This document provides a selective bibliography on the topic of higher education across borders. It is divided into 4 sections that cover general issues and trends in cross-border higher education, quality assessment and accreditation, policy frameworks and regulation, and the relationship between cross-border education and globalization/trade agreements. The bibliography includes over 30 references from 2000-2005 that represent publications from universities, organizations, and databases in the field of international higher education.
Alex. bd higher education across borders a select bibliographyIAU_Past_Conferences
This document provides a summary of references related to cross-border higher education. It begins with an introduction describing the IAU International Bibliographic Database on Higher Education (HEDBIB) that was used to compile the references. The bibliography then presents references organized into four sections: 1) Cross-Border Higher Education: General Issues and Trends, 2) Quality Assessment, Assurance, Enhancement and Accreditation, 3) Policy Frameworks and Regulation, and 4) Globalization, Trade in Education and GATS. The references were selected based on relevance to the conference theme of cross-border higher education and cover publications from 2000-2005, with some earlier influential references also included.
Alex. bd higher education across borders a select bibliography french-wIAU_Past_Conferences
This document is a bibliography on cross-border higher education with four sections. It includes publications from 2000-2005 focusing on issues like the expansion of higher education across borders, quality assurance, and the relationship between cross-border education and globalization/trade agreements. The bibliography provides references to works from organizations like UNESCO and the Observatory on Borderless Higher Education on topics such as capacity building, student mobility trends, and future scenarios for cross-border education.
Alex. bd higher education across borders a select bibliography frenchIAU_Past_Conferences
This document is a bibliography on cross-border higher education containing references from 2000-2005. It summarizes four sections: 1) general issues and trends in cross-border higher education, 2) evaluation, quality assurance and accreditation, 3) policies and regulation, and 4) the relationship between cross-border education, globalization, and trade agreements. The references cover topics like the expansion of cross-border education, student and academic mobility, quality assurance, and the role of cross-border education in capacity building.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
International higher education across borders provides opportunities for both academic institutions and students through cultural exchange and globalization. However, it also faces challenges such as high costs, quality assurance between countries, and security issues. The document discusses how international education can be stimulated through various modes like distance learning or satellite campuses. While opportunities exist, issues around regulations, policies, and host country acceptance must be addressed to realize the benefits of international higher education.
The document summarizes the Conference of the Americas on International Education (CAIE), which aims to promote international cooperation in higher education. The first CAIE was held in 2010 in Calgary, Canada with over 650 delegates from 44 countries discussing strategic aspects of internationalization. A second CAIE was held in 2012 in Rio de Janeiro, Brazil to continue promoting the development of an inter-American higher education area through international collaboration and exchanges.
Global connections - Bordlerless HE and Continuing EducationDon Olcott
This document provides an overview of the changing landscape of international higher education and considerations for universities pursuing global opportunities. It discusses the driving forces behind globalization in higher education such as reduced government funding and increased demand. It also examines trends in cross-border programs and the internal and external dimensions of internationalism for universities. The document outlines challenges such as resistance to distance education globally and factors influencing international student choices. It emphasizes that universities must provide responsive student services and support for socialization, support, and services to effectively engage in the international arena.
Alex. bd iau aucc-ace-chea statement on sharing quality higher education acro...IAU_Past_Conferences
This document outlines principles to guide cross-border higher education. It was created by several international higher education associations to address the challenges of increasing cross-border education. It lays out principles such as contributing to economic/social/cultural well-being, strengthening developing countries' education, being accountable and transparent, and expanding faculty/student mobility. It recommends higher education institutions and providers implement these principles and work with governments and organizations on related policies and research.
Alex. bd higher education across borders a select bibliographyIAU_Past_Conferences
This document provides a summary of references related to cross-border higher education. It begins with an introduction describing the IAU International Bibliographic Database on Higher Education (HEDBIB) that was used to compile the references. The bibliography then presents references organized into four sections: 1) Cross-Border Higher Education: General Issues and Trends, 2) Quality Assessment, Assurance, Enhancement and Accreditation, 3) Policy Frameworks and Regulation, and 4) Globalization, Trade in Education and GATS. The references were selected based on relevance to the conference theme of cross-border higher education and cover publications from 2000-2005, with some earlier influential references also included.
Alex. bd higher education across borders a select bibliography french-wIAU_Past_Conferences
This document is a bibliography on cross-border higher education with four sections. It includes publications from 2000-2005 focusing on issues like the expansion of higher education across borders, quality assurance, and the relationship between cross-border education and globalization/trade agreements. The bibliography provides references to works from organizations like UNESCO and the Observatory on Borderless Higher Education on topics such as capacity building, student mobility trends, and future scenarios for cross-border education.
Alex. bd higher education across borders a select bibliography frenchIAU_Past_Conferences
This document is a bibliography on cross-border higher education containing references from 2000-2005. It summarizes four sections: 1) general issues and trends in cross-border higher education, 2) evaluation, quality assurance and accreditation, 3) policies and regulation, and 4) the relationship between cross-border education, globalization, and trade agreements. The references cover topics like the expansion of cross-border education, student and academic mobility, quality assurance, and the role of cross-border education in capacity building.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
International higher education across borders provides opportunities for both academic institutions and students through cultural exchange and globalization. However, it also faces challenges such as high costs, quality assurance between countries, and security issues. The document discusses how international education can be stimulated through various modes like distance learning or satellite campuses. While opportunities exist, issues around regulations, policies, and host country acceptance must be addressed to realize the benefits of international higher education.
The document summarizes the Conference of the Americas on International Education (CAIE), which aims to promote international cooperation in higher education. The first CAIE was held in 2010 in Calgary, Canada with over 650 delegates from 44 countries discussing strategic aspects of internationalization. A second CAIE was held in 2012 in Rio de Janeiro, Brazil to continue promoting the development of an inter-American higher education area through international collaboration and exchanges.
Global connections - Bordlerless HE and Continuing EducationDon Olcott
This document provides an overview of the changing landscape of international higher education and considerations for universities pursuing global opportunities. It discusses the driving forces behind globalization in higher education such as reduced government funding and increased demand. It also examines trends in cross-border programs and the internal and external dimensions of internationalism for universities. The document outlines challenges such as resistance to distance education globally and factors influencing international student choices. It emphasizes that universities must provide responsive student services and support for socialization, support, and services to effectively engage in the international arena.
Alex. bd iau aucc-ace-chea statement on sharing quality higher education acro...IAU_Past_Conferences
This document outlines principles to guide cross-border higher education. It was created by several international higher education associations to address the challenges of increasing cross-border education. It lays out principles such as contributing to economic/social/cultural well-being, strengthening developing countries' education, being accountable and transparent, and expanding faculty/student mobility. It recommends higher education institutions and providers implement these principles and work with governments and organizations on related policies and research.
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
Beyond the boundaries the future of borderless higher educationDon Olcott
This document provides an overview of borderless higher education and the forces driving its growth. It discusses trends in cross-border programs between 2007-2011, including the proliferation of international branch campuses, growing competition for internationally mobile students, and increased oversight of quality assurance. The document also outlines the internal and external dimensions of internationalization for universities, such as internationalizing curriculum, establishing international branch campuses, and recruiting international students.
This study examines whether education acts as a "cane" or "backbone" for national development in developing countries. The researchers analyze trends in educational achievement, exports, and remittances in Bangladesh, India, Britain, and the US from 1998-2018. While educational achievement increased substantially in Bangladesh and India, their exports remained dependent on labor-intensive goods and remittances. In contrast, Britain and the US maintained dominance in technology-intensive exports despite stagnant education gains. This suggests education functions as a "cane" or tool, not a backbone, for developing countries to achieve independent development, as their education systems have not prepared them for the fourth industrial revolution.
Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
Redefining Education '˜'The Need through Innovative in Africa, for Sustainabl...ijtsrd
Redefining education in Africa is a process that has existed over the years with the hope of addressing African realities through reviewing western orientations that dominate educational systems and practices in Africa. The past two decades have seen the emergence of a global movement that calls for a new model of learning for the twenty-first century. There is now a significant body of literature focusing mainly on three topics motivations for a new model of learning, the specific competencies and skills needed for learners to function effectively in the twenty-first century, and the pedagogy required to stimulate those capabilities. Most African countries are still grappling and yet to understand and promote learning that can foster sustainable development. This policy driven conceptual paper identifies multiple drivers working to transform the content that African learners need to be taught and the methods for teaching and learning. Conceptualizations from Experts offered diverse reasons for the need to transform learning content and pedagogy of most African countries. Persistent disengagement among youth and high early dropout rates in African have increased calls for schools to become more relevant. Changing views on the merit of formal education and emerging student characteristics are also challenging the value of the curriculum in most African states. Shifts in labour market trends and skills shortages in most African workforce have highlighted widening inadequacies in students preparedness to tackle twenty-first century challenges. Growing concern about potential economic and global crises ahead have also led many to question whether todays African learners possess the combination of critical thinking, creativity, collaborative, and communication skills necessary to tackle future shifts in the marketplace. This paper explores these factors in depth and offers a sound rationale for redefining twenty-first century learning content and pedagogy in most African countries. Recommendations for educational planning and policy, curriculum development and teacher training dynamics were proposed for consideration. Tani Emmanuel Lukong | Sr. Therese Nyia Njamfa | Micah Ezekiel Elton Micheal"Redefining Education ˜The Need through Innovative in Africa, for Sustainable Development hrough and Creative Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-6 , October 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2476.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2476/redefining-education-˜the-need-through-innovative-in-africa-for-sustainable-development-hrough-and-creative-learning/tani-emmanuel-lukong
The document is a speech given by Christine Scholz of ESIB - The National Unions of Students in Europe at the International Association of Universities Conference on cross-border higher education.
The speech discusses [1] ESIB's role in representing over 10 million students across Europe, [2] the rationale for ESIB drafting a policy paper on transnational education in 2002 due to changes in higher education, and [3] the challenges of quality assurance, recognition and ensuring access when providing higher education across borders.
This document provides a checklist for institutions to evaluate their cross-border education programs and practices. The checklist is based on principles outlined in a 2004 joint statement by several higher education associations. It contains questions in several areas: contributing to the public good; building host country capacity; ensuring program quality, accessibility, and recognition; providing transparency; and committing to high-quality cross-border education. The checklist is intended to help institutions design, assess, and improve their cross-border initiatives according to standards of good practice.
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditionally, higher education was viewed as a public good but new views see it as a private good and commodity, leading universities to offer transnational programs to raise revenue. However, this can threaten quality assurance, equal access, and national higher education systems.
[3] The policy paper analyzed benefits like increased choice but also downsides like
Cross-border higher education in East Africa faces both opportunities and challenges. It provides increased access to education and skills development, but also faces issues around differences in educational systems, credential evaluation, cultural values, and the risk of certain subjects being deemed unprofitable. A new approach is needed that focuses on accessibility, affordability, availability, and addressing policy issues. Universities within East Africa should collaborate more to build on their individual strengths, rather than competing with each other or institutions outside the region.
The document discusses the internationalization of higher education in Europe. It begins with definitions of internationalization, including its emergence in the 1980s as a strategy and process. It then covers features like internationalization abroad through student and faculty mobility programs, and internationalization at home through curriculum changes. Recent trends are mentioned like a focus on employability and global citizenship. The future may bring more virtual exchanges, internationalized curricula, and partnerships between institutions. Institutional strategies are discussed as the main driver of internationalization activities and their goals of improved education quality and cooperation.
Internationalizing Curriculum in Universities (Module 13)Erinne Losinio
This document discusses the concepts of internationalization and globalization in higher education. It defines internationalization as integrating an international dimension into higher education institutions and their functions, while globalization refers to broader economic and social forces that internationalization aims to respond to. The document outlines debates around whether internationalization risks commodifying education and presents different views on universities' role in preparing students for a globalized world. It also explores trends in higher education like growing private institutions, rising student demand internationally, and challenges in balancing different stakeholder needs. The future is uncertain but may involve increased competition and new models of transnational education.
Internationalizing Curriculum in Universities (Module 13)Erinne Losinio
This document discusses internationalization in higher education. It defines internationalization as integrating an international dimension into higher education institutions and their functions. While globalization is changing the world, internationalization is universities' response to globalization by implementing international policies and programs. The document outlines considerations for internationalizing curriculum, such as developing intercultural competence and preparing students for a global workforce. It also debates whether internationalization leads to commercializing education. Looking ahead, the document predicts growing demand, competition, and privatization in higher education internationally. It raises challenges in balancing local, national and global expectations of universities.
In 2019 the $250 billion global international education industry sits at a cross-roads with 5 mega-trends already in play that will have profound impacts on the global international education industry over the next decade.
Find out about the potential impacts and opportunities for international education providers and how Metamorphis Digital Advisory can help.
In 2020 the $250 billion global international education industry was already poised for major disruption. How does COVID19 change that outlook, and what will it take to succeed?
1. Transnational education (TNE) involves higher education study programs where learners are located in a different country than the awarding institution. TNE has increased in recent years and takes various forms such as franchising programs, branch campuses, and distance learning.
2. TNE poses challenges for quality assurance, accreditation, and recognition of qualifications between national education systems. It also raises issues about equal access to education and the commercialization of education.
3. While TNE can increase access to education, some programs operate for-profit and charge very high tuition fees, threatening principles of affordable and equitable education. Quality assurance is also difficult with some transnational programs that are not part of any
EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ...Dr Chandrani Singh
The document discusses educational cooperation and mobility between Asia and Europe. It outlines several initiatives to promote student and faculty exchange programs between the two regions through organizations like ASEM and ASEF. It also analyzes the current scenarios in Asia, Europe, and jointly to identify challenges and opportunities for virtual and blended learning cooperation. Quality assurance frameworks and guidelines like the Seoul Declaration are emphasized to enhance people-to-people connectivity through digital education formats.
Cross-border higher education refers to the movement of students, teachers, and educational programs across national borders. It provides increased opportunities for students in East Africa to access higher education through collaboration between countries or commercialization of education as a trade. The benefits of cross-border higher education in East Africa include increasing access to higher education given limited domestic capacity, promoting access to specific skills and professions, and fostering socio-economic and cultural alliances among East African countries.
This document discusses student mobility programs at Unidad Profesional Interdisciplinaria De Ingeniería Campus Guanajuato (UPIIG-IPN). It finds that the most popular programs for outgoing international student mobility are aeronautics and biotechnology, while national mobility numbers are very low. A survey of UPIIG students who participated in mobility programs identified benefits like cultural exposure but also challenges like financial costs and difficulties with credit transfers. The document concludes there is opportunity to increase UPIIG's mobility rates given they currently represent only 0.3% of enrolled students, below the national average.
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor and analyze developments in transnational education.
[2] Traditionally, higher education was viewed as a public good but now is increasingly seen as a private commodity, leading to expansion of for-profit transnational education programs.
[3] While transnational education can increase access and competition, it can also undermine quality assurance, national higher education systems, and view students as mere consumers. ESIB's paper examined these challenges
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditional views of higher education as a public good have shifted to see it as a private commodity, increasing its economic role and massification. This has led universities to offer transnational programs to raise revenue.
[3] While transnational education can increase access and competition, it can also endanger quality assurance, national systems, and viewing students
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
Beyond the boundaries the future of borderless higher educationDon Olcott
This document provides an overview of borderless higher education and the forces driving its growth. It discusses trends in cross-border programs between 2007-2011, including the proliferation of international branch campuses, growing competition for internationally mobile students, and increased oversight of quality assurance. The document also outlines the internal and external dimensions of internationalization for universities, such as internationalizing curriculum, establishing international branch campuses, and recruiting international students.
This study examines whether education acts as a "cane" or "backbone" for national development in developing countries. The researchers analyze trends in educational achievement, exports, and remittances in Bangladesh, India, Britain, and the US from 1998-2018. While educational achievement increased substantially in Bangladesh and India, their exports remained dependent on labor-intensive goods and remittances. In contrast, Britain and the US maintained dominance in technology-intensive exports despite stagnant education gains. This suggests education functions as a "cane" or tool, not a backbone, for developing countries to achieve independent development, as their education systems have not prepared them for the fourth industrial revolution.
Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
Redefining Education '˜'The Need through Innovative in Africa, for Sustainabl...ijtsrd
Redefining education in Africa is a process that has existed over the years with the hope of addressing African realities through reviewing western orientations that dominate educational systems and practices in Africa. The past two decades have seen the emergence of a global movement that calls for a new model of learning for the twenty-first century. There is now a significant body of literature focusing mainly on three topics motivations for a new model of learning, the specific competencies and skills needed for learners to function effectively in the twenty-first century, and the pedagogy required to stimulate those capabilities. Most African countries are still grappling and yet to understand and promote learning that can foster sustainable development. This policy driven conceptual paper identifies multiple drivers working to transform the content that African learners need to be taught and the methods for teaching and learning. Conceptualizations from Experts offered diverse reasons for the need to transform learning content and pedagogy of most African countries. Persistent disengagement among youth and high early dropout rates in African have increased calls for schools to become more relevant. Changing views on the merit of formal education and emerging student characteristics are also challenging the value of the curriculum in most African states. Shifts in labour market trends and skills shortages in most African workforce have highlighted widening inadequacies in students preparedness to tackle twenty-first century challenges. Growing concern about potential economic and global crises ahead have also led many to question whether todays African learners possess the combination of critical thinking, creativity, collaborative, and communication skills necessary to tackle future shifts in the marketplace. This paper explores these factors in depth and offers a sound rationale for redefining twenty-first century learning content and pedagogy in most African countries. Recommendations for educational planning and policy, curriculum development and teacher training dynamics were proposed for consideration. Tani Emmanuel Lukong | Sr. Therese Nyia Njamfa | Micah Ezekiel Elton Micheal"Redefining Education ˜The Need through Innovative in Africa, for Sustainable Development hrough and Creative Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-6 , October 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2476.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2476/redefining-education-˜the-need-through-innovative-in-africa-for-sustainable-development-hrough-and-creative-learning/tani-emmanuel-lukong
The document is a speech given by Christine Scholz of ESIB - The National Unions of Students in Europe at the International Association of Universities Conference on cross-border higher education.
The speech discusses [1] ESIB's role in representing over 10 million students across Europe, [2] the rationale for ESIB drafting a policy paper on transnational education in 2002 due to changes in higher education, and [3] the challenges of quality assurance, recognition and ensuring access when providing higher education across borders.
This document provides a checklist for institutions to evaluate their cross-border education programs and practices. The checklist is based on principles outlined in a 2004 joint statement by several higher education associations. It contains questions in several areas: contributing to the public good; building host country capacity; ensuring program quality, accessibility, and recognition; providing transparency; and committing to high-quality cross-border education. The checklist is intended to help institutions design, assess, and improve their cross-border initiatives according to standards of good practice.
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditionally, higher education was viewed as a public good but new views see it as a private good and commodity, leading universities to offer transnational programs to raise revenue. However, this can threaten quality assurance, equal access, and national higher education systems.
[3] The policy paper analyzed benefits like increased choice but also downsides like
Cross-border higher education in East Africa faces both opportunities and challenges. It provides increased access to education and skills development, but also faces issues around differences in educational systems, credential evaluation, cultural values, and the risk of certain subjects being deemed unprofitable. A new approach is needed that focuses on accessibility, affordability, availability, and addressing policy issues. Universities within East Africa should collaborate more to build on their individual strengths, rather than competing with each other or institutions outside the region.
The document discusses the internationalization of higher education in Europe. It begins with definitions of internationalization, including its emergence in the 1980s as a strategy and process. It then covers features like internationalization abroad through student and faculty mobility programs, and internationalization at home through curriculum changes. Recent trends are mentioned like a focus on employability and global citizenship. The future may bring more virtual exchanges, internationalized curricula, and partnerships between institutions. Institutional strategies are discussed as the main driver of internationalization activities and their goals of improved education quality and cooperation.
Internationalizing Curriculum in Universities (Module 13)Erinne Losinio
This document discusses the concepts of internationalization and globalization in higher education. It defines internationalization as integrating an international dimension into higher education institutions and their functions, while globalization refers to broader economic and social forces that internationalization aims to respond to. The document outlines debates around whether internationalization risks commodifying education and presents different views on universities' role in preparing students for a globalized world. It also explores trends in higher education like growing private institutions, rising student demand internationally, and challenges in balancing different stakeholder needs. The future is uncertain but may involve increased competition and new models of transnational education.
Internationalizing Curriculum in Universities (Module 13)Erinne Losinio
This document discusses internationalization in higher education. It defines internationalization as integrating an international dimension into higher education institutions and their functions. While globalization is changing the world, internationalization is universities' response to globalization by implementing international policies and programs. The document outlines considerations for internationalizing curriculum, such as developing intercultural competence and preparing students for a global workforce. It also debates whether internationalization leads to commercializing education. Looking ahead, the document predicts growing demand, competition, and privatization in higher education internationally. It raises challenges in balancing local, national and global expectations of universities.
In 2019 the $250 billion global international education industry sits at a cross-roads with 5 mega-trends already in play that will have profound impacts on the global international education industry over the next decade.
Find out about the potential impacts and opportunities for international education providers and how Metamorphis Digital Advisory can help.
In 2020 the $250 billion global international education industry was already poised for major disruption. How does COVID19 change that outlook, and what will it take to succeed?
1. Transnational education (TNE) involves higher education study programs where learners are located in a different country than the awarding institution. TNE has increased in recent years and takes various forms such as franchising programs, branch campuses, and distance learning.
2. TNE poses challenges for quality assurance, accreditation, and recognition of qualifications between national education systems. It also raises issues about equal access to education and the commercialization of education.
3. While TNE can increase access to education, some programs operate for-profit and charge very high tuition fees, threatening principles of affordable and equitable education. Quality assurance is also difficult with some transnational programs that are not part of any
EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ...Dr Chandrani Singh
The document discusses educational cooperation and mobility between Asia and Europe. It outlines several initiatives to promote student and faculty exchange programs between the two regions through organizations like ASEM and ASEF. It also analyzes the current scenarios in Asia, Europe, and jointly to identify challenges and opportunities for virtual and blended learning cooperation. Quality assurance frameworks and guidelines like the Seoul Declaration are emphasized to enhance people-to-people connectivity through digital education formats.
Cross-border higher education refers to the movement of students, teachers, and educational programs across national borders. It provides increased opportunities for students in East Africa to access higher education through collaboration between countries or commercialization of education as a trade. The benefits of cross-border higher education in East Africa include increasing access to higher education given limited domestic capacity, promoting access to specific skills and professions, and fostering socio-economic and cultural alliances among East African countries.
This document discusses student mobility programs at Unidad Profesional Interdisciplinaria De Ingeniería Campus Guanajuato (UPIIG-IPN). It finds that the most popular programs for outgoing international student mobility are aeronautics and biotechnology, while national mobility numbers are very low. A survey of UPIIG students who participated in mobility programs identified benefits like cultural exposure but also challenges like financial costs and difficulties with credit transfers. The document concludes there is opportunity to increase UPIIG's mobility rates given they currently represent only 0.3% of enrolled students, below the national average.
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor and analyze developments in transnational education.
[2] Traditionally, higher education was viewed as a public good but now is increasingly seen as a private commodity, leading to expansion of for-profit transnational education programs.
[3] While transnational education can increase access and competition, it can also undermine quality assurance, national higher education systems, and view students as mere consumers. ESIB's paper examined these challenges
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditional views of higher education as a public good have shifted to see it as a private commodity, increasing its economic role and massification. This has led universities to offer transnational programs to raise revenue.
[3] While transnational education can increase access and competition, it can also endanger quality assurance, national systems, and viewing students
This document summarizes a presentation about an edited book titled "Democratizing Higher Education: International Comparative Perspectives". The book examines trends in higher education systems around the world, focusing on political, social, economic, and technological forces. It explores how higher education can provide access, affordability, participation and lifelong learning for all. Key findings discussed are increasing globalization and internationalization of higher education, rising demand for higher education across societies, and growing diversity in student populations and institution types. Core questions addressed are how to make higher education available to all, provide lifelong learning opportunities, and prepare students for a globalized world.
Challenges and chances in the context of internationalization of higher educa...kumailrizvi234
Internationalization of higher education aims to prepare students and faculty for an increasingly globalized world. It involves policies and initiatives to internationalize academic systems, including international branch campuses, collaborative programs, and degrees taught in English. Internationalization also responds to technological changes that allow education to transcend geographic borders through online learning. However, internationalizing higher education presents both challenges and opportunities for faculty, who must adapt to new pedagogical demands and a more diverse student body. This paper examines the role of teachers in internationalizing higher education in India and explores the challenges and chances for faculty in this context.
Experiments and Prospects of Globalisation Towards Higher Education in IndiaVikramjit Singh
The document discusses the impact of globalization on higher education in India. It notes that while India's education system has a long history, higher education has substantially improved both quantitatively and qualitatively since globalization. Globalization presents both opportunities and threats for developing countries like India, benefiting those who can access information but leaving behind those who cannot. The document examines India's preparedness to open its borders to foreign educational institutions.
This document summarizes a workshop on internationalization of Thai higher education. It includes definitions of key terms like internationalization and globalization. There are descriptions of how globalization is affecting higher education and driving needs for internationalization. Rationales for internationalization discussed include developing skilled graduates, knowledge production and generating revenue. Common myths about internationalization are debunked. Dimensions and indicators for evaluating internationalization are presented. The development of internationalization in Thai higher education over time and its current status focusing on partnership, quality, regionalization and establishing Thailand as an education hub are outlined.
8.International Student Mobility - Global Trends and Lessons for Brazil (Schl...Rafael Schleicher
- International student mobility has grown exponentially in recent decades, from 3 million students studying abroad in 2005 to over 5 million in 2014.
- Asian countries now account for over half of all tertiary students worldwide, while the US role as a top destination is declining.
- Brazil has seen rapid growth in students studying abroad through programs like Science Without Borders, but still lags behind countries like China and India in numbers of outbound students. Brazil also struggles to attract many foreign students to its own universities.
- To keep up with global trends and opportunities, Brazil needs policies that better link international student mobility to its foreign policy goals of promoting Brazilian culture, values and soft power abroad.
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and ImpactCeciliaTsui42
The report summarizes a conference held by the OECD and IMHE in Paris on outcomes of higher education. Over 65 countries were represented at the conference. Sessions discussed topics like quality assurance measures, rankings, learning outcomes, societal needs, efficiency, and policy responses. The conference achieved its goals of information sharing, identifying best practices, and facilitating international cooperation. It provided a platform for reflection on issues in higher education. The changing global context is driving greater accountability and transparency in higher education outcomes. Globalization, technology, the knowledge economy, and massification of higher education have increased demands for outcome measures and quality assurance.
The document summarizes a report on distance education and the sustainable development goals. It discusses:
1) The changing global landscape in the 21st century and trends affecting higher education like globalization, knowledge growth, and demographic changes.
2) The increasing role of higher education institutions and challenges they face like being unprepared for online education.
3) UNESCO's response through promoting the sustainable development goals and the role of distance education in achieving them.
4) How open universities are tasked with providing equitable, quality education and addressing challenges in the 21st century global society.
Financial Aspects of Higher Education in Europeanush00
The document discusses the impact of globalization on higher education in Europe. It covers several topics: [1] the massification of higher education systems; [2] the Bologna Process which restructured degree structures across Europe; [3] challenges related to funding and governance of universities; and [4] the internationalization and increasing competition in higher education. The document argues that globalization is changing higher education and universities must be both responsive and responsible to the needs of society while also competing globally for students and research funds.
A Literature Review Of Higher Education Reform And Lifelong Learning In A Dig...Leonard Goudy
This document summarizes a literature review on higher education reform and lifelong learning in a digital era. It discusses two main constructs: lifelong learning and higher education reform. It outlines the systematic selection process for relevant literature on these topics, identifying 26 articles. The articles covered key themes like blended learning improving student skills for lifelong learning, validation of non-formal/informal learning, policymaking around lifelong learning, employability and new university models, needed shifts in higher education given changing student needs, and educational ecosystems in higher education.
The Importance of Student Mobility, Academic Exchange and Internationalizatio...ACBSP Global Accreditation
Globalization means interaction and integration among the people, companies and governments of different countries and regions. Is a process that initially thought that will be based solely exclusively commercial and business sector as well as investment in the international arena.
This document summarizes a chapter from a book on new voices in higher education research. The chapter examines how higher education is changing in a globalized world with increased digital connectivity and mobility. It discusses how higher education must adapt to being more intercultural and support plurilingualism. Virtual tools are increasing access to education around the world. However, there are also risks like widening digital gaps. The role of universities is shifting from isolated ivory towers to more socially engaged institutions. Overall, the chapter argues higher education must evolve to support lifelong learning through connections in a global digital environment.
In spite of the huge impact that internationalization as a concept has on the education sector, teacher education and training inclusive, very few academics and policy makers embark on interrogating its nuances, evolution and implications. Research demonstrates that if faculty members have few international connections, they are unlikely to convey to their students that these are necessary and expected, a situation that makes the next generation to develop even fewer ties to international peers. Similarly, although it is generally assumed that internationalization is a positive thing, there is little research conducted on the attendant challenges and drawbacks. In this paper therefore, the meaning and aspects of internationalization, with respect to teacher education and training are explored and so are the relevant strategies both at home and abroad. Furthermore, the paper focuses on the benefits and challenges associated with internationalization of teacher education and training. Some possible intervention measures to improve on the effectiveness of internationalization of teacher education and training are presented as well.
The document discusses various aspects of curriculum development including research on local and international curriculum development, contextualization, indigenization, and localization of curriculum. It provides definitions and examples for each topic. Research on local curriculum development includes studies on the Basic Education Curriculum 2002 in the Philippines and factors affecting the quality of education. Research on international curriculum examines programs between countries/schools and frameworks for internationalizing curriculum. Contextualization involves linking teaching to students' interests and environment. Indigenization develops curriculum internally using indigenous knowledge as the primary source. Localization relates curriculum content and teaching to the local community context.
Durban wg the requirements of internationalization of higher educationIAU_Past_Conferences
The document discusses internationalization in higher education at a conference of the International Association of Universities. It addresses key issues around distinguishing internationalization from homogenizing globalization. Recommendations include universities taking initiative in internationalization rather than reacting to market forces, developing clear internationalization policies, ensuring quality of internationalization processes, and promoting partnership and intercultural competence among global citizens. There was debate around whether internationalization curriculum should prepare experts in fields or not prescribe details, and whether having the same curriculum abroad is internationalization or globalization.
This document provides information on 6 parallel workshops being held on July 17th from 11:00 to 12:30 as part of Series B.
1. The first workshop will discuss lessons learned from an OECD study on how higher education institutions contribute to regional development, focusing on rapidly developing economies and city regions.
2. The second workshop will analyze how existing or new institutional governance structures and management practices respond to accountability and risk management requirements in the context of increased institutional autonomy.
3. The third workshop will introduce the newly launched UNESCO-World Bank Initiative for Quality Assurance Capacity and allow participants to discuss its objectives and achievements.
4. The fourth workshop will examine key characteristics of universities
This document provides information about 8 parallel workshops that will take place on Thursday July 17 from 11:00 to 12:30 as part of a series.
The workshops will cover the following topics:
1) The role of universities in regional development.
2) Accountability and risk management with increased institutional autonomy.
3) International cooperation for quality assurance capacity building.
4) Emerging opportunities and challenges in cross-border higher education.
5) The impact of open education resources based on research.
6) Teaching and learning for cultural diversity locally and globally.
7) National strategies and international trends in global student mobility.
8) The future of research in higher education.
Similar to Alex. bd higher education across borders a select bibliography w (20)
This document contains a single word - "GMA6PhotoAlbum" - which appears to be the title of an album or collection. In a very concise form, it relates to photos organized into an album potentially related to GMA6.
The Secretary General concludes the meeting by thanking the participants for their rich and productive conversation. She notes they focused on challenges and solutions for higher education to increase social innovation, including recognition in academia and interdisciplinarity. While some viewed universities negatively, discussions highlighted positive examples like supportive research funders in Canada and universities creating innovation labs. The diversity of participants enriched the discussions by providing contextual insights. All agreed new problems require new solutions and a paradigm shift is needed in learning, research and community engagement to better address social issues through social innovation. The Secretary General thanks all involved in organizing the successful meeting.
This document summarizes the findings of a global study on organizational structures that support community-university research partnerships (CURPs). The study included a global survey of 336 respondents from 53 countries as well as 12 case studies. Key findings include that most higher education institutions have created structures to support CURPs in the last 10 years, but there is still a large variation in how CURPs are conceptualized and practiced globally. National policies that explicitly include community engagement and research in higher education tend to encourage the institutionalization of CURPs. Specific funding programs and knowledge-sharing platforms at the national level also help strengthen CURPs. While many countries have made progress, true co-creation of knowledge and accountability to communities is still lacking in most partnerships.
This document contains the opening remarks from the Secretary General of the International Association of Universities (IAU) at the 6th Global Meeting of Associations. The Secretary General welcomed participants and thanked partners for hosting the event in Montreal. Originally planned for Accra, Ghana, the meeting was relocated due to Ebola and the theme was changed to "Social Innovation". Over the two-day event, participants will discuss the role of universities and associations in social innovation through case studies and panels on defining social innovation, measuring impact, and engaging stakeholders. The Secretary General emphasized that while technology is important, social problems require social solutions and universities are well-positioned to contribute through learning, research, and outreach.
Rémi Quirion, Chief Scientist of Québec, discusses social innovation and the future of higher education. As Chief Scientist, he advises the government on research strategy and chairs boards that fund intersectoral research on major societal challenges. The three Fonds de recherche du Québec support research, training, and knowledge mobilization. Examples of knowledge mobilization centers focus on social issues. The FRQ also supports innovative social practices through strategic clusters, research teams, and Actions concertées programs that foster co-creation with partners. Looking ahead, Quirion suggests increasing social innovation training and focusing research on challenges like demographic changes, the labor market, sustainability, and measuring social impact. Key will be
This document discusses measuring the impact of higher education on social innovation. It notes that while impact has become a popular concept, universities have always aimed to serve society. Measuring impact is challenging as it involves both qualitative and quantitative factors. The workshop will discuss how higher education contributes to social innovation and how this is currently being measured and monitored within universities and their effects on society. The impact of universities is complex and involves things like research, teaching, culture, projects and generating trust.
The document summarizes a citizens' agenda for science, technology and innovation organized by UDUAL and various Mexican universities and government institutions. It describes a national consultation process held in Mexico from 2012-2013 that allowed citizens to vote on and discuss 10 proposed challenges. The top 3 voted challenges were to modernize education, ensure clean drinking water, and improve environmental protection. Over 70 organizations participated in the initiative. Following the consultation, 10 volumes of analysis and solutions were published. A university contest was also held asking students to propose innovative projects addressing the 10 challenges. The overall goals were to increase citizen participation in science policy and promote social innovation.
The document discusses social innovation at Kenyatta University in Kenya. It defines social innovation as novel solutions to socio-economic challenges. The benefits of social innovation include social outcomes like inclusion, education, and health, as well as workplace benefits like productivity and improved services. Universities can promote social innovation through programs, labs, and developing leaders to solve challenges. Kenyatta University engages in several social innovation initiatives including a business incubation center, funeral home, legal aid clinic, supporting orphans, student work programs, and building a teaching hospital. It emphasizes the importance of partnerships, leadership, and institutionalizing creativity to promote social innovation.
The document discusses social innovation and transformative change in higher education. It argues that social innovation often ignores power imbalances and fails to build community capacity for change. True social change requires higher education to challenge injustice, environmental degradation, and inequality through transformative knowledge that values multiple ways of knowing. It calls for universities to form equal partnerships with communities and social movements to co-create knowledge aimed at sustainable, inclusive development. The document recommends that higher education educate citizens committed to ethical values and social responsibility by linking teaching, research, and engagement to real-world problems through participatory learning.
The document discusses the establishment of the Inter-American Network of Co-Laboratories in Social Innovation (REDICIS) by the Inter-American Organization for Higher Education (IOHE). REDICIS aims to encourage knowledge sharing and partnerships between higher education institutions working in social innovation. It currently includes 14 universities and 5 organizations across 9 countries in the Americas. The network seeks to consolidate reference centers for social innovation, develop training in the field, and support decision-making around measuring, evaluating, and funding social innovation initiatives.
The document discusses social innovation at the University of Gothenburg. It notes that global challenges require new solutions and universities are well-positioned partners. The University of Gothenburg has strong interdisciplinary research and education, a focus on sustainable development, and a history of stakeholder collaboration. It provides support for social innovation projects that address societal problems through knowledge and are sustainable over time. An example success story is the University of Gothenburg Centre for Person-centred Care, which improved patient care while reducing costs through interdisciplinary research. Challenges include understanding societal problems and increasing investment in certain fields of study.
This document discusses social innovation and its relationship to social impact. It explores how social innovation can drive systemic change through four elements: being purpose driven, viewed as a new phenomenon, led by communities, and through developing equipped ecosystems. The document also examines challenges and perspectives for social innovation in higher education, including the need for theoretical and practical knowledge, motivation, transdisciplinary work, and strategic development. Finally, it poses questions about how institutions can transition towards new collaborations and whether they are currently part of the problem or solution regarding social innovation.
The document discusses measuring the impact of social innovation. It makes three key points:
1. Measuring the impact of social innovation is challenging due to its complex, long-term nature and dependence on social contexts.
2. Universities should better support the evaluation of social innovation through monitoring inputs/outputs, using relevant indicators, and developing new evaluation models like developmental evaluation.
3. Networks like OLTIS, CLT, and RQIS in Quebec help catalyze social innovation and support its evaluation through knowledge transfer between researchers and communities.
The document summarizes the 6th Global Meeting of Associations held in Montreal from 6-8 May 2015. It discusses GUNi's membership network and projects focusing on analyzing the dual responsibilities of universities at local and global scales. Key areas of focus include identifying best practices for universities to improve social, cultural, and economic impact locally and globally while addressing conflicts between local/global demands. International expert working groups will be formed among UNESCO chairs and city-university partnerships to test frameworks in Catalonia and make recommendations.
The document discusses social innovation, specifically regarding drone technology. It notes that drones have promising economic and social applications, and their use could create significant economic opportunities. However, several challenges around regulation, safety, privacy, and public acceptance must be overcome to realize the benefits of drone technology. Social innovation requires collaboration between government, academia, the private sector, and communities. Government can play various roles in supporting social innovation from regulating to enabling to endorsing.
The document discusses social innovation and its place in higher education for sustainability. It defines sustainability as meeting present needs without compromising future generations' ability to meet their own needs. Social innovation moves from an unsustainable model of separate disciplines to a transdisciplinary approach that provides a more comprehensive understanding. Higher education needs to become more future-oriented, challenge existing approaches, and focus on community through practices like social innovation to work toward a more balanced and sustainable model.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Alex. bd higher education across borders a select bibliography w
1. PA R T II. PRIMER D. Higher Education Across Borders: a Select<br />Bibliography<br />Intoduction<br />This bibliography has been prepared using the IAU International Bibliographic Database on Higher Education (HEDBIB). HEDBIB is an integrated database including over 30,000 references on topics related to global trends and developments in higher education. IAU maintains the data- base but its contents are the result of cooperation and exchange of publications between IAU and UNESCO international and regional documentation centers as well as several national and regional organizations dealing with higher education. HEDBIB covers the period from<br />1988 until the present.<br />In preparing the bibliography we focused first of all on publications from IAU Member insti- tutions and organizations, from a growing network of IAU Affiliates and from our HEDBIB partners.<br />References were considered for inclusion in the bibliography according to the conference theme and topics. These also serve to structure the bibliography into the following four Sections. Section 1.Cross-Border Higher Education: General Issues and Trends. This section covers the rationale for expansion of cross-border higher education, its multiple forms, risks and opportunities. Section 2. focuses on the issues related to Quality Assessment, Assurance, Enhancement and Accreditation, while Section 3. deals more with Policy Frameworks and Regulation – the need for such regulation, ways to govern cross-border education; discussion of various policy frameworks and stakeholder involvement. Finally, Section 4. links cross-border higher education to the broad theme of Globalization on the one hand and trade in education and GATS on the other. It includes a few of the multiple references that track the develop- ment of the market as a key force in cross-border education and the related issue of trade regimes in educational services.<br />This bibliography covers mostly references from the period 2000 – 2005, although some important earlier references are also included. Only English references have been selected. References in other languages are available in the HEDBIB Database.<br />I. Cross-border higher education – General Issues and Trends<br />African Universities in the Twenty-first Century: Liberalisation and Internationalisation<br />[v1]; Knowledge and Society [v2]<br />Tiyambe Zeleza; Ed.; Olukoshi, Adebayo; Ed. / Council for the Development of Social Science<br />Research in Africa [CODESRIA][Senegal].-- Dakar, 2004. 2 vol. [332p.+ 350p.]. ISBN: 2-86978-124-5; 2-86978-125-3<br />CONTENTS: Part I: Liberalization and privatization; Part II: Technology and Academic Exchanges; Part III: Knowledge production and dissemination; Part IV: State, society and struggles.<br />Atlas of Student Mobility<br />Davis, Todd M. / Institute of International Education [USA].-- New York, NY, 2003. 104 p. ISBN:0-87206-272-4<br />ABSTRACT: The Atlas of Student Mobility contains national flow data for 21 leading global destination countries for international students, as well as data tables on the 75 most important places of origin for internationally mobile students.<br />Building capacity through cross-border tertiary education<br />Vincent-Lancrin, Stéphan / Observatory on Borderless Higher Education [UK].-- London, 2005. 23 p. (Report)<br />ABSTRACT: While several OECD countries compete to attract foreign students, some pioneering emerging economies 65<br />show that an innovative strategy for the import of cross-border education can form part of a national strategy for capacity<br />PA R T II. PRIMER building. Could this be a suitable model for developing countries to build capacity intertiary education, and more generally, to enhance economic development? This paper argues that this is the case: using cross-border education to build capacity could be an effective strategy, especially when it is accompanied by appropriate policies and regulatory frameworks. Once an overall strategy for capacity building in education is in place as part of a national capacity building strategy, countries should examine how tertiary (and more broadly post-secondary) education fits into this. A subsequent question concerns whether cross-border tertiary education could play a role in achieving the objectives of this strategy, and, if so, which. This paper does not offer definitive answers, as these issues are closely connected to the local context of each country. However, possible answers are explored and an attempt to illustrate the mechanisms that may link cross-border education to capacity building are made.<br />The changing face of transnational education: moving education-not learners [Theme issue] (Le Visage changeant de l'enseignement transnational: délocalisation de l'enseignement et non pas des apprenants)<br />UNESCO European Centre for Higher Education [CEPES][Romania].-- In: Higher Education in Europe, vol. 24, no. 2, 1999. ISSN: 0379-7724<br />CONTENTS: I. Crisis and Opportunity in Transnational Education -- The disintegration of industry (L.Chipman);<br />Diverting a crisis in global human and economic development: a new transnational model for lifelong continuous lear- ning 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 qua- lity 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 - competition or complementary: the case of Hong Kong (N.J.French) II. Economics, Culture, Politics, and Transnational Education -- Culture and politics (H.M.Fulbright); Distance education for indigenous minorities in developing communities (M.Valadian); The value of a Core Business in Vietnam: 1993-1998 (J.Pidgeon and P. Di Virgilio); III. Innovation and Transnational Education -- Global education: thinking creatively (D.G.Oblinger); Academic integrity in electronic uni- versities of the new millennium: a practitioner's perspective (C.Gray and G.Salmon); Embarking on an educational jour- ney - 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 univer- sity of the Web (P.Pease); Marketing theory and practice on-line: a development towards international collaboration (F.Farrelly, S.Joy and S.Luxton); 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).<br />Cross-border higher education: an analysis of current trends, policy strategies and future scenarios<br />Larsen, Kurt; Momii, Keiko; Vincent-Lancrin, Stéphan / Observatory on Borderless Higher Education [UK].-- London, 2004. 20 p. (Report)<br />ABSTRACT: Cross-border higher education has increased over the last two decades. What might the area of cross-bor-<br />der higher education look like 10 to 20 years from now? This paper analyses trends in different forms of cross-border higher education: student mobility and programme and institution mobility. It describes four policy approaches to cross- border higher education: mutual understanding; skilled migration; revenue-generating; and capacity building. It also dis- cusses the policy instruments that countries use to implement these approaches. Finally, it presents three future scenarios for cross-border higher education: the Status quo scenario; the Competition scenario; and the Emerging economies sce- nario. These scenarios could stimulate debates within the higher education community about the preferred direction on cross-border higher education.<br />The Frontiers of Borderless Education [Theme issue]<br />Middlehurst, Robin; Ed..-- In: Minerva, vol. 39, no. 1, 2001. ISSN: 0026-4695<br />CONTENTS: University challenges: borderless higher education, today and tomorrow (R.Middlehurst); Borderless higher education in continental Europe (J.L.Davies); Markets for ‘Borderless education’ (J.Fielden); Borderless higher education: challenges to regulation, accreditation and intellectual property rights (D.J.Farrington); Managing the chan- ging nature of teaching and learning (S.Bjarnason); The Coming challenge: private competition in English higher edu- cation (R.Garret); Higher education as a business: lessons from the corporate world (Y.Ryan).<br />Global Student Mobility 2025: Forecasts of the global demand for international higher education<br />Böhm, A.; Davis, D.; Meares, D.; Pearce, D. / IDP Education Australia.-- Sydney, 2002.<br />115 p. – ISBN: 0-86403-044-4<br />ABSTRACT: IDP predicts a four-fold increase in the demand for international higher education worldwide by 2025. The key source markets will change - five of the current leading markets will no longer be in the top ten by 2025. How will destination countries and institutions respond to a massive surge in demand? To what extent is higher education pre- pared for the opportunities and implications of this?<br />Global Student Mobility: Analysis of global competition and market share<br />Böhm, Anthony; Meares, Denis; Pearce, David; Follari, Marcelo; Hewett, Andrew / IDP Education Australia.-- Sydney, 2003. 131 p. ISBN: 0-86403-053-3<br />66<br />PA R T II. PRIMER ABSTRACT: If the perception of the quality of US education increases in Asia, what will be the impact on Australia's share of the global demand for international higher education? How do affordability, lifestyle and education accessibi- lity impact on Australia's market share? To answer these questions, IDP Education Australia has developed the world's first discrete choice model for forecasting the market share of the major English speaking destination countries for inter- national students.<br />Higher education and the Nation-State: the international dimension of higher education Huisman, Jeroen; Ed.; Maassen, Peter; Ed.; Neave, Guy; Ed. / International Association of Universities.-- Oxford, Pergamon. IAU Press, 2001. 237 p. (Issues in Higher Education) - ISBN: 0080427901<br />CONTENTS: Europe: the pioneer or the exception. (J.Huisman,P.Maassen and G.Neave); The European dimension in higher education: an excursion into the modern use of historical analogues (G.Neave); The Changing context of coor- dination in higher education: the Federal-state experience in the United States (D.D.Dill); The Role and position of research and doctoral training in the European Union (A.Ruberti); Higher education in the process of European inte- gration, globalizing economies and mobility of students and staff (A.Amaral); 'Our' Colleges of Post-compulsory Education: observations on a Subdued debate (F.van Wieringen); The Higher education policy of the European Union: with or against the Member States? (K.De Wit and J.Verhoeven).<br />Higher Education in a Changing Environment: Internationalisation of higher education policy in Europe<br />Wächter, Bernd; Ed. / Academic Cooperation Association [ACA].-- Bonn, Lemmens, 2004. 111 p. (ACA Papers on<br />International Cooperation in Education) ISBN: 3-932306-55-4<br />CONTENTS: From regional integration to global outreach. The education policies of the European Commission (D.Coyne); Internationalisation in the age of globalisation: competition or cooperation? (P.Scott); Outlooks for the inter- national higher education community in constructing the global knowledge society (D.Van Damme); The many faces of knowledge transfer and mobility (U.Teichler); Internationalisation at home (H.Teekens); Development cooperation: yes- terday's paradigm? (U.Lie); The love of quality assurance: academic masochism as a way of life? (T.Kälvemark); Lifelong learning: old wine in new bottles? (B.Dylander); Transnational education - an overrated phenomenon? (A.Szucs); It is not a pond (A.E Goodman); Internationalisation as seen from quot;
downunderquot;
(L.Hyam).<br />Internationalisation and Trade in Higher Education: Opportunities and challenges<br />OECD.-- Paris, 2004. 317 p. ISBN: 92-64-01504-3<br />ABSTRACT: This book provides an fairly comprehensive overview of what cross-border higher education stands for and of the challenges and dangers that it can entail. It presents Cross-border post-secondary education in North America, Europe and the Asia-Pacific region. Key developments and policy rationales in cross-border post-secondary education are described and implications of recent developments for access and equity, cost and funding, quality and capacity building are further analysed.<br />Internationalisation of Indian Higher Education<br />Powar, K.B.; Ed. / Association of Indian Universities.-- New Delhi, 2001. 200 p. ISBN: 81-7520-066-9<br />MEETING: Roundtable. Mysore, 2001.<br />ABSTRACT: An important development of the nineties of the last century has been the large-scale internationaliza- tion of higher education. This has taken three forms: the incoming of foreign students, the development of institutional linkages, and the ‘export of education’ through franchise or distance education programmes. India, unfortunately, has been slow to respond to the challenges of internationalization. The Association of Indian Universities organised a Roundtable to discuss the different issues related to the Internationalisation of Indian Higher Education. The papers are presented in this publication. The recommendations of the Roundtable are given in the form of a ‘Mysore Statement’.<br />Internationalisation policies: about new trends and contrasting paradigms<br />Van der Wende, Marijk C. / International Association of Universities [IAU].-- IN: Higher Education Policy, vol. 14, no. 3, pp. 249-259, 2001 - ISSN: 0952-8733<br />ABSTRACT: The purpose of this publication is to analyze the contrast between the two main paradigms that gear<br />internationalization processes in higher education internationalization, competition and cooperation, and to address questions related to the role and position of continental European higher education as compared to that of some Anglo- Saxon countries that are leading in the global higher education market.<br />Internationalization of Higher Education in the United States of America and Europe: A<br />historical, comparative, and conceptual analysis<br />De Wit, Hans / Westport, CT and London, Greenwood Press, 2002. 270 p. (Greenwood Studies in Higher<br />Education) ISBN: 0-313-32075-6<br />ABSTRACT: Internationalization of higher education can be defined as the process of integrating an international/intercultural dimension into the teaching, research, and service functions of the institution. This compre- hensive analysis describes and compares the historical development of the internationalization of higher education in the United States and Europe, as well as providing a comparative and conceptual analysis of the current situation in the field. The increasingly international focus of higher education is dialectically related to the present globalization and regionalization of our societies and markets. As a result, the importance of quality assessment of internationalization<br />67<br />PA R T II. PRIMER strategies has grown, international academic consortia and networks have emerged, and English has been firmly esta- blished as the language of communication in higher education.The combination of historical, comparative, and concep- tual analysis of internationalization of higher education provides a framework for further research and practice of this important trend in higher education. First, the book describes and compares the historical development of internatio- nalization in higher education in both the United States and Europe. In part two, the political, economic, social/cultu- ral and academic rationales for the internationalization of higher education are described and a critical analysis of the different meanings and definitions, as well as organization models and strategies are provided. In the last section, inter- nationalization of higher education is placed in the context of recent globalization.<br />Internationalization of Higher Education Practices and Priorities: 2003 IAU survey report<br />Knight, Jane / International Association of Universities [IAU].-- Paris, 2003. 25 p. ISBN: 92-9002-171-3<br />ABSTRACT: This report presents the findings of the 2003 IAU Survey on Internationalization. The survey generated an enormous amount of useful information on practices, priorities, issues and trends related to the international dimen- sion of higher education in institutions in 66 countries in every region of the world. Issues and questions raised by res- pondents having important implications for policy and program development at national, regional and international levels are further analysed in the IAU 2005 Survey, which will be published in early 2006.<br />Internationalization of higher education in an era of globalization: a question of balance Egron-Polak, Eva / Asociación Mexicana para la Educación Internacional [AMPEI].-- In: Educación Global, no. 7, pp. 157-169, 2003.<br />ABSTRACT: The paper examines some of the current issues surrounding internationalization of higher education star-<br />ting with a brief discussion of definitions. It highlights the various ways in which the International Association of Universities has addressed the issue of internationalization, and underlines the changing context in which HEIs develop their approaches to internationalization. This context and the importance of internationalization provide the framework within which strategies are being designed and the difficult balancing act that this may entail is also discussed. A num- ber of key challenges and some of the long-term risks facing HEIs are set out.<br />Internationalization of Higher Learning: Concepts, Opportunities, Challenges, Benefits and<br />Issues<br />Association of Universities of Asia and the Pacific [AUAP].-- 2002. 159pp.<br />MEETING: AUAP Learning and Sharing Forum. 9th. Kai Feng, China [Henan U.], 2002.<br />Internationalization remodeled: definition, approaches, and rationales<br />Knight, Jane / Association for Studies in International Education [USA].-- In: Journal of Studies in International<br />Education, vol. 8, no. 1, pp. 5-31, 2004.<br />ABSTRACT: The world of higher education and the world in which higher education plays a significant role is chan- ging. The international dimension of higher education is becoming increasingly important, complex, and confusing. It is therefore timely to reexamine and update the conceptual frameworks underpinning the notion of internationalization in light of today’s changes and challenges. The purpose of this article is to study internationalization at both the insti- tutional and national/sector level. Both levels are important. The national/sector level has an important influence on the international dimension through policy, funding, programs, and regulatory frameworks. Yet it is usually at the insti- tutional level that the real process of internationalization is taking place. This article analyses the meaning, definition, rationales, and approaches of internationalization using a bottom-up (institutional) approach and a top-down (natio- nal/sector) approach and examines the dynamic relationship between these two levels. Key policy issues and questions for the future direction of internationalization are identified.<br />Key Trends and Issues in Cross-border Post-Secondary Education<br />OECD.-- Paris, 2004. 250 p. ISBN: 9264015043<br />The Multinational University<br />Van Rooijen; Jones, David R.; Adam, Stephen / European Association for International Education [EAIE].-- Amsterdam, 2003. 50p. (EAIE Occasional Paper) ISBN: 90-74721-19-2<br />CONTENTS: The emergence of global and multinational universities; The multinational university; Multinational uni-<br />versities and the provision of transnational education in Europe.<br />OECD/US Forum on Trade in Educational Services<br />OECD; World Bank; Center for Quality Assurance in International Education [USA].-- Washington DC, 2002. ISBN: 0970007205<br />On Cooperation and Competition: National and European policies for the internationalisation of higher education<br />Huisman, Jeroen; Ed.; Van der Wende, Marijk; Ed. / Academic Cooperation Association [ACA].-- Bonn, Lemmens,<br />2004. 280 p. (ACA Papers on International Cooperation in Education) ISBN: 3-932306-54-6<br />ABSTRACT: This is the second report of the study on Higher Education Institutions' Responses to Europeanisation, Internationalisation and Globalisation. Developing International Activities in a Multi-level Policy Context. quot;
HEIGLOquot;
is a research project funded by the European Union and coordinated by the Centre for Higher Education Policy Studies, University of Twente. It aims to analyse the dynamic interaction between changing international, European and global contexts of higher education. More in particular, it aims to identify and analyse higher education institutions' responses<br />68<br />PA R T II. PRIMER to the challenges of Europeanisation, internationalisation and globalisation and the (supra)national contexts, the orga- nisational settings, and the policies and activities aimed to support these responses.<br />Open doors 2004: report on international educational exchange<br />Institute of International Education [IEE][USA].-- New York, 2004. 96 p. - ISBN: 0-87206-281-3<br />ABSTRACT: This report provides a comprehensive statistical analysis of academic mobility between the United States and the nations of the world. Open Doors features graphic displays, especially data maps, tables, figures and to-the-point policy-oriented analysis. A complete set of tables in this book is the essential resource for those concerned with the explo- sive growth in the worldwide movement of students around the globe.<br />Opening Up to the Wider World: The External dimension of the Bologna process<br />Muche, Franziska; Ed. / Academic Cooperation Association [ACA][Belgium].-- Bonn, Lemmens, 2005. 135 p. (ACA Papers on International Cooperation in Education) - ISBN: 3-932306-67-8<br />ABSTRACT: The Bologna Process stands for the European integration process in the field of higher education. The progress achieved so far within the Bologna member states is admirable, however, a concentration on internal processes can only be a first step towards becoming a global actor. The Bologna declaration formulates the objective of enhan- cing the attractiveness of European higher education on a global scale, and this statement has been repeated and refi- ned since 1999. But is the implementation of Bologna really making Europe more attractive and transparent, and if so, how? The present volume addresses these issues. The papers in this publication are based on the presentations delive- red at an ACA conference held in Hamburg, Germany, in 2004.<br />The Virtual Challenge to International Cooperation in Higher Education<br />Wächter, Bernd; Ed. / Academic Cooperation Association [ACA][Belgium].-- Bonn, Lemmens, 2002. 119 p. ISBN:<br />3-932306-40-6<br />ABSTRACT: The IT revolution is reshaping higher education. Already, there are predictions of the death of the quot;
brick- and-mortarquot;
university, soon to be replaced by online quot;
clickquot;
or quot;
virtualquot;
institutions. Even if this expectation should turn out to be exaggerated, the IT drive will eventually bring about major changes. One affected area could be the interna- tionalisation 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? International experts explored these and related questions in a seminar the Academic Cooperation Association (ACA) and the Norwegian Centre for International University Cooperation (SIU) held in the summer of 2001. This publication presents the seminar's major outcomes.<br />II. Quality Assessment, Assurance, Enhancement and Accreditation<br />The international dimension in quality assessment and quality assurance<br />Vroeijenstijn, A. I..-- In: Assessment and Evaluation in Higher Education, vol. 24, no. 2, pp. 237-248, 1999. ISSN:<br />9260-2938<br />ABSTRACT: Many countries are working on the design of an external quality assessment agency for higher education. Such an agency has to fulfill national needs and expectations. However, higher education is as such international in scope. This paper draws attention to the need for internationalization of quality assessment. The national frontiers are too narrow for validating our standards. Looking at the situation in Europe, the author discusses the need for a European dimension and makes a proposal for a European Centre for Substantial Equivalence. In the future a European or inter- national quality hallmark will play an important role in student, staff and employees mobility.<br />International Quality Assurance, Accreditation and the Recognition of Qualifications in<br />Higher Education quot;
Widening Access to Quality Higher Educationquot;
<br />UNESCO.-- Paris, 2004.<br />MEETING: UNESCO Global Forum. 2nd. Paris, 2004.<br />ABSTRACT: Capacity building in quality assurance, accreditation and the recognition of qualifications: regional inputs towards a UNESCO strategy; Accra Declaration on GATS and the internationalization of higher education in Africa; A Survey on quality assurance systems in Mega-Universities and selected distance teaching institutions; Student quality, literacy and empowerment (P.Naidoo); Final report First Global Forum on Quality Assurance, Accreditation and the Recognition of Qualifications: Recommendations and conclusions; Trade in higher education and GATS basics (Z.Varoglu); Strengthening World Bank support for quality assurance and accreditation in higher education in East Asia and the Pacific (M.Peace Lenn); quot;
Higher education in a globalized societyquot;
. UNESCO Education Sector position paper<br />2003.<br />International quality review: values, opportunities, and issues<br />Van Damme, Dirk; Marginson, Simon; Singh, Mala / Council for Higher Education Accreditation [CHEA][USA].-- Washington,DC, 2002. 52 p. (CHEA Occasional Paper)<br />ABSTACT: This Occasional Paper brings together the three major papers presented at the Council for Higher<br />Education Accreditation’s 2002 International Seminar. These papers explore some of the key issues in international qua- lity review: Quality Assurance in an International Environment: National and International Interests and Tensions (Dirk<br />Van Damme, VLIR-Flemish Interuniversity Council, Belgium); Quality Assurance for Distance Learning: Issues for 69<br />PA R T II. PRIMER International Discussion and Action (Simon Marginson, Monash Centre for Research in International Education, Australia); International Quality Assurance, Ethics, and the Market: A View from a Developing Country (Mala Singh, Council on Higher Education, South Africa).<br />Internationalisation and Quality in South African Universities<br />Smout, Michael / South African Universities Vice Chancellors Association [SAUVCA].-- Pretoria, 2004. 92 p. ISBN: 0-620-31578-4<br />ABSTRACT: The main debate within South African higher education over the past few years has focused on transfor- mation and restructuring. However, the sector needs to look beyond mergers and ask what kind of higher education is best suited to the needs of South Africans over the next decade. Central to this question is the process of internationa- lisation – the integration of an international, intercultural or global dimension into the purposes, functions and delivery of higher education. This report, which has its origins in a workshop of the SAUVCA National Quality Assurance Forum, does not advocate a case in favour of internationalisation per se, but it does recommend that higher education institutions and sectoral bodies such as SAUVCA be fully informed of the nature of the process and its likely impact on South African institutions.<br />A National Quality Strategy for Australian Transnational Education and Training. A Discussion paper<br />Australia. Dept of Education, Science and Training.-- Canberra, 2005. 50 p. - ISBN: 1-920911-138<br />ABSTRACT: The major focus of this discussion paper is courses leading to qualifications on the Australian Qualifications Framework, rather than non-award courses. It discusses the transnational quality strategy that is to be developed in close consultation with States and Territories, providers, industry associations, staff and student represen- tative organisations, and other stakeholders and in particular what national quality strategy or transnational education will be developed by Australian Government.<br />Quality and Recognition in Higher Education: the Cross-border challenge<br />OECD.-- Paris, 2004. 203 p. ISBN: 92-64-01508-6<br />CONTENTS: Quality provision in Cross-border higher education: key issues related to quality assurance, accreditation and recognition of qualifications; Quality assurance and recognition of qualifications in post-secondary education in Canada (J. Knight); Accreditation and recognition of qualifications in higher education: the United States ((J.S. Eaton); International quality assurance and recognition of qualifications in higher education: Europe (D. van Damme, P. van der Heijden, C. Campbell); Quality assurance and recognition of qualifications in higher education in Australia (Dept of Education and Training, Australia); Quality assurance and recognition of qualifications in higher education: Japan (T. Kimura, A. Yonezawa and F. Ohmori); Quality assurance and accreditation in higher education in non-member eco- nomies; UNESCO Conventions on the Recognitions of Qualifications: Regional frameworks in a global context (S. Uvalic-Trumbic); Trade agreements and recognition (J. Nielson).<br />Quality assurance and borderless higher education: finding pathways through the maze Middlehurst, Robin; Campbell, Carolyn / Observatory on Borderless Higher Education [UK].-- London, 2003. 36 p. (Report)<br />ABSTRACT: Assuring the quality of education provision is a fundamental aspect of gaining and maintaining credibi-<br />lity for programmes, institutions and national systems of higher education worldwide. A lack of clarity in terminology creates further complexity and confusion. Serious concerns are voiced about disreputable providers and educational mis- conduct – but where does the authority lie to identify international standards and regulate such standards? This report provides an authoritative overview of the often-overlapping international developments in quality assurance in border- less higher education. The authors provide a mapping of many of the most recent developments in quality assurance and identify and address some of the tensions inherent in applying quality assurance nationally and internationally. Emerging trends and issues are explored in an effort to draw out key lessons for institutions and policy makers.<br />Quality assurance in transnational education<br />Coleman, David / Association for Studies in International Education [USA].-- In: Journal of Studies in International<br />Education, vol. 7, no. 4, pp. 354-378, 2003.<br />ABSTRACT: This article discusses the evolution of the branch campus in Southeast Asia, with an emphasis on Australian institutional expansion in the region. Drawing on an empirical study, the article culminates in a discussion of the British Quality Assurance Agency and the Australian Universities Quality Agency, bodies that represent indepen- dent and governmental efforts to extend quality assurance oversight to transnational educational activities.<br />Quality issues in the internationalisation of higher education<br />Van Damme, Dirk / In: Higher Education, vol.41, no.4, pp. 415-441, 2001.<br />ABSTRACT: Provides an overview of developments in higher education internationalization, from traditional forms such as student/staff mobility to exporting via branch campuses, transnational university networks, and virtual delivery. Discusses quality challenges, particularly recognition.<br />Quality Transnational Education: A Shared Commitment for Sustainable Development<br />[Theme issue]<br />UNESCO European Centre for Higher Education [CEPES][Romania].-- In: Higher Education in Europe, vol. 27, no. 3, 2002. ISSN: 0379-7724<br />70 CONTENTS: The Impact of globalization on the Ibero-American virtual university ( M.Casas Armengol); Developing<br />PA R T II. PRIMER 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 quot;
Millennium Intentquot;
: 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, chal- lenges, 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 edu- cation: governance, autonomy, admission, and quality (P.Zgaga).<br />Trade in Educational Services: Managing the internationalisation of post-secondary education<br />OECD. Centre for Educational Research and Innovation [CERI].-- Paris, 2003<br />MEETING: OECD/Norway Forum. Trondheim, 2003.<br />CONTENTS: Background Documents: Cross-border post-secondary education: an overview (OECD Secretariat); Cross-border post-secondary education in North America (M.Green and J.Knight); Cross-border post-secondary edu- cation in Europe (M.van der Wende and R.Middlehurst); Cross-border post-secondary education in the Asia-Pacific Region (S.Marginson and G.McBurnie); Key developments and policy rationales in cross-border post-secondary educa- tion (OECD Secretariat); Enhancing consumer protection in cross-border higher education: key issues related to quality assurance, accreditation and recognition of qualifications (OECD Secretariat); Recent developments in national, regio- nal and international quality assurance systems (R.Lewis); Quality assurance and recognition of qualifications in post- secondary education in Australia (M.James); Report on quality assurance and recognition of qualifications in post-secon- dary education in Canada (J.Knight); International quality assurance and recognition of qualifications in tertiary edu- cation in Europe (D.van Damme, P.van der Heijden, C.Campbell); Quality assurance in higher/post-secondary educa- tion from Japan's viewpoint (T.Kimura, A.Yonezawa, F.Ohmori); Accreditation and recognition in the United States (J.S.Eaton); Review of quality assurance and accreditation systems in UNESCO member states (UNESCO Secretariat); UNESCO's conventions on the recognition of qualifications: regional frameworks in a global context (UNESCO Secretariat); Trade agreements and recognition (J.Nielson).<br />Distributed Education: Summary of a Six-part Series<br />American Council on Education [ACE].-- Washington, DC, 2003. 23 p. (Distributed Education: Challenges, Choices, and a New Environment. Series summary)<br />ABSTRACT: Barriers to distance learning exist both inside and outside the higher education community, but some obs- tacles serve to create standards and ensure high quality, while others often act unintentionally to bar change. The chal- lenge for higher education is to preserve the former and eliminate the latter. Determining and enforcing quality stan- dards is as controversial and elusive for distributed education as it is for higher education in general. Most existing defi- nitions of quality are based on an environment in which institutions have a physical presence. Both academic and stu- dent services may need new metrics to assess the quality of distributed learning programs. The needs of students enrol- led in distance learning programs carry implications for existing library, academic advising, career counseling, financial aid, registration, and other operations. Although it is unclear whether distributed learning students need the same servi- ces as on-campus students, what is clear is that institutions must give online students the level and quality of services necessary to meet their needs.<br />Globally, Nationally, and Locally Patterned Changes in Higher Education [Theme issue]<br />Rhodes, Gary; Ed..-- In: Higher Education, vol. 43, no. 3, 2002. ISSN: 0018-1560<br />CONTENTS: Beyond national states, markets, and systems of higher education: a ‘glonacal’ agency heuristic (S.Marginson and G.Rhoadas); The assessment of universities in Argentina and Australia: between autonomy and hete- ronomy (M.Mollis and S.Marginson); The global politics of education: Brazil and the World Bank (K.Kempner and A.Loureiro Jurema); Quality assurance in Europe and the U.S.: professional and political economic framing of higher education policy (G.Rhoades and B.Sporn); Quality assurance in Australian higher education: globalization and ‘stee- ring at a distance” (L.Vidovich); Nation-building universities in a global environment: the case of Australia (S.Marginson).<br />Standards and Guidelines for Quality Assurance in the European Higher Education Area<br />European Network for Quality Assurance in Higher Education [ENQA][Finland]; European Commission.-- Helsinki,<br />2005. 41 p. - ISBN: 952-5539-04-0<br />ABSTRACT: In the Berlin communiqué in 2003 the Ministers of the Bologna Process signatory states invited the European Network for Quality Assurance in Higher Education (ENQA) ‘through its members, in cooperation with the EUA, EURASHE, and ESIB’, to develop ‘an agreed set of standards, procedures and guidelines on quality assurance’ and to ‘explore ways of ensuring an adequate peer review system for quality assurance and/or accreditation agencies or bodies, and to report back through the Bologna Follow-Up Group to Ministers in 2005’. The Ministers also asked ENQA to take due account ‘of the expertise of other quality assurance associations and networks’. The main conclu-<br />sions of the present report are: There will be European standards for internal and external quality assurance, and for 71<br />PA R T II. PRIMER external quality assurance agencies; European quality assurance agencies will be expected to submit themselves to a cyclical review within five years; There will be an emphasis on subsidiary, with reviews being undertaken nationally where possible; A European register of quality assurance agencies will be produced; A European Register Committee will act as a gatekeeper for inclusion of agencies in the register; A European Consultative Forum for Quality Assurance in Higher Education will be established.<br />III. Policy Frameworks and Regulation<br />The Admission of International Students into Higher Education: Policies and instruments Muche, Franziska; Kelo, Maria; Wächter, Bernd / Academic Cooperation Association [ACA].-- Bonn, Lemmens Verlags-Mediengesellschaft, 2004. 175 p. (ACA Papers on International Cooperation in Education) ISBN: 3-932306-62-7<br />ABSTRACT: Universities and other higher education institutions operate in an increasingly international environment.<br />Many of them run international marketing campaigns and recruit students on a global scale. Even those, which do not engage in such activities, are sometimes flooded with student applications from all over the world. Therefore, policies and instruments for the admission of international students are rapidly gaining in importance. In this situation, institu- tions are looking for admission models, which will both help them, get the “right” students and rationalize their admi- nistrative procedures. The study examines admissions policies and tools in different countries, in order to identify a range of models and procedures for the effective and efficient handling of international student admissions and selection.<br />Borderless higher education: challenges to regulations, accreditation and intellectual property rights<br />Farrington, Dennis J. / In: Minerva, vol. 39, no. 1, pp. 63-84, 2001. ISSN: 0026-4695<br />ABSTRACT: By its nature, borderless higher education does not respect 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 data- base of recognized and accredited higher education providers. The essay also considers consumer protection by natio- nal agencies and accreditation, and the use of distinctive Internet domain names. Finally, it tackles the controversial issues of ownership of commercially valuable copyright work generated by academics.<br />The Brave New [and Smaller] World of Higher Education: A Transatlantic view Green, Madeleine; Eckel, Peter; Barblan, Andris / American Council on Education; European University Association.-- Washington, DC, 2002. 32 p.<br />ABSTRACT: This essay emerged from the rich conversation of the Transatlantic Dialogue held in July 2001 at the<br />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 pur- suing to respond to increased competition and changing fiscal realities.<br />Global Opportunities and Institutional Embeddedness: Higher education consortia in<br />Europe and Southeast Asia<br />Beerkens, H.J.J.G. / Centre for Higher Education Policy Studies [CHEPS][Netherlands].-- Enschede, 2004. 323 p. ISBN: 90-365-2041-X<br />ABSTRACT: This study closely follows the five research questions: How can we conceptualise processes of globalization and regionalisation?; How can processes of globalization and regionalisation explain the increase and change of inter- national inter-organizational arrangements in higher education?; What dimensions differentiate International education consortia from other inter-organizational arrangements in higher education?; What features of International higher education consortia can explain the performance of these consortia?; What type of mechanisms can be adopted by International higher education consortia in order to increase performance?<br />An innovation perspective on internationalisation of higher education institutionalisation:<br />the critical phase<br />Van der Wende, Marijk / Council on International Educational Exchange [USA].-- In: Journal of Studies in<br />International Education, vol. 3, no. 1, pp. 3-13, 1999. ISSN: 1028-3153<br />ABSTRACT: This article focuses on the change processes that are related to the internationalization of higher educa- tion. On the basis of innovation theory, the internationalization process is analysed with respect to its various features and stages. An overview of the different types of innovation that occur in the context of internationalization is given. In particular the last stage of the innovation process, the institutionalization of internationalization is emphasized. The suc- cess and failure factors influencing this stage is highlighted, thus contributing to a further insight into the sustainability of internationalization strategies, models, and efforts.<br />Internationalization of higher education: an institutional perspective<br />UNESCO European Centre for Higher Education [CEPES].-- Bucharest, 2000. 91 p. (Papers on Higher Education) ISBN: 92-9069-158-1<br />CONTENTS: Changing rationales for the internationalization of higher education (H.de Wit); Missing in action: lea- dership for international and global education for the Twenty-first century (J.A.Mestenhauser); quot;
The show is not the show/but they that goquot;
: the Janus-face of the internationalized university at the turn of the century (D.Steiner);<br />Transnational education and recognition of qualifications (L.A.Wilson and L.Vlasceanu).<br />72<br />PA R T II. PRIMER The recognition, treatment, experience and implications of transnational education in<br />Central and Eastern Europe 2002-2003<br />Adam, Stephen / National Agency for Higher Education [Sweden]; European Commission.- Stockholm, 2003. 86 p. ABSTRACT: The study of transnational education is clearly linked to a number of related agenda including: globali- zation, education as a public responsibility, lifelong learning, consumer protection, ‘recognition’ and ‘transparency’,<br />‘virtual universities’, ‘corporate universities’, quality assurance and the development of the European Education Area. The report explores, by country, the situation in Central and Eastern Europe, including the rise of new providers, the regional approach to quality assurance and how developments link to the Bologna process. It also explores: the GATS dimension and transnational education (examining transnational education in terms of the four GATS modes of supply); the general results of the mapping exercise; the emerging pattern of transnational education on sectors and cycles and types of education; determinants of the supply of, and demand for, transnational education; current approaches adopted towards transnational education in Central and Eastern Europe and good practice.<br />The regulation of transnational higher education in Southeast Asia: case studies of Hong<br />Kong, Malaysia and Australia<br />McBurnie, Grant; Ziguras, Christopher / In: Higher Education, vol. 42, no. 1, pp. 85-105, 2001. ISSN: 0018-1560<br />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 laissez faire to strongly interventionist. This paper examines the approaches of three Southeast Asian govern- ments – 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 transnatio- nal 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 education must address the myriad concerns of governments, including consumer protection, advancing national goals and protecting the local system.<br />The Rise and regulation of for-profit higher education<br />King, Roger / Observatory on Borderless Higher Education [UK].-- London, 2003. 22p. (Report)<br />ABSTRACT: In recent years we have witnessed, in addition to more ‘privatized’ arrangements for conventional uni- versities, the growth of for-profit higher education around the world. As demand for higher education increases, fuelled by population growth and expanding access and qualifications at lower educational levels, and with inadequate public funding to satisfy it, private and foreign provision may be the only means for some countries of building national capa- city. Governments may also view a growing private sector as a useful spur for what some may regard as complacent state-funded domestic institutions, and as a source of innovative and international good practice. While this growth may be seen to confer advantages for state decision-makers, it also confronts with them policy and regulatory dilemmas. For-profit higher education is increasingly diverse, ranging from large publicly listed corporations in the United States, Malaysia and elsewhere, to ‘shop-front’ operators across the developing world. There are a number of models, but they all have advantages and disadvantages and work best in particular circumstances. These are examined and it is suggested that the regulatory ‘fit’ between model and policy is especially important but that to date little research has been under- taken to help policy-makers in this area.<br />The Role of transnational, private, and for-profit provision in meeting global demand for tertiary education: mapping, regulation and impact<br />Middlehurst, Robin; Woodfield, Steve / Commonwealth of Learning; UNESCO.-- 2004. 57p.<br />ABSTRACT: This is a report of a first-stage project sponsored by UNESCO and the Commonwealth of Learning to map the extent, range, and impact of transnational, private, and for-profit tertiary education provision in a sample of countries. The data, collected from readily available public sources and verified by in-country experts, was first used to create country case studies for Jamaica, Bangladesh, Malaysia, and Bulgaria. A summary report was then produced that drew comparisons across countries in relation to five topics: overviews of each country; national education systems and policies; regulatory frameworks, accreditation, and quality assurance; transnational, private, and for-profit provision; and local perceptions of impact. The summary report also provides a comparative analysis across countries, with reference to the wider literature, and draws out a series of policy implications from the study for governments, institutions, and agencies, both national and international.<br />IV. Globalization, the Market and Trade in Education<br />The Changing debate on internationalisation of higher education<br />Teichler, Ulrich / In: Higher Education, vol. 48, no. 1, pp. 5-26, 2004<br />ABSTRACT: “Internationalisation”, the growing border-crossing activities between national systems of higher education is losing ground to “globalization”, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of<br />prior studies on student mobility. It shows the diversity of steering and management policies with respect to internatio- 73<br />PA R T II. PRIMER nalization and globalization. Finally, it asks whether globalization of higher education has to be viewed as a manifestation of “turbo-capitalism” or could be viewed instead as a move towards “global understanding”.<br />Cross-border Provision and the Future of Higher Education in Africa Association of African Universities [AAU].-- Accra, 2005. 375 p. ISBN: 9988-589-28-X MEETING: AAU General Conference: Papers and Program. 11th. Cape Town, 2005.<br />CONTENTS: Transnational education and African universities (P.Tiyambe Zeleza); How can Africa maximise the<br />developmental impact of cross-border higher education (R.Garrett); Transnational education and trade: towards a pro- gressive response by (South) African Higher Education (T.Mthembu, F.Coughlan and L.Murray); Colonialism reborn: an onslaught on our autonomy (H.Redelinghuys); Le Commerce des services et l'avenir de l'enseignement superior en Afrique: Les Briques du Logo pour la Guinée (S.F.Doumbouya); Cross border provision of higher education in Africa: a case study of a South Africa-Rwanda initiative (L.R.Uys); Occupational health and distance learning program in Francophone Africa: an original experience (E.B.Fayomi and J.S.Bonny); Case studies: three African regional collabora- tion programmes based at the University of Pretoria (Ch.Heyns); Privatization, internationalization and the implication of GATS for higher education in Africa: the case of Uganda (M.K.Mayanja); Cross-border provision and the future of higher education in Africa: a case study of Ghana (A.D.Oduro and B.Senadza); Quality assurance monitoring of trans- national on-line teaching and learning in higher education: a constructivist perspective (S.Yeo, P.Taylor and M.Kulski); The higher education quality management initiative for Southern Africa; Quality assurance in transnational education: implications for higher education in Africa (E.Rwamasirabo and M.Beebe); Responding to the challenges for quality assurance in transnational education (J.Weir, F.Wright, M.Kulski, B.Oliver); Access, efficiency, and equity considerations of the World Bank's African Virtual University Project: a case study of Kenya (F.Muyia Nafukho).<br />The Global Market for Higher Education: Sustainable competetive strategies for new millennium<br />Mazzarol, Tim; Soutar, Geoffrey N / Cheltenham, Edward Elgar Publishing, 2002.<br />208 p. ISBN: 1-84064-329-3<br />CONTENTS: Education as a marketable service; Facing the next millennium; What brings success? A Student's pers- pective; Developing a sustainable competitive advantage; Global marketing of education services; A model of competi- tive advantage for education services; Implications of the model; Developing sustainable strategies; Policy prescriptions for a global education.<br />Globalization and Higher Education: Implications for North - South Dialogue<br />UNESCO; Norway. Ministry of Education and Research.-- 2003. MEETING: UNESCO Meeting. Oslo, 2003.<br />CONTENTS: Trading to learn, learning to trade: where is the public good? (J.Daniel); Quality assurance and accredi-<br />tation as a mechanism to empower academics in developing countries: the case of Iran (A.Bazargan); Education and trade agreements: how we look at it in India (A.Nigavekar); Higher education, business and society: responsible partner- ship (C.Campbell); Higher education as a means of development (K.F.Seddoh); Bridging quality assurance and recogni- tion frameworks: the role of UNESCO regional conventions and challenges (K.Larsen); Intention, opportunity, choice: the transition from school to higher education (M.Cosser);Partnership programs between the Hi-Tech industry and higher education - an HP perspective (M.Benard); The General Agreement on Trade in Services (GATS); Transnational, private, for profit provision & global demand for tertiary education: mapping, regulation & impact (R.Middlehurst and S.Woodfield); Providing standards for higher education: international education conventions as alternatives to trade agreements (S.Bergan); Globalization and higher education: building bridges (S.Uvalic-Trumbic); The Virtual University: Models and messages: lessons from case studies (S.D'Antoni); Building bridges, breaking down walls (T.Moja and P.Maassen).<br />Globalization, Trade Liberalisation, and Higher Education in North America: The<br />Emergence of a new market under NAFTA<br />Barrow, C.W.; Didou-Aupetit, S.; Mallea, J..-- The Hague, London, Boston, Kluwer Akademic Publishers, 2004. 272 p. (Higher Education Dynamics) ISBN: 1-4020-1862-2<br />ABSTRACT: This volume analyzes the emerging relationship between trade liberalisation, post-industrialisation, and higher education policy in Canada, Mexico, and the USA. In separate case studies, the authors analyzes higher educa- tion policy in Canada, Mexico, and the USA using a common theoretical framework that identifies economic globali- sation, international trade liberalisation, and post-industrialisation as common structural factors exerting a significant, if often indirect, influence on higher education in the three countries. This study - the result of trilateral co-operation bet- ween three scholars in Canada, Mexico, and the USA - is the first effort to document the extent of NAFTA's impact on higher education.<br />Globalization and the Market in Higher Education: Quality, accreditation and qualifications<br />(Education on the Move)<br />Uvalic-Trumbic, S. / International Association of Universities [IAU].-- Paris, UNESCO Publishing. London, Paris, Genève, Economica, 2002. 212 p. ISBN: 92-3-103870-2<br />ABSTRACT: As higher education opens up to world markets and the World Trade Organization turns its attention to<br />higher education, quality, accreditation, and qualifications are becoming issues of major concern to university leaders, governments, students, and parents. Can these issues be dealt with in a concerted way? What are national and regional authorities doing to address what promises to be the most important issue since the development of mass higher educa-<br />74tion? Drawing on contributions from scholars, leaders, and practitioners from major multilateral organizations, along with non-governmental organizations active in higher education, this book examines the possible scope of an interna-<br />PA R T II. PRIMER tional framework in quality assurance and accreditation and its potential limitations. The authors also discuss the ways governments and universities are responding to the challenge of a global market in higher education.<br />Going Global: the Internationalisation of Higher Education in the Asian Region [Theme issue]<br />James, Richard; Ed.; Mok, Ka-Ho; Ed. / Higher Education Research and Development Society of Australasia.-- In: Higher Education Research and Development, vol. 22, no. 2, 2003. ISSN: 0729-4360<br />CONTENTS: Globalisation and higher education restructuring in Hong Kong, Taiwan and Mainland China (Ka-Ho<br />Mok); Going global with assessment: what to do when the dominant culture's literacy drives assessment (D.MacKinnon and C.Manathunga); The Impact of globalisation on higher education governance in Japan (A.Yonezawa); Academic standards, internationalisation, and the discursive construction of quot;
The International Studentquot;
(A.Devos); Reforming university education in Hong kong and Singapore (M.H.Lee and S.Gopinathan); Internationalisation of business edu- cation: meaning and implementation (R.Edwards, G.Crosling, S.Petrovic-Lazarovic and P.O'Neill); Transnational higher education: a perspective from China (F.Huang); Learning to teach offshore: pre-departure training for lecturers in trans- national programs (K.Gribble and Ch.Ziguras); Going global: the implications for students with a disability (P.McLean, M.Heagney and K.Gardner).<br />The Implications of WTO/GATS for Higher Education in Africa<br />Association of African Universities [AAU].-- Accra, 2004. 272 p. ISBN: 9988-589-25-5<br />MEETING: Workshop: Proceeding. Accra, Ghana, 2004.<br />CONTENTS: GATS and Higher Education – Cross-border education in a trade environment: complexities and policy implications (J.Knight); Higher education in Africa: international co-operation and GATS (M.Singh); GATS and higher education in Africa: conceptual issues and development perspectives (P.B.Mihyo); Privatization, internationalization and GATS in the perspective of the African universities (M.K.Mayanja); Towards a strategic African engagement: concep- tual, logistics and structural issues about GATS (T.Mthemba and T.Yeowart). Quality Assurance, Accreditation and Recognition – Regional convention on recognition of studies and degrees of higher education in Africa (J.Shabani); Quality assurance, accreditation and recognition of Qualifications in Africa: Tanzania’s experience and the Arusha Convention (W.Sabaya); Regional convention on the recognition of studies and degrees of higher education (W.Sabaya); Response to Shabani and Sabaya (P.Naidoo); Contribution of recognition and equivalence of foreign qualifications by the African and Malagasy Council of Higher Education (CAMES) (R.M.Ouiminga). Country Briefs – Cameroon, Mozambique, Nigeria, Senegal, Tanzania, Zimbabwe. Annexes: Accra Declaration.<br />The international provision of higher education: Do universities need GATS?<br />Barblan, A. / OECD. Institutional Management in Higher Education – In: Higher Education Management and Policy, vol. 14, no. 3, pp. 81-99, 2002<br />ABSTRACT: The provision of higher education in the world is governed by two approaches represented by the<br />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 ven- tures - 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 inter- nationalisation that becomes irreversible as the countries accept multilateral concessions from each other. Governments agreed to enter the field of service deregulation in the Millennium 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, and in Health 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 dif- ferent 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 edu- cation associations of the United States, Canada and Europe. This paper states 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 sha- red by all partners should not be hindered.<br />Transnational Education and the New Economy: Delivery and Quality<br />UNESCO European Centre for Higher Education [CEPES][Romania].-- Bucharest, 2001.<br />169 p. (Studies on Higher Education) ISBN: 92-9069-164-0<br />CONTENTS: Challenges for the New Economy – Reskilling and Retraining a Global Workforce; The Various Modes of Transnational Education from On-line to On-the-ground; The Future of Borderless Education in a Third Wave World; Transnational GATE Principles and Models for Transnational Educational Partnerships; Standards for Quality Assurance in Distance Education.<br />Universities and Globalization: Private linkages, public trust (Globalisation et universités:<br />nouvel espace, nouveaux acteurs)<br />Breton, Gilles; Ed.; Lambert, Michel; Ed. / Université Laval [Canada]; UNESCO.-- Paris, UNESCO Publishing. Economica, 2003. 244 p. ISBN: 92-3-103890-7<br />ABSTRACT: To understand the dynamics of the globalization process and its implications for universities in countries<br />of both the North and the South, Gilles Breton and Michel Lambert have asked fifteen international experts to consi- 75<br />PA R T II. PRIMER der how universities can meet these new global challenges. Authors, actors or both, these prominent observers of higher education depict a universe characterized by discontinuity and uncertainty in a rapidly changing environment in which the state is not anymore the exclusive focus. Henceforth, knowledge is not merely a public good but is also a service bought and sold within an emerging regulatory framework (GATS). It is no longer produced only in universities, but is now socially distributed. John Daniel, representing UNESCO, suggests that knowledge should remain a public good and be made freely available on the Web. The World Bank, represented by Jamil Salmi, places higher education and univer- sities at the very centre of its priorities for the developing world. How will universities in the North avoid “colonizing” universities in emerging countries by attracting their best students? How can emerging countries be protected against the abuses of the new providers of knowledge that they so vitally need? Who will be the new actors on the higher edu- cation world scene? Will the universities - through a dynamic and salutary hybridization - be able to meet these challen- ges, as Peter Scott suggests, or will they be marginalized by the arrival of new, more effective actors? These are the ques- tions that the authors of Universities and Globalization: Private Linkages, Public Trust attempt to answer. The result is a fundamental questioning of the institution: both of the place of universities on the world scene and their social rele- vance in a knowledge-based society henceforth driven by innovation.<br />In addition to publishing books, directories and a journal on higher education, IAU maintains several information resources on Higher Education and offers access to these to scholars, university administrators and other professionals in the higher education sector.<br />The IAU, since its earliest days has always housed a Documentation Centre. In<br />1989, a formal agreement, signed between UNESCO and IAU transformed it into the joint IAU/UNESCO Information Centre on Higher Education, which continues to be managed by IAU. Its collection consists of reference books, uni- versity catalogues, periodicals and grey literature. The Centre contains 40.000 volumes on higher education worldwide.<br />Since 1988 the IAU, through the Centre, also manages the bibliographic database (HEDBIB), which can be consulted online on the IAU website www.unesco.org, free of charge.<br />Should you wish to include references in HEDBIB and have your publications noted by IAU in its various communications, please send us a copy of the book or article. For more information and contact, please write to: karwat.iau@unesco.org<br />Thematic bibliographies and other documentation products can be provided on request.<br />76<br />