines alternative attitudes to internationalisation, using Australia and Finland as case studies. In Australia, the principal thrust of ‘internationalisation’ has been one of the export of educational services. The fees paid by the majority of the 84 000 international university students have become a critical part of the funding of Australia’s university system. In Finland, universities continue to be funded almost exclusively through government grants, and official philosophy towards the internationalisation of higher education differs from the more direct economic Australian model. Comparative philosophy, mobility and comparative numbers are considered.

Internationalisation or Indigenisation of Educational Management Development? Some Issues of Cross-Cultural Transfer

Rodwell, Susie.-- IN: Comparative Education, v34 n1 p41-54 Mar 1998.DESCRIPTORS: International Educational Exchange; admistrator education; Professional Development. - change strategies; cultural factors; Distance Education; Educational Trends; Primary Education; Secondary Education. ABSTRACT: Questions the legitimacy of transferring educational models and materials between countries. Reviews recent trends in educational management development in Western and less developed countries and assesses the cross-cultural transfer of "school-based management self-development." Suggests that indigenization of models may be most appropriate, but the knowledge base for such a strategy remains limited.

Internationalisation policies: about new trends and contrasting paradigmsVan der Wende, Marijk C. / International Association of Universities.-- IN: Higher Education Policy, v. 14, no. 3, p. 249-259, 2001DESCRIPTORS: international education; higher education policy; educational trends; Europe.ABSTRACT: In this article, internationalisation of higher education is analysed as a response to globalisation. A distinction is made between two paradigms in internationalisation: competition and cooperation. The different approaches to internationalisation in the Anglo-Saxon countries on the one hand and in continental Europe on the other are analysed along the lines of these two paradigms. With respect to the role and position of continental Europe in the global higher education market the following questions are explored. Is there a real higher education market in Europe and if so for whom? Should and can European higher education

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actually compete internationally, and if so, is cooperation the right strategy to do so? It will be concluded that the effectiveness of cooperation and especially that of international university consortia in international competition is largely still hidden in the future. Furthermore, many questions still remain to be answered in order to improve our understanding of the international higher education market in terms of its segmentation and the related diversification of the higher education sector and its functions.

"Internationalisation" or "globalisation" of higher education? Conceptual changes in recent discussions and documents

Lauterbach, Hanna / Bayerisches Staatsinstitut für Hochschulforschung und Hochschulplanung.-- IN: Beiträge zur Hochschulforschung, no. 1, pp. 21-46, 2001. DESCRIPTORS: international education; globalization; Germany.CONTENT: First, the article gives a critical overview of the development and some recent scholarly differentiation of the concept of “internationalisation of higher education”. Second, it applies this differentiation to reconstruct the different meanings of the term “internationalisation in higher educatin” in the recent debate among political, scientific and economic leaders and leading institutions in Germany. Third, it argues that there is not only a hidden agenda of internationalisation – namely globalisation – but another sub-text aiming at ignoring the aspect of “Bilding” of higher education (education-for-life, human growth) in favour of an almost axclusive focus on “Ausbildung” (professional training).

Internationalization in Belarus: the post-Soviet experienceKlimanovich, O. V.; Gancheryonok, I. I. / Boston College [USA]. Center for International Higher Education.-- IN: International Higher Education, no. 20, p. 14-15, 2000.DESCRIPTORS: educational reform; international education; Belarus.

The Internationalization of higher education: implications for Australia and its education 'clients'

Turpin, Tim; Iredale, Robyn; Crinnion, Paola.-- IN: Minerva, v. 40, no. 4, p. 327-340, 2002DESCRIPTORS: international education; Australia.ABSTRACT: Institutions of higher education are today under increasing pressure to internationalize their courses and programmes. The overall impact of this process is far from clear. This essay compares and contrasts patterns of Australian higher education offered to students from developing countries, with services delivered to Australian-born students. We suggest that the process of globalization is contributing to uneven economic and educational development, and may weaken the over-stretched educational systems of poorer countries.

Knowledge society, education and aid Tilak, Jandhyala B.G.-- IN: Compare, v.32, no.3, p. 297-310, 2002DESCRIPTORS: knowledge; development aid; education and development; research policy; learned societes; development agencies; international organizations; developing countries. ABSTRACT: The paper describes the salient features of the emerging knowledge society, its relationship with education, the role of the internatinal organisations in knowledge development and knowledge management, and specifically the need for knowledge-based aid policies. The paper argues that development of strong education systems, including specifically higher education and research systems, is a necessary prerequisite for development of a knowledge society. International aid organisations have been active in the

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development of education directly, and thereby in knowledge development indirectly in developing countries. Some organisations have also initiated efforts that aim at knowledge development and management directly. But the approches of international organisations for knowledge development and management need to be modified to suit the divergent dynamic socio-economic conditions and national policies. Also based on the principle of comparative advantage, it can be suggested that knowledge development should be the main responsibility of governments in developing countries, while knowledge management could be the task of the international aid organisations.

Learning partnerships in Africa: commercial transaction or reciprocal exchangeBeebe, Maria A. / UNESCO European Centre for Higher Education. -- IN: Transnational Education and the New Economy: Delivery and Quality, p. 107-119.-- Bucharest, 2001. 169pp.DESCRIPTORS: transnational education; international education; universities; services; new technologies; international trade; Africa.ABSTRACT : The author challenges the view that all transnational education services, particularly those offered in Africa, must necessarily be only commercial transactions. Positive African examples are offered in support of the author’s own definition of transnational education, according th which “non-local providers work out a range of alliances with local providers” and of her vision of the same as global education, the goal of which is the linking of learners with ideas, information, teachers, and with one another. Finally, the author advances arguments in defense of her thesis that, while transnational education services necessitate commercial transactions, reciprocal exchange as a demonstration of global consciousness must be a balancing factor.

Leveraging globalization as a policy paradigm for higher education (Elever la mondialisation au rang de paradigme politique pour l'enseignement supérieur)

McBurnie, Grant / UNESCO. European Centre for Higher Education. -- IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 26, no. 1, p. 11-26, 2001. DESCRIPTORS: international education; globalization; socio-economic factors; Australia.ABSTRACT: While globalization poses challenges, it also offers powerful opportunities for the higher education community to play a key role in shaping the future. This explores globalization as a policy paradigm, both from international and local [Australian] perspectives. It first looks broadly at various strands of globalization – economic, political, cultural, technological – and suggests how each may relate to higher education. The specific example of Australia is then used to illustrate how one government is currently addressing globalization issues of particular concern to it: the promotion, protection, and quality assurance of education as an international enterprise. The government has used concerns about globalization as a “lever” to introduce new legislation extending control over the higher education sector. The author concludes by arguing that, like governments and other bodies, the higher education community can “leverage” globalization to judiciously move debate and shape future policy directions.

Living with the Other: Higher Education in the Global EraMarginson, Simon.-- IN: Australian Universities' Review, v42 n2 and v43 n1 p5-8 2000.DESCRIPTORS: Educational Trends; Global Approach; Higher Education. - College Administration; Comparative Education; Educational Change; Educational Planning; Educational Policy; Foreign Countries; Governance; International Education; Politics of Education; Trend Analysis; Universities. ABSTRACT: Introduces six articles that form this issue's feature section on international higher education. Uses the articles to explore issues of globalization in higher education, including the danger of a global convergence in models of higher education that may poorly

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serve the needs of different institutions.

Managing Regional Collaboration in Higher Education: The Case of the North American Free Trade Agreement [NAFTA]. (Gérer la collaboration régionale dans l'enseignement supérieur)

Crespo, Manuel / OECD.-- IN: Higher Education Management; Gestion de l'Enseignement , v12 n1 p23-39 2000.DESCRIPTORS: International Cooperation; International Educational Exchange; International Relations; educational management; regional cooperation; North America; Canada; USA; Mexico. ABSTRACT: Describes accomplishments in increasing collaboration in higher education within the North American Free Trade Agreement (NAFTA). Analyzes procedures for determining equivalencies of courses and degrees and for improving transnational mobility of students and professors. Also discusses the role of the private sector in research, education and training within the NAFTA agreement and identifies contentious issues and expected future developments.

Markets for "Borderless Education"Fielden, John.-- IN: Minerva, v. 39, no. 1, p. 49-62, 2001.DESCRIPTORS: higher education policy; alternative education; virtual university; information technology; educational management; international trade; UK. ABSTRACT: This essay presents a snapshot of the situation confronting British universities that are entering the ‘virtual’ or ‘e-learning’ market. It reviews the impact of recent changes on international students, both in the UK and overseas, and it considers how these changes may affect institutional managers, strategic leadership, and organizational structures

Measuring internationalisation in educational institutions: case study: French management schools (Mesurer le degré d'internationalisation d'un établissement de formation - un exemple français en gestion)

Echevin, Claude; Ray, Daniel / OECD.-- IN: Higher Education Management and Policy; Politique et gestion de l'enseignement supérieur, v. 14, no. 1, pp. 95-108, 2002.DESCRIPTORS: management education; institutional administration; international education; cost effectiveness; France. ABSTRACT: This article suggests some simple, low-cost methods that may help directors of higher education facilities to visualise their school’s position on the international market. The approach draws on examples from some fifty management schools throughout France.

Missing in action: leadership for international and global eduacation for the twenty-first centuryMestenhauser, Joseph A. / UNESCO European Centre for Higher Education. -- IN: Internationalization of higher education: an institutional perspective, p. 23-62.-- 2000.DESCRIPTORS: international education; leadership.ABSTRACT: The author outlines the main barriers to internationalization. In addition to conceptual problems resulting from confused definitions of internationalization and globalization, he defines three main categories of barriers: (i) those related to knowledge, and thus crucial in terms of the curriculum, e.g., the excessive “compartimentalization” of knowledge, often implying reluctance of faculty to become involved with the broader issues

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involved in internatonalization, the failure to appreciate new modes of knowledge production, the “knowledge gap” between what the organization knows, and what it needs to know, “scarce knowledge”, referring to knowledge about lack of knowledge, (ii) those related to change and reform e.g., university structures and planning mechanisms, preparing students to cope with change, etc.: and (iii) those related to educational leadership, e.g., university structures – vertical and hierarchical – which do not reflect the way that global knowledge should be managed.

Missions and Structures: Bringing Clarity to Perceptions about Globalization and Higher Education in Canada

Levin, John S..-- IN: Higher Education, v37 n4 p377-99 Jun 1999.DESCRIPTORS: Community Colleges; Educational Reform; Global Approach; Institutional Mission; International Studies; Canada. - Change Strategies; University Role; Educational Trends; Institutional Characteristics; Longitudinal Studies; Qualitative Research; Trend Analysis; Two Year Colleges. CONTENTS: A qualitative, longitudinal study of community colleges, including four Canadian institutions, sought to (1) identify and analyze actual institutional behaviors as they adjust to the demands of globalization, and (2) examine the evolving development of the community college as a social institution by focusing on the actions and conditions leading to mission alteration.

Mobility and Cooperation in Education: Recent Experiences in Europe [Theme issue]IN: European Journal of Education, v. 36, no. 4, 2001.DESCRIPTORS: educational mobility; international education; international programmes; Europe; Czech Republic. CONTENTS: The Internationalisation of education - schools in Europe and the SOCRATES Programme (J.Gordon); Learning by leaving - towards a pedagogy for transnational mobility in the context of vocational education and training(S.Kristensen); The international dimension in national higher education policies: what has changed in Europe in the last five years? (M.van der Wende); Mobility during the course of study and after graduation (U.Teichler and V.Jahr); ERASMUS: continuity and change in the 1990s (F.Maiworm); Internationalisation of higher education in the Czech Republic - the impact of European Union Programmes (V.Stastna).

Moving towards professionalism: the strategic management of international education activities at Australian universities and their Faculties of Business

Poole, David.-- IN: Higher Education, v. 42, no. 4, pp. 395-435, 2001.DESCRIPTORS: entrepreneurship; international education; educational management; educational strategies; foreign students; Australia. ABSTRACT: In Australia, the growth of international entrepreneurial activities has resulted in the creation of a significant export-oriented sector. These activities include the recruitment of

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international students to Australian campuses, the development of Australian university campuses in offshore locations, and the delivery of Australian degree programs at both onshore and offshore locations in partnership with universities, professional associations and private corporations. The aim of this study is to explore how Australian universities, particularly in terms of their Faculties of Business, organise and manage international entrepreneurial activities.

The operation of transnational Degree and Diploma Programs: the Australian caseAdams, Tony / Council on International Educational Exchange [USA].-- IN: Journal of Studies in International Education, v. 2, no. 1, p. 3-22, 1998. DESCRIPTORS: international education; university programmes; AustraliaABSTRACT : The development of an export oriented international student program in Australia in the mid 1980’sprovided the impetus for Australian higher education institutions to take their programs offshore. Now a decade later, 34 of Australia’s 38 universities are offering 493 programs offshore to an estimated 20.000 students, predominately undertaking Australian qualifications in their own country (AVCC,1997). This paper discusses the various models that Australian higher education institutions have used to develop these transnational programs (including twinning, moderation, distance mode, joint awards, internet delivery, franchising and campus models), and explores a number of issues in their delivery (including why programs are offered offshore, quality assurance and the rules and regulations of the home country).

Opportunity and risk in transnational education - issues in planning for international campus development: an Australian perspective (Risques et opportunités de l'enseignement transnational - questions concernant le développment de campus universitaires internationaux: une perspective australienne)

McBurnie, Grant; Pollock, Anthony / UNESCO European Centre for Higher Education. -- IN: Higher Education in Europe; Enseignement Supérieur en Europe, v. 25, no. 3, p. 333-343, 2000.DESCRIPTORS: international education; educational strategies; Australia.ABSTRACT: This article, that is based upon the experience of Monash University, identifies a range of opportunities and risks involved in transnational education and addresses a number of key planning issues in establishing an international campus. These include the guiding principles adopted by the university, country selection factors, market research, considerations in developing an appropriate delivery model, and the assurance of the academic quality and educational integrity of the programmes offered. The authors refer to literature in the field concerning corporate risk and identify factors relevant to the higher education sector. The article stresses the need for an appropriate integration of strategic vision, academic priorities, and business considerations to ensure that opportunities offered by transnational education are successfully realized.

The Pedagogical Implications of Diverse Conceptualizations of Internationalization: A U.S. Based Case Study

Schoorman, Dilys.-- IN: Journal of Studies in International Education, v3 n2 p19-46 Fall 1999.DESCRIPTORS: Case Studies; Definitions; Global Approach; Teaching Methods. - Administrator Characteristics; Change Strategies; Academic Staff; College Students;

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Educational Reform; Educational Principles; Educational Trends; Foreign Students; Higher Education; Research Universities; Student Attitudes; Teacher Attitudes. CONTENTS: Evaluation of a university-wide mission to internationalize included interviews with administrators, faculty members, and students in two departments. Findings indicated: (1) diverse understandings and implementations of internationalization; (2) perspectives linked to perceived relevance of internationalization to specific fields; and (3) underutilization of international students as educational resources. A conceptual definition of internationalization is offered.

Políticas de internacionalización: estrategias e implementaciónAsociación Mexicana para la Educación Internacional.-- IN: Educación Global, no. 4 , 2000. DESCRIPTORS: international education; higher education policy; university programmes; student mobility; case studies; Latin America; North America; Sweden; Mexico; Germany.CONTENTS: Internationalization at U.S. institutions of higher education, pp.5-10 (W.L.Barnhart); Developing a policy program for internationalization: the case of Uppsala University, pp.19-24 (L.Fransson); Relaciones trilaterales: internacionalización para el desarrollo de la capacidad institucional, pp.25-28 (C.C.Trevino, M.Ungson and F.L.García); Globalization, integration, identity and cultural diversity in North America and the periphery, pp.73-84 (E.Aponte); Un futuro común para las dos Américas a la hora de la globalización?, pp.85-94 (R.Avila); What does globalization means for teaching and learning?, pp.155-158 (M.F.Green and M.Baer).

Pursuing internationalization as a means to advance the academic mission of the university: an Australian case study (Poursuivre l'internationalisation comme moyen de faire progresser la mission académique de l'université: une étude de cas en Australie)

McBurnie, Grant / UNESCO European Centre for Higher Education.-- IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 25, no. 1, p. 63-73, 2000.DESCRIPTORS: international education; university role; case studies; global approach; Australia. - Case Studies; Diversity [Student]; Foreign Countries; Higher Education; Institutional Mission; International Education; Student Experience; Study Abroad. CONTENTS: Examines issues involved in the pursuit of internationalization, using Monash University (Australia) as a case study. Describes internationalization of the student body, the establishment and enhancement of a presence overseas, and the internationalization of the educational experience. Stresses the principle that international activities must significantly advance the core academic functions of the university.

Quality assurance in off-shore provision: some British lessons worth learningAlderman, Geoffrey / UNESCO European Centre for Higher Education. -- IN: Transnational Education and the New Economy: Delivery and Quality, p. 143-152.-- Bucharest, 2001. 169 pp.DESCRIPTORS: distance education; educational finance; educational quality; international education; UK.ABSTRACT: Starting from the reality that the off-shore provision of higher education programmes by British universities through franchising, validation, distance learning, etc., dating back to the 1836 External Programme of the University of London and the award of its External Degrees, now constitutes an export industry, the author reveals the preoccupation of the British Higher Education Quality Council and its successor organization, the Quality Assurance Agency for Higher Education, with the maintenance of high quality educational standards. One way in which standards have been maintained was by the dispatch, in 1995, of

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fact-finding missions to Europe and the Far East. It seems that the ensuing (unpublished) reports determined, in some cases, that the quality of off-shore British university education and the standards of British university education awards had lamentably declined. The Quality Assurance Agency for Higher Education, established in 1997, started undertaking annual overseas audits focused on the off-shore programmes delivered by British universities. The audit teames publish their academic reports on the quality assurance of the involved British institution, also including the replies of the institutions concerned. In some cases, the British teams have had to contend with bad faith on the part of the host higher educational authorities.

Quality Transnational Education: A Shared Commitment for Sustainable Development [Theme issue]

UNESCO European Centre for Higher Education.-- IN: Higher Education in Europe, v. 27, no. 3, 2002.DESCRIPTORS: transnational education; international education; sustainable development. CONTENTS: The Impact of globalization on the Ibero-American virtual university ( M.Casas Armengol); Developing a sustainable educational process in Indonesia: a project of the Global Dialogue Institute (L.Marion); The Implications of e-learning (F.F.Kelly); The National accreditation system for higher education institutions in Russia (Y.P.Pokholkov, A.I.Chuchalin and S.B.Mogilnitsky); The "Millennium Intent": A case study in assuring quality international standards for educating healthcare professionals (S.M.Goldsmith); Accreditation and quality assurance in Europe (H.Sebkova); Educating leaders in developing nations (R.Henderson); Quality measures in distance learning (W.J.Husson and E.K.Waterman); Planning for the internationalization of a postgraduate professional degree programme in Library and information science (V.L.Gregory and S.R.Wohlmuth); Articulating the Guidelines for Distance Learning Library Services of the Association of Colleges and Research Libraries outside the library profession (H.R.Gover); Pitfalls, challenges, and triumphs: issues in an international capacity development project (A.Erasmus); The Global forces affecting the education sector today - the universities in Europe as an example (B.Brock-Ume); A comparative overview of some fundamental aspects of university management as practiced in several European countries (S.Zaharia); How the public views the Swiss higher institutes (J-P.Antonietti,F.Crettaz von Roten and J-P.Leresche); Changes in Slovenian higher education: governance, autonomy, admission, and quality (P.Zgaga).

Re-educating humankind: globalizing the curriculum and teaching international ethics for the New Century (Rééduquer l'humanité: mondialiser les programmes et enseigner une éthique internationale pour le nouveau siècle)

Runte, Roseann / UNESCO. European Centre for Higher Education.-- IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 26, no. 1, p. 39-46, 2001.DESCRIPTORS: international education; globalization; ethics.CONTENTS: Nations, cultures, languages – all are converging in this globalizing world of the early Twenty-First Century, giving individuals both a feeling of powerlessness and a sense of infinite possibilities. A new ethics of globalization is needed. The best way to create such an ethics is through education. The author proposes several means by which students at all levels of education can achieve global awareness on a personalized basis, in particular, through two university-level courses. These would be required, respectively, of entering university freshmen and of exiting graduating seniors, to be taught simultaneously in networks of higher education institutions all over the world. These courses would focus on global awareness and on the local solution of globally relevant problems. Much of the feasibility of the simultaneous global delivery of such courses would depend on the deft use of the Internet and, in general, of

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the information and communication technologies.

Regulation and quality assurance in transnational educationMachado dos Santos, Sérgio / European Higher Education Society.-- IN: Tertiary Education and Management, v.8, n.2, pp. 97-112, 2002.DESCRIPTORS: quality control; transnational education.

The regulation of transnational higher education in Southeast Asia: case studies of Hong Kong, Malaysia and Australia

McBurnie, Grant; Ziguras, Christopher.-- IN: Higher Education, v. 42, no. 1, pp. 85-105, 2001.DESCRIPTORS: international education; transnational education; regulations; Asia; Hong Kong; Malaysia; Australia.ABSTRACT: The millennium round of the General Agreement on Trade in Services (GATS) underlines issues relating to the regulation of education as an internationally traded service. Transnational education is a key component of such trade. Southeast Asia is something of a laboratory in the development and regulation of transnational education. The region combines high demand, keen competition among providers, and host country regulatory regimes ranging from relatively faire to strongly interventionist. This paper examines the approaches of three Southeast Asian governments – Hong Kong, Malaysia and Australia – to the regulation of transnational education within their borders. In each case the authors provide background on the higher education system, describe the regulatory approaches to transnational education, and analyse the motivations behind regulation. Both the neoliberal approach of the WTO to trade in educational services, and critiques of this approach, are outlined. The authors conclude that any attempts to promote global standards or quality principles for transnational ducation must address the myriad concerns of governments, including consumer protection, advancing national goals and protecting the local system.

Should we become more international or more regional? Aspects of minority higher education in Europe (Devrait-on devenir plus internationaux ou plus régionaux? Aspects concernant l'enseignement supérieur des minorités en Europe)

Kozma, Tamas; Radacsi, Imre / UNESCO European Centre for Higher Education .-- IN: Higher Education in Europe; Enseignement supérieur en Europe, v. 25, no. 1, p. 41-45, 2000.DESCRIPTORS: international education; minority groups; regional cooperation; Intercultural Education; Multilingualism; university cooperation; Ethnic Groups; Europe. CONTENTS: Addresses the problem of educating minorities when the political borders of European nation-states fail to coincide with ethno-linguistic realities. Suggests two solutions to problems of higher education for ethno-linguistic minorities: (1) multilingual universities, and (2) regional cooperation in higher education in border areas.

"The show is not the show but they that go": the janus-face of the internationalized university at the turn of the century

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Steiner, Dorothea / UNESCO European Centre for Higher Education. -- IN: Internationalization of higher education: an institutional perspective, p. 63-74.-- 2000.DESCRIPTORS: universities; international education.ABSTRACT: The Author responds to the conceptual confusion deriving from the terms, globalization and internationalization and points to the global as the context, and to the international as the privileged relations and skills to be developed within this context, but always from a basis within a particular local/national environment. The development of international skills and competencies are keys to dealing successfully with the global environment.

Strategic management of internationalisation process: problems and optionsKehm, Barbara M. / European Higher Education Society.-- IN: Tertiary Education and Management, v. 5, no. 4, pp. 369-382, 1999.DESCRIPTORS: international education; educational management; institutional administration; international educational exchange; Europe.ABSTRACT: In the framework of their first SOCRATES/ERASMUS applications in 1996, institutions of higher education in Europe were asked to formulate and submit a European Policy Statement (EPS) expressing the managerial and strategic thrust of their European goals and activities for which they wanted to received support. As this was a new exercise for many institutions, especially from countries in which mission statements are not the rule, the resulting EPSs often contained a number of inconsistencies with regard to institutional strategies and policies and with regard to the relationship between institutional and European goals and policies. The contribution discusses typical problems of the strategic management of internationalisation processes at higher education institutions by presenting results of an analysis of these EPSs. It also draws some conclusions regarding implications for the future developments in the context of institutional management of change and the concept of the learning organisations.

Students in Transnational Tertiary Education. (Les étudiants dans l'enseignement transnational de troisième cycle)

Liston, Colleen / UNESCO European Centre for Higher Education.-- IN: Higher Education in Europe, v24 n3 p425-37 1999.DESCRIPTORS: Academic Standards; Student Development; postsecondary education; international education; alternative education; foreign students; accreditation; educational quality; study abroad; educational accountability; case studies. CONTENTS: Uses case studies to explore effects on students of study at foreign branches of institutions of higher education or attendance at schools based in foreign countries. Considers the legal, ethical, and practical implications of transnational study for students. Proposes a taxonomy to guide providers and accrediting bodies in setting and monitoring standards in transnational tertiary education.

Supranational organizations and transnational education (Organisations supranationales et enseignement transnational)

Yelland, Richard / UNESCO European Centre for Higher Education . -- IN: Higher Education in Europe; Enseignement Supérieur en Europe, v. 25, no. 3, p. 297-303, 2000. ABSTRACT: This article opens with a few words on globalization and internationalization and the views of OECD regarding the broader higher education policy environment. Secondly, it gives some examples of national approaches, and third, some comments on quality and internationalization.

Sustaining Educational Quality in theGlobal Marketplace

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Lenn, Marjorie Peace / America-Mideest Educational and Training Services (AMIDEAST). -- IN: Advising Quarterly, Fall 2000. 5pp.ABSTRACT: As the global marketplace promotes accelerated international linkages, branch campuses, single purpose programs, and other forms of trans-national education, quality remains the key to their sustainability. It is not always easy, however, to sustain quality at remote locations. For reasons of custom, law, language, cost, and just plain convenience, the challenges to providing a quality educational program can be extensive.The author is the Executive Director of the Center for Quality Assurance in International Education, Washington,DC

Technology and Delivery: Assessing the Impact of New Media on "Borderless" Education.

Cunningham, Stuart.-- IN: Australian Universities' Review, v41 n1 p10-13 1998. DESCRIPTORS: Distance Education; Educational Technology; International Cooperation; international trade; Industry and Education Relationship; Australia. - Services; Educational Trends; Foreign Countries; Global Approach; Information Technology; Institutional Cooperation; Lifelong Education; private sector; Technological Advancement. CONTENTS: Influences on the development of international distance education are examined, focusing on the trend toward privatization of higher education and anticipated cooperation between media leaders and universities. Factors in the success of such efforts and the response of critics are considered, and the conclusions drawn by a major Australian report (the West Repot) on higher education's future are outlined.

Thinking Not as Usual: Adding the Intercultural PerspectiveYershova, Yelena; DaJaeghere, Joan; Mestenhauser, Josef.-- IN: Journal of Studies in International Education, v4 n1 p39-78 Spr 2000.DESCRIPTORS: Comparative Analysis; Critical Thinking; Cultural Factors; Intercultural Communication. - Higher Education; International Education. CONTENTS: Suggests that development of intellectual competencies are embedded in the cultures in which they are practiced and taught. Examines the cultural components of three such competencies in detail: intercultural competence, critical thinking, and comparative thinking. Urges that the international education field address the role of culture in the development of these competencies.

Trade, education and the GATS: what's in, what's all the fuss about?Sauvé, Pierre / OECD.-- IN: Higher Education Management and Policy, v. 14, no. 3, pp. 47-76, 2002.DESCRIPTORS: international trade; international education. ABSTRACT: This paper addresses some of the public policy controversies surrounding the treatment of education services under the World Trade Organisation's General Agreement on Trade in Services (GATS). The rapid rise in cross-border trade and investment in education services observed in recent years has given new prominence to the role the GATS might play as a force for progressive liberalisation in the sector. The paper provides a synthetic description of the core features of the GATS, highlighting in particular how the four modes of supplying services subject to the Agreement's disciplines relate to trade in education services. The paper recalls the policy flexibility WTO members retain under the GATS as regards the nature, extent and pace of possible progressive liberalisation. It describes a number of key misunderstandings and fallacies that have tended to cloud a rational discussion of the possible effects of the GATS on trade in education services. The paper also depicts the key elements found in the negotiating proposals on education services put forward to date by the

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governments of Australia, New Zealand, Japan and the United States, recalling their circumscribed nature and the acute awareness WTO members are showing about the policy sensitivities arising in the sector. The paper concludes with a discussion of the limited role the GATS can be expected to play as a force for change in the education field. The paper argues that many of the impediments that stand in the way of greater cross-border exchanges of education services may be more appropriately pursued outside a trade policy setting.

Transnational education and recognition of qualificationsWilson, Lesley A.; Vlasceanu, Lazar / UNESCO European Centre for Higher Education .-- IN: Internationalization of higher education: an institutional perspective, p. 75-90.-- 2000.DESCRIPTORS: qualifications; equivalence between diplomas.

Transnational education in the Slovak Republic: threat or challenge? (L'enseignement transnational en République Slovaque: menace ou défi?)

Hrábinská, Maria / UNESCO European Centre for Higher Education.--IN: Higher Education in Europe; Enseignement Supérieur en Europe, v. 25 no. 3, p. 387-394, 2000DESCRIPTORS: educational quality; international education; accreditation; Slovakia.ABSTRACT : This article discusses the pros and cons of transnational higher education offerings from the vantage point of a small Central European country, the Slovak Republic, and with special reference to franchising. Transnational higher education offerings are definitely needed, not only in the Slovak Republic, but in the other countries of Central and Eastern Europe as well, existing national higher education systems and institutions not being sufficiently developed to cope with increasing enrolment pressures. But there need to be adequate safeguards against fraudulent offerings , debased standards, and other such problems. The implantation of two franchised campuses of City University, Bellevue, Washington (USA) is cited as a very positive example of a foreign higher education institution that has been able to successfully integrate itself into the fabric of Slovak higher education regulations and offerings high-quality course programmes.

Transnational Educational Provisions: Enabling Access or Generating Exclusion [Theme issue]UNESCO European Centre for Higher Education.-- IN: Higher Education in Europe; Enseignement Supérieur en Europe, v.25, no.3, 2000.DESCRIPTORS: international education; global approach; access to higher education; academic staff mobility; student mobility; study abroad; lifelong education; accreditation; online systems; educational quality; virtual university; intercultural education; second language instruction; Africa; Slovakia; Indonesia; Sri Lanka; Europe; New Zealand; Australia. ABSTRACT: The growing importance of internationalization has brought about, among other things, new networking and organizational settings, which deal with whole spectra or specific sets of issues related to the internationalization of higher education. One these is GATE which describes itself as a “strategic partnership of non-governmental organizations, multinational corporations, national associations, governmental agencies, nd institutions of higher education that come together to maximize information and to asure quality in a rapidly globalizing education and human resources market”. This organization offeres quality assurance certification to providers and programmes of transnational education. A selected number of papers that where originally delivered at the 4th Annual Conference of GATE, Melbourne 19999 are published. Contents: Part I: International trade in higher education: the larger picture Part II: The pros and cons of on-line delivery of higher education courses and programmes Part III: Views from receiving regions and countries Part IV: The need for cultural and linguistic sensivity on the part of providers.

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Transnational higher education in LithuaniaMockiene, Birute / Boston College [USA]. Center for International Higher Education.--IN: International Higher Education, no. 24, p. 7-8, 2001.DESCRIPTORS: transnational education; international education; franchising; Lithuania.

Trends and models in international quality assurance in higher education in relation to trade in education

Van Damme, Dirk / OECD.-- IN: Higher Education Management and Policy, v. 14, no. 3, pp. 93-136, 2002.DESCRIPTORS: quality control; educational quality; international trade.

Trends in transnational educationPease, Pamela / UNESCO European Centre for Higher Education. -- IN: Transnational Education and the New Economy: Delivery and Quality, p. 81-86.-- Bucharest, 2001. 169 p.DESCRIPTORS: distance education; transnational education; international education; USA.ABSTRACT: Given the reality of the expansion of on-line and electronic delivery of education and training across national boundaries, consumers of this transnational education are offered greater opportunities and choices. The challenges for learners, corporations, and governments are to be able to distinguish the credible and high quality programmes from those that are less credible. In this environment, the Global Aliance for Transnational Education (GATE ) may assume an important role in assessing the quality of education. Its “Principles of Best Practice for Transnational Education” provide a benchmark by which to begin to measure the quality of the education or training offered and the extent to which it provides a content-rich learning experience that serves a diverse student body.

University challenges: borderless higher education, today and tomorrowMiddlehurst, Robin.-- IN: Minerva, v. 39, no. 1, p. 3-26, 2001.DESCRIPTORS: higher education policy; educational trends; alternative education; educational technology; learning; lifelong education; virtual university; information technology; knowledge; international trade. CONTENTS: Developments in the domain of ‘Borderless Education’ are being shaped by a number of factors, including the emergence of the ‘knowledge economy’, pressures for life-long learning, and advances in the use and nature of information and communication technologies. This overview categorizes some of these tendencies, and highlights some of the challenges now confronting universities and governments.

The value of international study experience on the labour market: the case of Hungary: A study on the impact of Tempus on Hungarian students and their transition to work

Bremer, Liduine / Council on International Education Exchange.-- IN: Journal of Studies in International Education, v. 2, no. 1, p. 39-58, 1998.DESCRIPTORS: international education; learning expirience; labour market; educational reform; student mobility; labour market; Hungary.ABSTRACT: This article report on the findings of a 1996 research project undertaken by an international team in Hungary. The project aimed to identify and describe the various types of impact that a study period abroad has on individual Hungarian students, from the point of view of the students themselves, their home institutions, and their subsequent employers. Results show that former Tempus students do obtain various clearly identifiable benefits.

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Hungarian employers appreciate the enhanced skills, improved language, communication skills, knowledge, and attitude of the former Tepus students and explicitly take these into account at recruitment and at selection for further internal promotion. It was also found, however, that information on the opportunities offered by the Tempus programme does not reach many organisation in business and industry.

III. INTERNET RESOURCES:

UNESCOhttp://www.unesco.org/education/studyingabroad/index.shtmlThe Studying Abroad site on Access, Mobility and Quality Assurance in Higher Education providesinformation on academic qualifications and an admission requirement for further studies; updated information on higher education systems, quality assurance and accreditation issues, transnational education including open and distance learning (ODL) provisions and virtual universities, admission procedures or access models world-wide.This site has resources for tertiary education policy makers, national, regional as well as international associations and experts concerned with these issues, members of the university community and students.Also found on this site is information on the Global Forum on International Quality Assurance, Accreditation and Recognition of Qualifications. The mission of the Forum, established under the auspices of UNESCO, is to link existing frameworks dealing with international issues of quality assurance, accreditation and the recognition of qualifications and provide a platform for dialogue between them.

THE OBSERVATORY ON BORDERLESS HIGHER EDUCATIONhttp://www.obhe.ac.uk/The Observatory on Borderless Higher Education provides information and analysis on a major area of higher education expansion.The term 'borderless education' encompasses a broad range of activities and developments which cross (or have the potential to cross) the traditional borders of higher education, be they geographical, sectoral or conceptual. So, for example, the Observatory tracks developments in areas such as e-learning, growth in private and corporate education, developing markets and international collaboration.

ACADEMIC COOPERATION ASSOCIATIONhttp://www.aca-secretariat.be/02projects/Quality_Review.htmInternationalisation Quality Review: Strengthening internationalisation strategy: A service for higher education institutions offered by ACA - EUA – IMHE in cooperation with INQAAHE

http://www.aca-secretariat.be/05publications/aca_papers.htmACA Papers on International Cooperation in Education

INTERNATIONAL ASSOCIATION OF UNIVERSITIEShttp://www.unesco.org/iau/internationalisation.htmhttp://www.unesco.org/iau/globalization/index.htmlVarious documents, institutions and programmes worldwide dealing with the issues of internationalization and globalization of higher education – site also provides links to other organizations and websites.

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AMERICAN COUNCIL ON EDUCATIONhttp://www.acenet.edu/programs/international/A Program of ACE’s Center for Institutional and International InitiativesEUROPEAN ASSOCIATION FOR INTERNATIONAL EDUCATION http://www.eaie.nl/publications/The Journal of Studies in International Education; The Occasional Papers-- EAIE publications about international education, how international education will influence and be influenced by an icreasingly transnational world.

INSTITUTE OF INTERNATIONAL EDUCATIONhttp://opendoors.iienetwork.org/Open Doors reports includes comprehensive, and detailed data on international students, scholars in the US and American students who study abroad.

OECD. Centre for Educational Research and Innovationhttp://www.oecd.org/EN/about/0,,EN-about-624-20-no-no-no-624,00.htmlOECD Forum on Trade in Educational ServicesCERI is working on the issue of the internationalisation of post-secondary education and training with three complementary strands -- Statistics and indicators on the main trends in the internationalisation of post-secondary education and training; Illustrative case studies on e-learning activities in post-secondary education and training.

NAFSA: ASSOCIATION OF INTERNATIONAL EDUCATORShttp://www.nafsa.org/Template.cfm?Section=AboutInternationalEducation&NavMenuID=11NAFSA is the world's largest nonprofit association dedicated to international education.

BIBLIOGRAPHIC DATABASE ON HIGHER EDUCATIO (HEDBIB)http://www.unesco.org/general/eng/infoserv/db/hedbib.shtmlThe International Bibliographic Database on Higher Education (HEDBIB) is an integrated database including over 28.000 references, from 1988 onward, on higher education systems, administration, planning and policy, costs and finances, evaluation of higher education, issues related to staff and students, cooperation, mobility and equivalences of degrees, curricula, teaching methods and learning processes.

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