This document provides an introduction to a discussion paper about the emerging global higher education landscape. It notes the increasing number of stakeholders in global higher education over the last decade, including new universities operating across borders, private companies, and regional and international consortia. It argues that higher education is becoming denationalized as institutions look beyond national borders. The document outlines how various actors and their networks are helping to construct this changing landscape through their initiatives and strategies. It proposes to map this evolving terrain through examining the logics behind new initiatives and providing two case studies on regional ambitions and technology-enabled dispersed teaching and research.
1. The speaker will discuss different forms of internationalization and cross-border higher education, including the relationship between globalization and internationalization.
2. Cross-border higher education has become more diverse and complex, moving beyond student exchanges to include branch campuses, online programs, and business partnerships.
3. The challenges facing universities include whether to embrace a commercial "GATS road" model or a more democratic model that emphasizes core academic values over market forces.
From Open to Inclusive – Asserting rights-based approaches in globalized lea...Alan Bruce
This document discusses the impact of globalization on education and learning. It argues that while globalization has increased access to information and opened up opportunities for learning, it has also exacerbated inequalities in access. The document examines how economic factors largely drive developments in education under globalization. It emphasizes the need for rights-based and inclusive approaches to learning to ensure populations at risk of exclusion can fully participate. Strategies like universal design and innovative learning systems are needed to promote meaningful social inclusion in globalized education.
The document discusses the Young Professionals Summit (YPS) hosted by the German Marshall Fund (GMF). The YPS is an opportunity for rising stars aged 25-36 to gain skills, network with senior leaders, and engage in policy debates. It features workshops, debates and networking events. Partners can nominate candidates and senior representatives gain access to the wider Brussels Forum event. The goal is to broaden perspectives on transatlantic relationships and challenges among future generations of leaders.
The document discusses globalization and global education. It defines globalization as the growing interconnectedness between people and institutions worldwide, driven by economic and technological forces that link individuals across borders. While globalization spreads certain benefits, it also threatens local cultures and economies. The document argues global education aims to broaden students' understanding of the world by exposing them to diverse cultures and ideas. In higher education, Fairleigh Dickinson University aims to distinguish global education from globalization and is committed to a leadership role in global education through initiatives like its Global Virtual Faculty Program.
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
As more and more countries race to develop their knowledge economies, internationalise their education sectors, and encourage their young citizens to study abroad, the role of international education agents in recruiting has never been more important… or scrutinised. This is an extract from the 2014 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Paper presented at the International Conference about Knowledge Society - challenges for the XXI century, held on the 5 and 6 November in Pitesti, Romenia
1. The speaker will discuss different forms of internationalization and cross-border higher education, including the relationship between globalization and internationalization.
2. Cross-border higher education has become more diverse and complex, moving beyond student exchanges to include branch campuses, online programs, and business partnerships.
3. The challenges facing universities include whether to embrace a commercial "GATS road" model or a more democratic model that emphasizes core academic values over market forces.
From Open to Inclusive – Asserting rights-based approaches in globalized lea...Alan Bruce
This document discusses the impact of globalization on education and learning. It argues that while globalization has increased access to information and opened up opportunities for learning, it has also exacerbated inequalities in access. The document examines how economic factors largely drive developments in education under globalization. It emphasizes the need for rights-based and inclusive approaches to learning to ensure populations at risk of exclusion can fully participate. Strategies like universal design and innovative learning systems are needed to promote meaningful social inclusion in globalized education.
The document discusses the Young Professionals Summit (YPS) hosted by the German Marshall Fund (GMF). The YPS is an opportunity for rising stars aged 25-36 to gain skills, network with senior leaders, and engage in policy debates. It features workshops, debates and networking events. Partners can nominate candidates and senior representatives gain access to the wider Brussels Forum event. The goal is to broaden perspectives on transatlantic relationships and challenges among future generations of leaders.
The document discusses globalization and global education. It defines globalization as the growing interconnectedness between people and institutions worldwide, driven by economic and technological forces that link individuals across borders. While globalization spreads certain benefits, it also threatens local cultures and economies. The document argues global education aims to broaden students' understanding of the world by exposing them to diverse cultures and ideas. In higher education, Fairleigh Dickinson University aims to distinguish global education from globalization and is committed to a leadership role in global education through initiatives like its Global Virtual Faculty Program.
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
As more and more countries race to develop their knowledge economies, internationalise their education sectors, and encourage their young citizens to study abroad, the role of international education agents in recruiting has never been more important… or scrutinised. This is an extract from the 2014 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Paper presented at the International Conference about Knowledge Society - challenges for the XXI century, held on the 5 and 6 November in Pitesti, Romenia
Collaborating for Education and Research Forums I-VII SummaryTom Loughran
The Collaborating for Education and Research Forum has brought together K-12 teachers and university outreach professionals in Michiana for seven years, drawing an average of 150 participants annually. The Forum promotes integrated STEM education and provides opportunities for collaboration across educational institutions. Over 450 unique participants have attended, including more than 200 K-12 teachers who have also participated in other outreach events. The Forum highlights STEM programs and issues of importance to regional educators.
AEC 3180: Global Governance and Educational ChangeArif Anwar
This document provides an overview of a doctoral seminar course on global governance and educational change. The course has five primary goals: to orient students to theoretical perspectives on globalization and changes to world order; to introduce key international organizations and actors involved in education; to look at the influence of international actors on educational policies and practices; to familiarize students with research methods for studying international education politics; and to stimulate debate about reforming global institutions in education. The course requirements include weekly readings, leading class discussions, a reflection paper, poster presentation, and 20-25 page research paper.
The impact of transnational education (TNE) on students and sending institutions is widely discussed, but what about the effect that TNE has on host countries? Using the latest research carried out by the British Council and DAAD, here is a brief analysis, highlighting some very interesting results. This is an extract from the 2014 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This chapter provides an introduction and overview to the study of educating children in conflict zones. It discusses the growth in interest in this topic due to high-profile conflicts over the past decade. The chapter was developed as a tribute to an influential scholar in the field. It then discusses the scope of the problem, noting that while progress has been made in education globally, children in conflict-affected countries face greater challenges. The chapter examines debates around defining which countries should be considered conflict-affected and discusses the impacts of contemporary conflicts on children. It provides context for the subsequent chapters in the volume.
This curriculum vitae summarizes the qualifications of Karen Mundy. She is an Associate Professor and Canada Research Chair at the Ontario Institute for Studies in Education of the University of Toronto. She received her PhD in Sociology of Education and Comparative Education from OISE in 1996. Her research focuses on global governance and educational change. She has authored or edited several books and published over 20 articles in peer-reviewed journals. She also directs the Comparative International and Development Education Centre and has received multiple awards for her work.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This document discusses challenges facing higher education institutions in relation to global development problems. It touches on key concepts like knowledge, globalization, development and internationalization in the context of higher education. Some important trends highlighted include an increasing dependency on knowledge worldwide and the role of "knowledge hubs". The document also discusses the potential for innovation in developing countries and challenges around knowledge circulation and ensuring knowledge is applied to benefit societies and address global problems.
The document discusses the implications of globalization for education. It defines globalization as the increasing integration and interdependence of economies, technologies, and cultures worldwide. This has led to tensions between global and local needs that education must address. Schools must prepare students for a globalized world while respecting local values. The document recommends educating students in global systems, interdisciplinary thinking, cultural diversity, and social justice to foster global understanding and tolerance.
The document discusses how countries compete for talented individuals through higher education and science. It notes that traditional sources of power like economy and military are now linked to education levels and technological advancement. Countries establish international education hubs and programs like Erasmus to attract foreign students, gain prestige, and build understanding. However, competition for top students and "brain drain" can also harm countries. Overall, the document argues that higher education is becoming an important part of foreign policy and international trade as the global economy shifts to knowledge-based.
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.
Globalization has transformed the world economy and made it more interconnected, interdependent, competitive, and knowledge-based. Globalization in education seeks to interconnect teaching methods worldwide to encourage global access to education from primary to university levels and to develop students' multicultural awareness and prepare them for multinational careers. As education serves to promote global stability, globalization affects education through their shared goals of preparing students for successful futures in increasingly interconnected nations.
Globalization has transformed the world economy and made it more interconnected, interdependent, competitive, and knowledge-based. Globalization in education encourages international development by connecting teaching methods worldwide and prioritizing global access to primary, secondary, and university education to prepare students for multinational careers. As education is foundational to global stability, developing multicultural awareness from a young age can help students arrive at balanced conclusions on global issues and prepare them for increasingly connected futures. However, potential downsides include increased technological gaps between developed and developing countries, as well as opportunities for new forms of colonization through education.
This document discusses worldviews and how they shape perceptions of change and the future. It argues that we are currently experiencing a decline in the prevailing worldview, leading to a "change fear culture" characterized by anxiety about the unknown future. For postsecondary institutions, this means educators struggle to agree on the future of education. However, the document suggests with an understanding of worldviews and how fear arises from their decline, leaders can help address fears of change within their organizations and facilitate discussions of the future of teaching and learning despite disagreement.
Connections between Education & Globalizationjdevoll1
This document discusses several trends and issues facing education systems. It notes that societies are becoming increasingly ethnically diverse and schools must teach social awareness and cultural competency. Technology is also transforming all aspects of life and education systems are working to develop students' technology skills. However, growing diversity presents teachers with challenges to understand the various cultural needs of students. Other issues discussed include implementing Common Core standards, ensuring equal access to education for students in poverty, and preparing all students to compete in a globalized world.
Globalization in 21 st century educationJoseph Bias
This document discusses globalization in 21st century education. It defines globalization as the process of international integration arising from cultural exchanges promoted by advances in transportation and telecommunications. For education, globalization means students must compete globally for jobs and have skills like collaboration, problem-solving, and creativity to succeed. Schools must adapt pedagogy and goals to ensure students can collaborate internationally and think critically. Experiential learning through activities can also help develop skills valued by employers. Technology allows tasks to be completed globally and students must be able to use it to access global markets.
From Open to Inclusive: asserting rights based approaches in globalized learningAlan Bruce
Globalization is increasing inequality and access disparities on a planetary scale according to the document. While technology increases connectivity, it also exacerbates exclusions and imbalances of power. The author argues that education systems must address these issues of inequality, inclusion, and social justice in a globalized world undergoing crisis and restructuring. Strategic policy questions around defining goals to meet real needs, unmasking inequity, and ensuring inclusive and equitable access are raised.
Helen’s presentation provided insights into the currents and movements driving the world of education globally, and drew out learnings for the development of the next generation of project managers. International-mindedness, the value of diversity, and social mobility - each were explored, and the audience challenged to see how they might embrace them.
This document summarizes the key concepts of global governance and the United Nations' role in addressing gaps in global governance. It defines global governance as the laws, norms, policies and institutions that regulate relations between states and other actors across borders. It identifies five main gaps in global governance: knowledge, norms, policy, institutions, and compliance. The UN plays an important but limited role in helping to fill these gaps, particularly in the areas of generating knowledge, establishing norms, and convening states to develop policies. However, significant gaps remain due to lack of authority, resources and political will from states. Non-state actors also contribute significantly to global governance.
This document introduces the Digital Evolution Index (DEI) created by The Fletcher School at Tufts University to measure the digital evolution of 50 nations. The DEI analyzes six years of data on how countries are transitioning their citizens and economies to the digital future. Key insights from the index include understanding countries' regenerative capacities after the 2008 economic decline and how they are preparing for opportunities and challenges of increasing digitization. The DEI can help policymakers design strategies to boost digital competitiveness and help businesses identify patterns to inform their global expansion plans in the digital economy. While technology holds potential gains, countries and companies need strong policies and strategies based on understanding each nation's digital progress and environment.
Bus 303 bus303 week 5 assignment reflective paperjuitrfrtyk
This document provides instructions for a reflective paper assignment for a BUS 303 human resource management course. The 8-page paper must integrate course readings and discussions with work and life experiences to demonstrate understanding of key HRM areas like recruitment, compensation, and employee relations. Students must explain how these HRM aspects work together to support organizational goals. The paper should also reflect on the new learning's implications for current and future applications in the workplace as well as potential career impacts. It must follow APA style guidelines and include an introduction, body, conclusion, and reference list.
Using screencasts to report course issues. Collaboration between and online instructor and elearning instructional designer. Paper presented at KU Village Online Conference, 2010
This document summarizes theories on the origin and evolution of viruses. It discusses that viruses likely arose very early in the evolution of life on Earth and may have evolved from primitive RNA replicons. Viruses can emerge through mechanisms like mutation, recombination, and reassortment involving both cellular and viral genetic material. RNA viruses in particular evolve extremely rapidly due to high mutation rates, though some viruses can exhibit periods of evolutionary stasis. Selection plays a key role in driving virus evolution.
Collaborating for Education and Research Forums I-VII SummaryTom Loughran
The Collaborating for Education and Research Forum has brought together K-12 teachers and university outreach professionals in Michiana for seven years, drawing an average of 150 participants annually. The Forum promotes integrated STEM education and provides opportunities for collaboration across educational institutions. Over 450 unique participants have attended, including more than 200 K-12 teachers who have also participated in other outreach events. The Forum highlights STEM programs and issues of importance to regional educators.
AEC 3180: Global Governance and Educational ChangeArif Anwar
This document provides an overview of a doctoral seminar course on global governance and educational change. The course has five primary goals: to orient students to theoretical perspectives on globalization and changes to world order; to introduce key international organizations and actors involved in education; to look at the influence of international actors on educational policies and practices; to familiarize students with research methods for studying international education politics; and to stimulate debate about reforming global institutions in education. The course requirements include weekly readings, leading class discussions, a reflection paper, poster presentation, and 20-25 page research paper.
The impact of transnational education (TNE) on students and sending institutions is widely discussed, but what about the effect that TNE has on host countries? Using the latest research carried out by the British Council and DAAD, here is a brief analysis, highlighting some very interesting results. This is an extract from the 2014 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This chapter provides an introduction and overview to the study of educating children in conflict zones. It discusses the growth in interest in this topic due to high-profile conflicts over the past decade. The chapter was developed as a tribute to an influential scholar in the field. It then discusses the scope of the problem, noting that while progress has been made in education globally, children in conflict-affected countries face greater challenges. The chapter examines debates around defining which countries should be considered conflict-affected and discusses the impacts of contemporary conflicts on children. It provides context for the subsequent chapters in the volume.
This curriculum vitae summarizes the qualifications of Karen Mundy. She is an Associate Professor and Canada Research Chair at the Ontario Institute for Studies in Education of the University of Toronto. She received her PhD in Sociology of Education and Comparative Education from OISE in 1996. Her research focuses on global governance and educational change. She has authored or edited several books and published over 20 articles in peer-reviewed journals. She also directs the Comparative International and Development Education Centre and has received multiple awards for her work.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This document discusses challenges facing higher education institutions in relation to global development problems. It touches on key concepts like knowledge, globalization, development and internationalization in the context of higher education. Some important trends highlighted include an increasing dependency on knowledge worldwide and the role of "knowledge hubs". The document also discusses the potential for innovation in developing countries and challenges around knowledge circulation and ensuring knowledge is applied to benefit societies and address global problems.
The document discusses the implications of globalization for education. It defines globalization as the increasing integration and interdependence of economies, technologies, and cultures worldwide. This has led to tensions between global and local needs that education must address. Schools must prepare students for a globalized world while respecting local values. The document recommends educating students in global systems, interdisciplinary thinking, cultural diversity, and social justice to foster global understanding and tolerance.
The document discusses how countries compete for talented individuals through higher education and science. It notes that traditional sources of power like economy and military are now linked to education levels and technological advancement. Countries establish international education hubs and programs like Erasmus to attract foreign students, gain prestige, and build understanding. However, competition for top students and "brain drain" can also harm countries. Overall, the document argues that higher education is becoming an important part of foreign policy and international trade as the global economy shifts to knowledge-based.
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.
Globalization has transformed the world economy and made it more interconnected, interdependent, competitive, and knowledge-based. Globalization in education seeks to interconnect teaching methods worldwide to encourage global access to education from primary to university levels and to develop students' multicultural awareness and prepare them for multinational careers. As education serves to promote global stability, globalization affects education through their shared goals of preparing students for successful futures in increasingly interconnected nations.
Globalization has transformed the world economy and made it more interconnected, interdependent, competitive, and knowledge-based. Globalization in education encourages international development by connecting teaching methods worldwide and prioritizing global access to primary, secondary, and university education to prepare students for multinational careers. As education is foundational to global stability, developing multicultural awareness from a young age can help students arrive at balanced conclusions on global issues and prepare them for increasingly connected futures. However, potential downsides include increased technological gaps between developed and developing countries, as well as opportunities for new forms of colonization through education.
This document discusses worldviews and how they shape perceptions of change and the future. It argues that we are currently experiencing a decline in the prevailing worldview, leading to a "change fear culture" characterized by anxiety about the unknown future. For postsecondary institutions, this means educators struggle to agree on the future of education. However, the document suggests with an understanding of worldviews and how fear arises from their decline, leaders can help address fears of change within their organizations and facilitate discussions of the future of teaching and learning despite disagreement.
Connections between Education & Globalizationjdevoll1
This document discusses several trends and issues facing education systems. It notes that societies are becoming increasingly ethnically diverse and schools must teach social awareness and cultural competency. Technology is also transforming all aspects of life and education systems are working to develop students' technology skills. However, growing diversity presents teachers with challenges to understand the various cultural needs of students. Other issues discussed include implementing Common Core standards, ensuring equal access to education for students in poverty, and preparing all students to compete in a globalized world.
Globalization in 21 st century educationJoseph Bias
This document discusses globalization in 21st century education. It defines globalization as the process of international integration arising from cultural exchanges promoted by advances in transportation and telecommunications. For education, globalization means students must compete globally for jobs and have skills like collaboration, problem-solving, and creativity to succeed. Schools must adapt pedagogy and goals to ensure students can collaborate internationally and think critically. Experiential learning through activities can also help develop skills valued by employers. Technology allows tasks to be completed globally and students must be able to use it to access global markets.
From Open to Inclusive: asserting rights based approaches in globalized learningAlan Bruce
Globalization is increasing inequality and access disparities on a planetary scale according to the document. While technology increases connectivity, it also exacerbates exclusions and imbalances of power. The author argues that education systems must address these issues of inequality, inclusion, and social justice in a globalized world undergoing crisis and restructuring. Strategic policy questions around defining goals to meet real needs, unmasking inequity, and ensuring inclusive and equitable access are raised.
Helen’s presentation provided insights into the currents and movements driving the world of education globally, and drew out learnings for the development of the next generation of project managers. International-mindedness, the value of diversity, and social mobility - each were explored, and the audience challenged to see how they might embrace them.
This document summarizes the key concepts of global governance and the United Nations' role in addressing gaps in global governance. It defines global governance as the laws, norms, policies and institutions that regulate relations between states and other actors across borders. It identifies five main gaps in global governance: knowledge, norms, policy, institutions, and compliance. The UN plays an important but limited role in helping to fill these gaps, particularly in the areas of generating knowledge, establishing norms, and convening states to develop policies. However, significant gaps remain due to lack of authority, resources and political will from states. Non-state actors also contribute significantly to global governance.
This document introduces the Digital Evolution Index (DEI) created by The Fletcher School at Tufts University to measure the digital evolution of 50 nations. The DEI analyzes six years of data on how countries are transitioning their citizens and economies to the digital future. Key insights from the index include understanding countries' regenerative capacities after the 2008 economic decline and how they are preparing for opportunities and challenges of increasing digitization. The DEI can help policymakers design strategies to boost digital competitiveness and help businesses identify patterns to inform their global expansion plans in the digital economy. While technology holds potential gains, countries and companies need strong policies and strategies based on understanding each nation's digital progress and environment.
Bus 303 bus303 week 5 assignment reflective paperjuitrfrtyk
This document provides instructions for a reflective paper assignment for a BUS 303 human resource management course. The 8-page paper must integrate course readings and discussions with work and life experiences to demonstrate understanding of key HRM areas like recruitment, compensation, and employee relations. Students must explain how these HRM aspects work together to support organizational goals. The paper should also reflect on the new learning's implications for current and future applications in the workplace as well as potential career impacts. It must follow APA style guidelines and include an introduction, body, conclusion, and reference list.
Using screencasts to report course issues. Collaboration between and online instructor and elearning instructional designer. Paper presented at KU Village Online Conference, 2010
This document summarizes theories on the origin and evolution of viruses. It discusses that viruses likely arose very early in the evolution of life on Earth and may have evolved from primitive RNA replicons. Viruses can emerge through mechanisms like mutation, recombination, and reassortment involving both cellular and viral genetic material. RNA viruses in particular evolve extremely rapidly due to high mutation rates, though some viruses can exhibit periods of evolutionary stasis. Selection plays a key role in driving virus evolution.
Williams, monica why hbcu presidents need entrepreneurial focusWilliam Kritsonis
This document discusses the importance of presidential involvement in fundraising at Historically Black Colleges and Universities (HBCUs). It notes that HBCU presidents need to develop an entrepreneurial spirit to encourage private fundraising, as public support is decreasing. The president's direct involvement in donor cultivation and stewardship is crucial to creating sustained giving. However, many HBCU presidents fail to engage donors. For HBCUs to survive, presidents must embrace fundraising and cultivate meaningful relationships with satisfied donors.
The author reflects on completing their master's degree program at Ashford University. They were initially doubtful that they could succeed in an online program but have now realized how it has helped them grow as a student and future educator. The program inspired the author to continue learning and equipped them with knowledge of e-learning, technology in education, and skills like creating effective presentations. Through discussions and assignments, the author learned to consider different perspectives and communicate their ideas clearly. They would recommend Ashford University to others and are glad they pursued their degree to help inspire future students.
The document discusses strategies for reinvesting in existing communities to promote redevelopment potential. It recommends identifying promising areas and creating redevelopment plans tailored to each community. Tools to make reinvestment possible include incentives, approvals streamlining, and funding assistance. Designing attractive community centers through streetscapes, public spaces, and guidelines can further redevelopment. Successful redevelopment requires engaging stakeholders and maximizing organizational resources.
In 2007, the Virginia General Assembly made news throughout the transportation industry when it approved legislation granting authority to the Virginia Department of Transportation (VDOT) to develop access management regulations and standards. Information about the shift in Virginia’s statewide policy was presented during the biannual Transportation Research Board (TRB) Access Management Conferences in 2008 and 2010. In 2011, VDOT led a series of public information meetings soliciting opinions from the general public and consultant community in order to further refine the statewide access management program. Regulatory changes to Virginia’s Land Use & Transportation program became effective January 1, 2012.
The purpose of this presentation was to update access management practitioners on Virginia’s program and provide insight on our successes and lessons learned with regard to the linkage of transportation and land use.
Este documento describe la estructura de mando y gestión de una institución de seguridad pública. Se detallan 4 niveles de gestión: conducción y mando, mando intermedio y supervisión operativa, ejecución operativa, y formación. También se explican los procesos de selección, formación, ascensos y régimen disciplinario del personal de la institución.
This is the MSMF schedule for August 1 - 17, 2009.
International Promotion of Sustainable Engineering Initiative (IPOSE)
The International Promotion of Sustainable Engineering initiative is a project developed by the Michael Scott Mater Foundation that brings together representatives from academia, government, industry, capacity builders, and program managers/NGOs to discuss new technologies and processes being developed and their practical application at the national and community levels.
The document invites attendees to join the Grand Rails 2012 convention in Grand Rapids, Michigan. It highlights that the convention will have numerous high quality model railroad layouts, prototype tours, and clinics. Grand Rapids is located in the Midwest within 3 hours of major cities like Chicago and Detroit, and has a modern convention center and over 60 restaurants nearby. The convention will include layout tours, prototype tours of local railroads and industries, and family-friendly non-rail activities in the Grand Rapids area.
The document lists the names of several people and organizations along with brief descriptions of their community projects. These projects focus on topics like a local food co-op, network organizing, intergenerational community living, youth biodiesel production, a local securities exchange, sustainable home retrofits, and economic development programs. All of the projects provide a link where people can go to vote for them on a website about strengthening communities.
Dave is aggressive, confident, and results-oriented. He prefers a fast-paced environment with variety and challenges. Dave enjoys solving problems and may become bored with routine tasks. He is decisive, direct, and influential. The organization can benefit from Dave's competitive drive, sense of urgency, and ability to represent the company. When communicating with Dave, provide facts, be direct and to the point, offer choices and alternatives, and allow for efficiency.
Narrative, descriptive, persuasive, and expository are the main types of writing genres. Narrative writing tells a story, descriptive writing describes a person, place or thing, persuasive writing aims to convince the reader of a point of view, and expository writing explains or informs the reader about a topic. These genres are important for intermediate students to understand as they continue developing their writing skills.
The Internet is a global network that connects computers around the world through various communication methods. It contains a wide variety of information and was derived from the concept of interconnecting computer networks. TCP/IP protocols are used to ensure reliable data transmission between computers by selecting the best routes and alternative routes for packet delivery. An infographic shows internet usage statistics for Asia in 2012, including users, penetration rates, and top countries.
This document discusses incorporating health considerations into city comprehensive planning. It identifies key elements like land use, transportation, and housing that impact health. It also notes troubling obesity rates. Case studies from cities in Washington that integrated health are provided, with lessons learned around focusing on aging populations, allowing flexibility, and using multidisciplinary teams. Resources for further information are included.
- LinkedIn has become an important professional networking site, with over 60 million members and 17.6 million monthly visitors.
- Recruiters and companies increasingly use LinkedIn to find both active and passive job candidates. Accenture plans to hire 50,000 people this year and relies on LinkedIn to find candidates.
- Members create profiles detailing their employment history and build connections to people they know from prior jobs or clients. This allows both job seekers and recruiters to more easily find potential matches.
This document discusses social media and social networking in education. It provides an overview of popular social networks and their purposes. Some key principles of social networks discussed include being profile-based, enabling participation and collaboration around a shared purpose, leveraging collective knowledge, and allowing asynchronous participation and transparency. Examples of how social media can be used in education are also provided, such as for image sharing, blogging, social bookmarking, and collaborative content creation using wikis and Google Docs. Some issues around digital literacy, privacy, security, and balancing social media use are also examined.
Jessica Kay Bodner is a sculptor who creates large scale steel sculptures and installations. Some of her notable works mentioned in the document include "Basket", a 6 foot diameter steel sculpture installed at the Native American Shoshone Shell Mound Memorial in Emeryville, CA; "Nebula", a 14 by 8 by 4 foot steel and lighting sculpture installed in the lobby of 325 5th Ave in New York, NY; and "Heart Electra", a 6 by 6 foot steel and gold leaf heart sculpture that was sponsored and sold for $60,000 to benefit the AIDS ward at the San Francisco General Hospital Foundation.
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.
This document discusses three global university networks - the Association of Commonwealth Universities (ACU), the International Association of Universities (IAU), and the Worldwide Universities Network (WUN). It summarizes that these networks were formed to strengthen the capacity of universities to compete and innovate through collaboration. They serve as experimental laboratories to develop and test new concepts that can then be adopted more widely. While not perfect models, they demonstrate new forms of global collaboration in higher education that is rapidly changing and being impacted by various drivers.
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.
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.
The document summarizes discussions from three symposia on the global dimensions of higher education held at Brandeis University between 2008-2010. The key topics discussed include: 1) The changing nature of academic traditions and research in the global age; 2) The growth of higher education systems worldwide and increasing competition for American universities; 3) Developing curricula and study abroad programs that foster intercultural competence in students. The symposia aimed to examine how globalization is impacting universities and explore new models of internationalization.
Globalization is a process that unifies people worldwide into a single society through economic and cultural integration. While it provides benefits like increased trade and spread of ideas, it also poses challenges for national education systems. It pushes education policies towards neoliberal frameworks that emphasize testing, choice, and competition. It also constrains national policymaking and increases inequality as jobs move to developing countries. Education must balance preparing students for the global market while developing responsible citizens. Reforms are needed to improve teacher pay, funding equity, and address mismatches between education and industry needs.
The case for continuing education, community-based research and engaged scholarship as a means to provide education for the public good in Canada and elsewhere
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.
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
The document discusses building innovative societies through education with a focus on the Caribbean perspective. It examines the role of distance education and partnerships in building innovative Caribbean societies. Distance education provided by the University of the West Indies Open Campus aims to improve access to education across its 12 campus countries. Partnerships between the UWI Open Campus and Canadian universities could help address challenges like skills development, capacity building, and quality assurance in supporting innovative Caribbean societies.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
Global Education Patterns
The Concept of Globalization
Globalization started in economics but spread to many parts of our lives, like how we work, live, and share ideas. It's like a big change that has affected the whole world, making things different in the way we do stuff.
Cogburn (2000) posits that globalization encompasses profound structural transformations in the production and distribution processes within the global economy. Globalization, a fundamental concept influencing economic, social, and cultural policies, has sparked debates on its merits and drawbacks.
Globalization doesn't just affect buying and making things, or services that everyone uses, like schools. It also changes the way people live and what they value. Often, it makes local cultures similar to a standardized global culture, which can be a lot for them to handle (Kuehn, 1999).
Factors Leading Globalization
Globalization is shaping the world order, affecting social, political, and economic structures. English, used as a first or second language in nearly 100 countries, has become a universal language in media, computer, and trade. Other leading factors of globalization include:
• Increasing global communication via fiber optics, satellite and computer technology
• Integrated and coordinated product design, production, sale
• Increasing numbers of free trade agreements at international level
• Advancement of regulations and standards for trade, finance, work, product and services in whole world
• Financial markets’ giving services during 24 hours everyday
• Increasing numbers of foreign investments in many countries and increasing effects of foreign control on workers (Deniz, 1999).
Benefits of Globalization
1. Conceptual Shifts
2. Information-Intensive Economy
3. Challenges in Education
4. Interdisciplinary Approach
5. Symbol Manipulation Skills
6. Independent Thinking
7. Scientific and Technical Training
8. Addressing Information Age Challenges
9. Exchange of Ideas
10. Technological Integration
The Aim and the Importance of Global Education
The aims and importance of global education are as follows:
Let those who participate education process gain skills of new cultures
Develop the ability of distinguishing intercultural differences
Assist the people criticizing events from global perspective
Explain how different cultures affect the activities of organizations
Help students realize how attitudes are shaped and how they affect the behaviors
Develop the language and harmony skills of the managers who will work in different cultures
Provide the ability of working together with the people coming from different cultures
Develop the skill of multi-sided thinking by causing them gain the cultural sensitivity and experience
Teach how to behave according to cultural differences
Develop the way of thinking from individuality to globosity (Deniz, 1999).
Students Voice: Continuum of Choice for the future of educationAlana James
How much and to what extent should we consider trust and student voice as we redesign education? This is the first year report of findings from the Future(s) of Education project (www.futureofeducationproject.net)
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.
Open Educational Resources: Education for the World? (Richter & McPherson 2012)Richter Thomas
Pre-Publish Version of: Richter, T. & McPherson M. (2012). Open Educational Resources: Education for the World? Distance Education, 33(2), pp. 201-219.
The document discusses how ICT can support collaborative creativity in modern schools. It makes three key points:
1. ICT tools like videoconferencing and web 2.0 applications allow students to collaboratively create, share, and build knowledge from remote locations in real time. This encourages a participatory culture of sharing ideas.
2. The ODYSSEUS program used ICT tools to have primary students from different schools collaboratively design and implement creative activities together remotely. Four stages of the process are outlined.
3. ICT supports collaborative creativity by enabling problem solving, sharing creative works, and social interaction between students. This helps students develop important skills for the knowledge society.
Brenda Gourley, Vice Chancellor of the University of Natal, welcomed attendees to the 11th General Conference of the International Astronomical Union in Durban, South Africa. In her speech, she discussed how globalization is both economically and culturally integrating the world while also marginalizing some. She noted Professor Manuel Castells' warning about the potential dangers of globalization in simultaneously including and excluding people. However, she expressed that universities can help address these challenges through education and knowledge sharing across borders. The conference aims to facilitate international cooperation among educators to help universities adapt to changing responsibilities and contribute to a shared global future.
This document summarizes the effects of globalization on identity based on a literature review. It discusses how globalization has led to loss of identity, cultural homogenization, and questions about multiculturalism in education. It also explores how literature and narratives can be used in language classes to develop students' awareness of other cultures and identities. Teachers play an important role as carriers of values and should employ techniques like critical pedagogy to empower students and challenge assumptions. Overall, the document examines the complex relationship between globalization, culture, education, and the formation of individual and group identities.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Discussion Paper by Professor Kris Olds, University of
Wisconsin‐Madison
Associations, Networks, Alliances, etc: Making Sense of the Emerging
Global Higher Education Landscape1
Table of Contents
1. Introduction
2. National/International
3. National/International >> Global Assemblages
4. Mapping the Emerging Global Higher Education Landscape: Two
Symptomatic Vignettes
a. Global higher education players, regional ambitions, and
interregional fora
b. Technology, international consortia, and geographically dispersed
research and teaching teams
5. Towards a Multi-Sited Infrastructure for Global Higher Education?
1. Introduction
While it is always important to be cautious in creating representations of a world as
changing ever faster, where we are witnessing the ‘death of distance’, the ‘flattening’
of the earth (Friedman, 2005) 2 , and the steady convergence of systems (including
higher education systems), norms, and technologies, it is undeniable to those of us at
this conference that there is something going on in the world of global higher
education.
Over the last decade, for example, an assortment of new or substantially
transformed stakeholders has emerged. ‘Established’ national and international
stakeholders are having to take into account ‘global network’ universities like New
York University and the University of Nottingham, Google (est., 1998), private firms
like Thomson Reuters, a more assertive European Commission (especially the
Directorate Generals of Education and Culture, and Research), and a myriad of
regional and international consortia (e.g., ASEAN University Network, est., 1995;
1
My sincere gratitude to the International Association of Universities (IAU) for the invitation to develop
this discussion paper, and to Susan Robertson (University of Bristol) for comments on a draft version.
Please note, however, that the views contained in this paper are not necessarily representative of the
views of the IAU, nor any other institution.
2
Friedman, T. (2005) The World Is Flat: A Brief History of the Twenty-first Century, New York: Farrar,
Straus & Giroux.
2. Universitas 21, est., 1997; Worldwide Universities Network, est., 2000), In short, the
global higher education landscape is an ever more crowded terrain.
This terrain also has a different topography, one that stretches out more broadly
(witness the launch and establishment of the European Higher Education Area, one of
the most striking of changes at a global scale), is increasingly riddled with variegated
networks and associated epistemic communities, and is tendentially associated with
norms that seem to be increasingly valuing concentration (clustering, categorization,
differentiation, segmentation, benchmarking) whilst perhaps accepting its corollary
(exclusion).
Such substantive and policy changes also come with a discursive element; a desire
to change while simultaneously advertising that the change process is underway, and
with associated achievements. It is impossible, for example to disentangle the
discursive elements of the development process for Qatar Education City, the King
Abdullah University of Science and Technology (KAUST), Singapore’s Global
Schoolhouse, or the German “Excellence Initiative”, from the tangible and supremely
material dimensions of said initiatives. Strategy, including the development strategies
we are all associated with in our respective associations, networks and alliances, is
increasingly attendant to the power of image and identity, of branding, and not
merely the nurturing of minor and major systemic or programmatic change. Yet just
whom are we speaking to in the production of discourses (speeches, websites, reports,
newsletters, etc.) about these processes? The search to attract, to be attractive -- the
key dimension of ‘soft power’ (Nye, 2005) 3 -- is always present, yet so rarely
acknowledged.
The objective of this discussion paper is to begin mapping out this evolving terrain,
cognizant though that this is only one entry point in a process of mapping for it is
impossible to provide a universal view that captures all. This particular mapping is
produced by a white middle class Canadian male geographer who has spent the last 17
years studying, living and working outside of Canada, in the UK (courtesy of the
Commonwealth), Singapore, the United States, and most recently Paris (for a year). In
short, this is a discussion paper, and the text in your sight should be rebutted,
critiqued, complemented, reformulated, and so on. The worst that could happen
would be silent acceptance.
In the hope of furthering discussion and debate about the emerging global higher
education landscape that associations, networks, alliances, and so on, react to and
help construct, I have devised the following structure.
First, I will outline some of the logics that I see underlying the establishment of the
new initiatives and stakeholders that are helping and complicating the lives of many of
you at this conference. A key element of my argument is that the global terrain – the
one in focus at this event - is more complicated and busy because of the
denationalization process vis a vis higher education and research. By
3
Nye, J. (2005) Soft Power: The Means to Success in World Politics, Cambridge, MA: PublicAffairs.
3. denationalization, I mean the reframing of scopes of vision, and institutional
structures and strategies, to cultivate linkages beyond the national scale.
An example would be the development of a unit within a federal ministry of
education or research, that is tasked to devise a global ‘branding strategy’ for its
higher education system4, or a unit (existing or new) in the same ministry tasked to
develop an understanding of the economic impact of education exports,5 which then
leads to the development of laws, policies and programs to attract foreign students,
and the enhancement of capacity to dialogue about this developmental dynamic. As
these examples infer, there are a variety of underlying causes behind the
denationalization impulse -- from the geoeconomic, to the geopolitical, to the
geocultural -- though it is clear that the geoeconomic dimension of global higher
education is coming to the fore.
Following the work of Anthony Giddens, Bruno Latour, and Saskia Sassen, I view
globalization to be an ‘in-here’ phenomenon; one we are all enrolled in, effected by,
and partially responsible for. This conference, for example, plays a role in the ongoing
fashioning, and refashioning, of global imaginaries and strategizing about what roles
associations, networks and alliances can and should play in the development process.
The emerging global higher education landscape is thus being constructed by an
assemblage of actors and their networks (actor-networks, in the words of the French
sociologist Bruno Latour), including the ones we are associated with. These actor-
networks are guided by a diversity of visions that are differentially enabled by uneven
stores of resources, variable technological means, and all things roughly equal, by
particular performative skills (including leadership).
In short, we are all – from the long-standing intra-national regional consortia, to the
national association, to the extra-national regional association, to the international
association/consortia, to the multilateral agency – contributing to the
denationalization impulse; one which is:
• Reframing the development process at multiple scales (from the body
through to the global);
• Valorizing (and perhaps overvalorizing?), the ‘global’ scale;
• Promoting policies, programmes and projects to ‘internationalize’, to
‘globalize’.
But we are all unevenly committed, and unevenly enrolled, in the denationalization
process. As I imply with this paper, we are experiencing and constructing an early
4
Robertson, S. (2008) ‘‘Malaysia Education’: strategic branding leads to growth in international student
numbers 2006-8?’, GlobalHigherEd, 16 March, available at:
http://globalhighered.wordpress.com/2008/03/16/malaysias-international-student-numbers-increase-by-
30-between-2006-8/.
5
Stroomberge, A. (2009) ‘Measuring the economic impact of ‘export education’: insights from New
Zealand’, GlobalHigherEd, 7 February, available at:
http://globalhighered.wordpress.com/2009/02/07/measuring-the-economic-impact-of-export-education-
insights-from-new-zealand/.
4. exploratory phase of the global/transnational era. We are really just finding our way,
hindered by the lack of resources, and perhaps by the absence of a multi-sited
infrastructure for global higher education. Methodological nationalism (which casts a
particularly long shadow in education studies given the historic role of education in
nation-building – see Robertson and Dale, 2008) 6 , and a lack of broad multi-
disciplinary interest in global higher education, is also hindering action.
Second, I will develop two ‘symptomatic vignettes’ that profile, directly and
indirectly, the denationalization process, and the terrain within which all of our
networks are operating. These are:
• Global higher education players, regional ambitions, and inter-regional fora
• Technology, international consortia, and geographically dispersed research
and teaching teams
Please note, however, that these examples are not meant to represent all of the
experiences and challenges being faced by all of our institutions. Rather, they are
tangible empirical cases that help shed light on the complicated and evolving
dynamics that many of us are seeking to understand, to cope with, and do a better job
of mediating, on behalf of our members.
Third, I will close off by outlining some core challenges for associations, networks,
and alliances given the nature of the denationalization process. These challenges will
recognize the plethora of vision(s) that exists in our worlds, yet flag the point that
perhaps more needs to be done to collaborate given the fast pace of change, and the
uneven capacities to assess the nature of this change, as well as what future options
to pursue. I will put forward, for discussion, the idea of developing a formal or
informal multi-sited infrastructure for global higher education that associations,
networks, and alliances could construct in order to collectively develop a more
strategic presence in the global higher education landscape. This would complement,
and also reinforce, the valuable work being done by the IAU, and enable it to further
its goal of “building a worldwide higher education community”. The challenges of a
denationalizing era are many, and it worth debating if new forms of cross-border
collaboration between stakeholders are needed. An alternative is, of course, the
status quo.
2. National/International
The world of higher education is populated by a seemingly endless thicket of
associations, consortia, networks, alliances, and so on. These stakeholders, a catch-all
term I often use in this paper, represent higher education institutions and other groups
associated with the education and research processes. Given that the nature of higher
education systems vary across space and time, these stakeholders, and their
6
Robertson, S. and Dale, R. (2008) ‘Researching education in a globalising era: beyond methodological
nationalism, methodological statism, methodological educationism and spatial fetishism’, in J. Resnik (ed)
The Production of Educational Knowledge in the Global Era, Rotterdam: Sense Publications. pp. 19-32.
5. relationships, reflect the variable nature of the systems they are embedded in.
Moreover, all higher education systems are embedded in variety of national political
economies (see Figure 1 below).
6. Market-ideological state Plan-ideological state
Ideologically driven economic and social The state runs and controls most or all
agendas prioritized. Based on a reversion economic units, provides all higher
to state-civil society relations of the of education services, and conducts all
‘competitive capitalism’. Policy choices formal research. Resource
tend to be framed by ideological . allocation/investment decisions primarily
Privatization of higher education and a state function. Policy choices framed by
research, as well as opening of territory ideological dogma. Select experiments
to foreign direct investment, are key and foreign providers allowed in if tightly
objectives. managed (e.g., Vietnam)
Market-rational/regulatory state Plan-rational/developmental state
The state regulates the parameters The state regulation of economic
within which private companies operate. activity is supplemented by state
The state regulates the economy in direction of the economy. The economy
general. But investment, production and itself is largely in private ownership and
distributive decisions are the preserve of firms are in competition, but the state
private companies, whose actions are intervenes in the context of an explicit
disciplined by the market. The state does set of national economic and social goals.
not concern itself with what specific High priority placed on industry policy and
industries should exist and does not have on promoting a structure that enhances
explicit industry policy. Broad range of the nation’s economic competitiveness.
higher education and research approaches Higher education and research
from nearly complete public provision traditionally provided by state in public
(e.g., Canada) to acceptance and support institutions, but select experiments and
for private provision (e.g., USA). foreign providers allowed in if tightly
managed (e.g., China, Qatar, Singapore).
Figure 1 A typology of national political-economic systems
Source: Adapted from Dicken (1998: 89)7
Stakeholders have historically emerged to represent universities, professors,
students, fields/disciplines, and so on, yet they vary considerably depending upon
which ‘political-economic system’ any one national higher education system is
embedded in. Often developed in association with a crisis of representation, or
following a shift in ideology and broader systemic shift in national political economy,
most of the world’s still existing university associations emerged in the 1900s, yet
have operated, for the majority of their ‘lives’, within a frame of reference that has
predominantly been guided by national and intra-national scale imaginaries. Supra-
7
Dicken, P. (1998) Global Shift: Transforming the World Economy, Third Edition, London: Sage.
7. national scale actors did exist (e.g., the International Committee on Intellectual
Cooperation, est., 1922), and colonial-era actors were formed (e.g., the Association of
Commonwealth Universities, est. 1913) whose influence span across huge parts of the
world, but the majority of the 20th century was really the era of the national scale
imaginary (Sassen, 2006).
Processes and key events, including the post-WWII reconstruction of Europe and East
Asia, the emergence of the Bretton-Woods era of multilateral institutions (including
UNESCO (est., 1945), and the World Bank (est., 1945)), and in the next decade the
creation of the UNESCO-based International Association of Universities (est., 1950),
the International Finance Corporation (est., 1956), and the OECD (est., 1961)), all laid
the foundations for the insertion of key international voices into debates about higher
education. Soon after, waves of decolonization helped fuel the establishment of even
more stakeholders.
Critically important work was done by both national and international stakeholders
throughout the latter half of the 20th century. They helped guide and mediate the
effects of massification, inadequate resources, technological change, the murmurings
of integration at a regional scale (e.g., in Europe), the Cold War, demographic and
socio-cultural change, inequities in knowledge production and circulation, and periods
of instability in higher education systems brought about by regime change (by
democratic and other means).
From my perspective, a biased one to be sure, this was the era of the
national/international; one profoundly shaped by visions of development that were
focused at the local scale, at the state/provincial scales, at the national scale, at the
regional scale, and then at the international scale. And by international I mean inter-
national, for most of the key international actors (e.g., UNESCO, the World Bank, the
OECD) are creatures of member states, and are therefore only allowed to engage with
higher education systems in member states after formal approval of the nation-
state(s) in question, while also ostensibly committing to political neutrality.
The legacies of this era are still with us. The vast majority of stakeholders in this
room are responsible for member universities who have traditionally operated at the
national and inter-national levels. The key developmental dynamics that unfold, and
command attention, are of a localized and intra-national or inter-national nature. Just
look, for example, at the membership lists of the institutions represented here. They
tend to be categorized by country, or perhaps state/province. They tend to reflect the
core mission -- to represent institutions of higher education -- and are therefore
composed of higher education institutions or officials (e.g., rectors). Rarely do we see
non-university members listed, apart from on select advisory boards. 8 The formal
membership, and informal structure of many institutions or entities present at this
meeting also often reflect the historical legacies of colonialism, which laid the legal
and linguistic foundations of many higher education systems. This said, the partial
8
I note, with interest, that the IAU seems to be moving towards a more ‘inclusive’ notion of membership
when it substituted, a few years ago, the slogan “Universities of the world working together” for
“Building a worldwide higher education community”.
8. breakdown of the national and international scale frames of reference were
foreshadowed by the emergence of important post-colonial era institutions (e.g,
l'Organisation internationale de la Francophonie, formed in 1970), which had as its axis
of interest the French-speaking world. Francophonie’s origins (a creation of ‘heads of
state’), or the post-colonial era development agenda of the Association of
Commonwealth Universities (ACU), remind us, though, of the long-lasting sway of
national and inter-national imaginaries.
3. National/International >> Denationalization & Global Assemblages
If the legacies of the national and inter-national are still important, what has become
apparent is that a rescaling process is underway. The argument that I would like to put
forward is that a process that could be deemed denationalization (Jessop, 1999;
Sassen, 2006)9 is underway. As noted in the Introduction, this is a process that we are
all implicated in; it is not a process handed down to us from the ether, or foisted upon
us by some unnamed actors shielded from view.
Denationalization can be broadly defined as the process of reorientation from the
national and international to the global. A key element of this concept is that the
denationalization process is initiated from (a) ‘outside’ (e.g., via the activities of
transnational corporations), but also (b) within the nation-state (e.g., a ministry of
higher education), and (c) within other national institutions (e.g., a national
association of universities) that have traditionally focused upon intra-national scale
developmental dynamics. As Saskia Sassen notes, in an interview with Magnus
Wennerhag (2006)10:
With the notion of denationalization I try to capture and make visible a mix of
dynamics that is also altering sovereignty but is doing so from the inside out, and on
the ground, so to speak −− the multiple micro−processes that are reorienting the
historic national project towards the new global project. National state policies may
still be couched in the language of the national, but at least some of them no longer
are: they are now oriented towards building global systems inside the national state.
From there, then, the term denationalization.
Examples of (b) above would include the development of capacity to analyze and
develop global higher education export strategies within ministries of education or
international trade/economic development, or the formation of ministry strategies
and expertise (e.g., via manuals) to court select foreign universities to open branch
9
Jessop, R. (1999) ‘Reflections on globalization and its illogics’, in K. Olds, et al. (eds.) Globalization and
the Asia-Pacific: Contested Territories, pp. 19-38; Sassen, S. (2006) Territory, Authority, Rights: From
Medieval to Global Assemblages, Princeton: Princeton University Press.
10
Sassen, S., and Wennerhag, M. (2006) ‘Denationalized states and global assemblages: an interview with
Saskia Sassen’, eurozine, 20 November, available at: http://www.eurozine.com/articles/2006-11-20-
sassen-en.html.
9. campuses. In both examples, the nation-state plays a critically important role as
animator, mediator and arena for the rescaling process (Brenner, 2004).11
An example of (c) would include the development of what tends to be classified as
‘international’ units or initiatives within national associations. How many of the
national associations represented here, for example, have experienced pressure to
forge an international/global strategy, or establish connections between your
universities and one or more institutions in other countries, not all of them in similar
levels of encasement (e.g., nation to region or city-region to nation). Australia’s
national Group of Eight coalition, for example is currently engaged in dialogue with
the US Midwest’s Committee on Institutional Cooperation (CIC), a consortia that
received a lot of attention last year following its deal with Google to digitize some 10
million volumes from CIC libraries, the results of which will also benefit non-CIC
members (McFadden, 2009).12
The denationalization process is also associated with new policies, the inculcation
and valorization of ‘global’ outlooks, norms and subjectivities, and the cultivation of
globalizing practices (e.g. developing and offering international double & joint
degrees).
It is also important to note that the denationalization process facilitates the
emergence of a myriad of “global assemblages”; specialized systems that operate
across borders, and that govern processes both within and across nation-states
(Sassen, 2006).13
Examples, when thinking about the application of the assemblage concept to global
higher education, would include host Ministry-foreign university agreements about
what ‘academic freedom’ is when a branch campus is opened up in a territory
governed by an authoritarian regime (Olds, 2005)14, or analytical technologies created
by Thomson Reuters for assessing the scope, scale and impact of the international
joint authorship of papers, which is then used by the European Commission to frame
Europe’s new (2008) Strategic Framework for International Science and Technology
Cooperation. See Figure 2 below which was developed in this particular exercise.
11
Brenner, N. (2004) New State Spaces: Urban Governance and the Rescaling of Statehood, Oxford: Oxford
University Press.
12
McFadden, B. (2009) ‘Collaboration among research universities: a model from the US Midwest’,
GlobalHigherEd, 31 January, available at:
http://globalhighered.wordpress.com/2009/01/31/collaboration-among-research-universities/.
13
Sassen, S. (2006) Territory, Authority, Rights: From Medieval to Global Assemblages, Princeton:
Princeton University Press. On the concept of ‘assemblages’, also see Aihwa Ong and Stephen Collier
(eds.) (2005) Global Assemblages: Technology, Politics, and Ethnics as Anthropological Problems, Oxford:
Blackwell.
14
Olds, K. (2005) ‘Articulating agendas and traveling principles in the layering of new strands of academic
freedom in contemporary Singapore’, in B. Czarniawska and G. Sevón (eds.) Where Translation is a
Vehicle, Imitation its Motor, and Fashion Sits at the Wheel: How Ideas, Objects and Practices Travel in
the Global Economy, Malmö: Liber AB, pp. 167-189.
10. Figure 2. Analyzing the Global Geography of International Collaborative Authorship
in Science and Technology (2000-2006)
Source: European Commission (2009) Science, Technology and Competitiveness: Key
Figures Report 2008/2009, Brussels: European Commission.
Two other examples would be systems for the global ranking of universities that are
developed and then utilized to refashion institutional development strategy, or the
Google-CIC case noted above. In all of these examples, disparate institutions,
technologies, globalizing visions, regulatory frameworks, and so on are brought
together in the push to the global, creating a cacophony of action and elements that
enable higher education systems, institutions and norms to be progressively
denationalized.
Yet, as Saskia Sassen and other ‘grounded’ and practice-oriented analysts of
globalization note, a core element of the notion of assemblage is just that; the
process of assembling is a process, one that reflects characteristics of organizing, of
emergence, of experimentation, and of evolution. The notion of assemblage also
makes room for space, and assemblages will function quite differently, according to
local circumstance, not because they are an overarching structure adapting its rules to
the particular situation, but because these manifestations are what the assemblage
consists of (Olds and Thrift, 2005)15. For example, the global rankings phenomenon
15
Olds, K., and Thrift, N. (2005) ‘Cultures on the brink: reengineering the soul of capitalism – on a global
scale’, in A. Ong and S. Collier (eds.) Global Assemblages: Technology, Politics and Ethics as
Anthropological Problems, Oxford: Blackwell, pp. 270-290.
11. emerged a mere five years ago, but in two distinct locations: a private sector media
outlet located in the UK, and a national (public) university in China. The logics behind
the emergence of the two main global rankings schemes could not have been more
different, yet they have both come to be progressively more and more
institutionalized, and are now exhibitive of considerable scope yet variable governing
power depending on how important their outcomes are perceived to be. At the same
time it is possible to note that competing ranking projects are being advanced within
Europe, with a variant under development at the OECD.16
Let us shift, now, and ground this discussion via the development of two brief
‘vignettes’ that highlight aspects of the denationalization process at work, often in
ways that involve those of us associated with associations, networks, alliances, etc.
4. Mapping the Emerging Global Higher Education & Research Landscape: Two
Symptomatic Vignettes
Global higher education players, regional ambitions, and interregional fora
How do dominant national and regional players in global higher education speak to,
and engage with, other parts of the world, especially when these parts are viewed as
in need of ‘foreign assistance’?
History matters, for it has laid a foundational path, including taken-for-granted
assumptions that shape the tone, mechanisms, and power dynamics of bilateral and/or
interregional relationships. Times change, of course, and the rationale and logics
behind the relationship building cannot help but evolve. The end of the Cold War, for
example, enabled the building of relationships (e.g., the 46 country European Higher
Education Area) that were previously impossible to imagine, let alone create.
The structure of higher education systems matter too. How does a nation ‘speak’
(e.g., the USA) when there is no senior minister of higher education, and indeed no
national system per se (such as that in Germany, Canada or Indonesia)? It is possible,
though content and legitimacy are derived out of a relatively diverse array of
stakeholders.
In this context we have seen new forms of engagement emerging between Europe
and the Global South, and between the USA and the Global South. I am wary that the
‘Global South’ concept is a problematic one, but it is used enough to convey key
aspects of the power/territory nexus, so I’ll stick with it for the duration of a brief
vignette in a discussion paper.
What are the driving forces underlying such forms of global higher education
engagement?
Clearly the desire to engage in capacity building, for a myriad of reasons, is a
driving force. A second force is concern about what the other dominant players are
doing; a form of global engagement inspired or spurred on by the competitive impulse.
16
Though in both cases promoters argue that these are actually not rankings.
12. A third and related driving force is the amorphous desire to project ‘soft power‘ – the
externalization of values, the translation of agendas, the enhancement of the
attraction dimension, and so on, such that transformations align with the objectives of
the projecting peoples and systems (Hartmann, 2008) 17 . Needless to say, higher
education is one of the more malleable, effective, and relatively affordable vehicles
for the exercise of soft power.
All three driving forces are evident is a spate of events and initiatives underway in
2008 and 2009.
Europe Engages Asia
While the long history of Euro-Asia relations has often incorporated a higher education
element (witness the impact of colonialism on higher education systems in many of
East and Southeast Asian countries), the contemporary era is associated with new
dynamics, and new forms of linkages. Over the last decade, for example, the logics of
capacity building, the need to enhance ties to select regions (e.g., East, South, and
Southeast Asia), and the projection of soft power, has enticed Europe to forge new
relations across space via the Asia-Europe Meeting (ASEM) framework.
Following an incremental development process that began with the establishment of
ASEM in 1996, the Asia-Europe Foundation (ASEF) in 1997, and the ASEM Education Hub
(AEH) 18 in 2006, programmatic activities shifted from person-to-person, research
cluster, and institutional scale initiatives 19 upwards, towards bringing together key
administrative and political leaders to discuss a wider array of issues. This was
accomplished via the sponsoring of an inaugural meeting of ASEM’s Ministries of
Education, which was hosted by the German Federal Ministry of Education and
Research, and titled ‘Education and Training for Tomorrow: Common Perspectives in
Asia and Europe’. This event took place in Berlin from 5-6 May 2008.
This initiative is part of an emerging move to have ministers of education/higher
education/research play a role in thinking bilaterally, regionally, and indeed globally.
One interesting aspect of this development is that ministries (and ministers) of
education are starting, albeit very unevenly, to think beyond the nation within the
17
Hartmann, E. (2008) ‘Bologna goes global: a new imperialism in the making’, Globalisation, Societies
and Education, 6(3): 207-220.
18
AEH’s advisory board includes representatives from Academic Cooperation Association (Belgium), Asea-
Uninet (Austria), ASEAN University Network Secretariat (AUN), Asia-Pacific Association for
Internationalisation of Education (APAIE), Asia-Pacific Programme of Educational Innovation for
Development (APEID) in UNESCO, Association of Indian Universities, Association of South-East Asia
Institutions of Higher Learning (ASAIHL), Association of Universities of Asia and the Pacific (AUAP),
European University Association (EUA), German Rectors’ Conference, Hanoi University of Technology
(Vietnam), International Association of Universities (IAU), International Cooperation of Kunming University
of Science (China), Irish Universities Association (Ireland), Korea National Open University (Korea), Nordic
Institute of Asian Studies (Denmark), Nuffic (Netherlands), Secretariat for ASEM DUO Fellowship
Programme, Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat, Universidad
Complutense de Madrid (Spain), Universitat Autonoma de Barcelona (Spain), University of Aarhus
(Denmark), University of Alicante (Spain), University Sains Malaysia (Malaysia).
19
Information on ASEF projects between 1998 and 2008 is available here:
http://www.asef.org/index.php?option=com_theme&task=archive&id=1&Itemid=142.
13. institutional structure of the nation-state (Jayasuriya, 2009).20 In this case, though, a
regional voice (the European Union) is very much present, as are other stakeholders.
The European University Association (EUA), Deutscher Akademischer Austauschdienst
(DAAD, the German Academic Exchange Service), and the Netherlands Organisation for
International Cooperation in Higher Education (NUFFIC) all play critically important
facilitative roles with respect to the formation of region-region higher education
relations, and they do so via the mechanism of the EU-funded EU-Asia Higher
Education Platform (EAHEP) (see (Robertson 2008).21
Since the May meeting in Berlin, a linked event - the 1st ASEM Rectors’ Conference:
Asia-Europe Higher Education Leadership Dialogue “Between Tradition and Reform:
Universities in Asia and Europe at the Crossroads” - was held from 27-29 October 2008
in Berlin. Other related initiatives include:
• The European Higher Education Fair and Symposium in New Delhi, India (12-14
November 2008);
• A Roundtable on Autonomy, Governance and Management (25-26 November
2008, Vietnam);
• A Workshop on Doctoral/Graduate Education in Europe and Asia (8-9 December
2008, China);
• EU-Asia Higher Education Platform (EAHEP) workshop on student mobility, joint
degree programmes and institutional development (16-17 February 2009,
Malaysia);
• 2nd ASEM Education Ministers’ Meeting (14-15 May 2009, Vietnam);
• International Partnerships in Higher Education: Policies, Practices and Lessons
Learned (8-9 June 2009, Indonesia).
Thus we see a complex patchwork of universities, associations, ministries, regional
organizations, and an interregional secretariat, all coming together to fashion dialogue
and action regarding the transformation of higher education systems and relations.
The US Engages Asia
Moving from ASEM to the USA, we have seen the logics of capacity building, the need
to enhance ties to select regions (e.g., Asia and Africa), and the projection of soft
power, guiding some new initiatives. The US Government, for example, sponsored the
Asia Regional Higher Education Summit in Dhaka, Bangladesh between 6-9 October
2008. As the official press release from the US Embassy in Dhaka put it, the:
20
Jayasuriya, K. (2009) ‘Learning by the market: regulatory regionalism, Bologna, and accountability
communities’, paper presented at the ISA Conference, New York, February.
21
Robertson, S. (2008) 'Europe/Asia' regionalism, higher education and the production of world order’,
Policy Futures in Education, 6(6): 718-729.
14. Asia Regional Higher Education Summit is sponsored by the United States
Government through the U.S. Agency for International Development (USAID) and co-
hosted by the University of Dhaka and the Bangladesh University of Engineering and
Technology. This Summit is a follow-up to the Global Higher Education Summit
recently [29-30 April 2008] held in Washington, DC. The Washington summit was
convened by Secretary of State Condoleezza Rice, Secretary of Education Margaret
Spellings, and USAID Administrator and Director of U.S. Foreign Assistance Henrietta
Fore. The Summit’s objective was to expand the role and impact of U.S. and foreign
higher education institutions in worldwide social and economic development.
It is worth noting that countries representing ‘Asia’ at the Summit include
Afghanistan, Bangladesh, Cambodia, India, Indonesia, the Kyrgyz Republic, Nepal,
Pakistan, the Philippines, Qatar, Sri Lanka, Tajikistan, Thailand, Timor-Leste, the
United States and Vietnam.
The US Engages Africa
An event-centred approach to country-region relationship building was also exhibited
in October 2008, when the US Government sponsored the Africa Regional Higher
Education Summit in Kigali, Rwanda. This summit is also, like the US-linked Asia event
noted above, a follow-on initiative of the US-sponsored Global Higher Education
Summit held in April 2008.
According to the official program, the Africa Regional Higher Education Summit is a
three-day event:
that will address innovative approaches to meet the challenges of the higher
education community in Africa; to learn from each other by sharing best practices
in partnering; and to foster mutually beneficial partnerships initiated before and
during the summit. In this regionally focused forum, speakers and participants will
discuss how higher education influences human and institutional capacity
development, and plays a role in preparing Africa for economic growth and global
competitiveness.
The summit is designed to focus on developing partnerships between higher
education institutions, foundations and the private sector at the national and
regional levels, although consideration will also be given to international and
cross-continental levels.
Summit participation will be limited to presidents, chancellors, and rectors
representing African and American universities, and foundation and corporate
leaders to ensure maximum interaction and sharing of perspectives between and
among decision makers and authorized agents. The working sessions and
organized breaks will be structured to maximize input and interactions between
summit participants.
It is worth noting that this Summit is the outcome of a long series of ‘development’-
oriented initiatives framed by the US’ National Association of State Universities and
Land-Grant Colleges (NASULGC), an association led by an official with strong political
15. connections to the Bush-Cheney regime, though someone with the capacity to operate
in a ‘bipartisan’ (in American political parlance) way.
‘Soft Power’ and Global Higher Education
The soft power dimension behind the formation of linkages with regions like Asia and
Africa is not always made explicit by Europe nor the USA. Yet two aspects of soft
power, as it is sought after, are worth noting in this brief vignette.
First, the intertwining of both soft and ‘hard’ power agendas and players is more
evident in the case of the USA. For example Henrietta H. Fore (Director of U.S.
Foreign Assistance and Administrator, USAID) spoke at the higher education summit in
Africa, as well as at the Pentagon about the establishment of the AFRICOM initiative:
Secretary Gates has spoken powerfully and eloquently on many occasions about the
need for the United States to enhance its non-military as well as military instruments
of national power in service of our foreign policy objectives. The Department of State
and USAID are proud to play their respective primary roles in diplomacy and
development.22
Thus AFRICOM, which is headquartered in Stuttgart, Germany, effectively has an
Africa-focused global higher education initiative associated with it (under the control
of AFRICOM partner USAID).
Second, many of the US-led initiatives with USAID support were associated with
political appointees (e.g., ex-U.S. Secretary of Education Margaret Spellings), or
politically-connected leaders of more autonomous stakeholder organizations. Was it a
coincidence that the rush of US events happened a month before the US federal
election?
It is, of course, easy to overstate the soft-power dimension of the US higher
education for development strategy, for even stakeholders (see Atwood, McPherson
and Natsios, 2008)23 have long lamented the “organizational and programmatic chaos”
that exists in Washington DC regarding higher education development aid. This said
the geopolitics of regional competition for Africa, and increasingly Asia, are topics
worthy of more discussion and debate.
Another perspective is that such US initiatives don’t really matter in the end, for
the real projectors of American soft power are hundreds of autonomous, highly
ranked, active, and well-resourced US universities, such as Cornell (which is active in
South Asia), or all of the US universities active in Qatar’s Education City complex. In
other words these universities don’t need ministerial talk shops in places like Berlin or
Washington DC to open doors to extend their transnational networks. Of course many
22
See Fore’s remarks at: http://www.usaid.gov/press/speeches/2008/sp081001.html.
23
Atwood, J.B., McPherson, P.M., Natsios, A. (2008) ‘Arrested development’, Foreign Affairs, 87(6): 123-
132.
16. European universities are just as active as a Cornell, but the structure of European
higher education systems is vastly different, and it cannot help but generate a
centralizing impulse in the projection of soft power with the consequence that
university associations in Europe (especially the EUA) have much more power in
determining the principles, and substantive content, associated with interregional
relations on a higher education front.
As a phenomenon, the actions of key players developing regional initiatives are well
worth illuminating, including by the sponsors and participants themselves. Regions,
systems, and interregional relations are being constructed in a conceptual and
programmatic sense. As we know from any history of bilateral and interregional
relations, frameworks that help generate a myriad of tangible outcomes are being
constructed, and in doing so future development paths, from all perspectives, are
being lain down.
Yet it is also important not to read too much into this interregional agenda. We
need to reflect upon how geo-strategic visions and agendas are connected to and
transformative of the practices of day-to-day life in the targeted regions. How do
these visions and agendas make their mark in lecture halls, hiring procedures,
curricula, and course content? This is not a development process that unfolds, in a
seamless and uni-directional way, and it is important to think about global higher
education players, regional ambitions, and interregional initiatives at a series of
interrelated scales in order to begin understanding what is going on.
Technology, international consortia, and geographically dispersed research and
teaching teams
The Worldwide Universities Network (WUN) is one of several international consortia
that have been created, since the late 1990s, to deepen linkages between universities.
I have been involved with two of them (the WUN and Universitas 21) while working at
the University of Wisconsin-Madison and the National University of Singapore.
As Lily Kong (Vice-President, Global Relations, National University of Singapore) has
noted24:
[o]ne of the challenges of making such university alliances work is the lack of clarity
of intention, and the lack of a clear articulation of how such alliances, often formed
from the top by senior university administrators, can achieve the stated objectives. In
almost every new alliance, establishing research partnerships and collaboration among
member universities is said to be a priority. Are alliances really an effective way to
develop research collaboration though? Member universities that are chosen to be part
of an alliance are often chosen for political reasons (”political” in the most expansive
of its meanings). They may be chosen because they are thought to be “research
powerhouses”. But different universities have different areas of research strength, and
24
Kong L. (2007) ‘The rise, rhetoric, and reality of international university consortia’, GlobalHigherEd, 7
October, available at: http://globalhighered.wordpress.com/2007/10/07/the-rise-rhetoric-and-reality-of-
inter-university-consortia/.
17. university administrators sitting together to decide an area/s among their universities
for research collaboration can be quite artificial. Such alliances can then at best
facilitate meetings and workshops among researchers, but the collaborative sparks
must come from the ground. Throwing a group of people together once or twice and
asking that they produce huge grant applications to support collaborative research is
not likely to happen. Those with the responsibility of developing alliances, however,
will be anxious to show results, and sometimes, just the act of bringing researchers
together is hardly sufficient result.
See also the informative work of Eric Beerkens and Marijk van der Wende regarding
the phenomenon of international consortia.25
Given the challenges that Lily Kong has outlined, my colleagues and I have been
trying to think through ways to use the international consortia framework as a vehicle
to deepen regular connections between geographically dispersed researchers. In doing
so, though, we’ve been faced with debates about the costs of facilitating relatively
frequent human mobility between member universities, not to mention which types of
people (Graduate students? Faculty? Staff?) to target with available support. To be
sure there is nothing quite like face-to-face engagement: intense sessions in meetings,
workshops, summer institutes, and in situ collaborative research. However, these
face-to-face moments, which can never be replaced, need to be supplemented by
regular virtual gatherings. Furthermore, the ongoing financial crisis is now generating
troublesome ripple effects in research networks where bodily movement across space
is the ideal.
In the course of thinking about the development of the University of Wisconsin-
Madison’s WUN website, we have been considering the establishment of some web-
based resources for researchers who seek to collaborate virtually, including via sound
and video in synchronous (i.e. concurrent/real time) fashion. We have used a variety
of such technologies -- Skype, video-conferencing, Access Grid Node -- before, though
we have not formally identified, at UW-Madison's Division of International Studies (the
internal base of the WUN office), the full array of options, which ones are best for
what activities, what the full cost (if any) of using each of them are, and how
researchers can access them (if they need to be booked). Yet a recent search for a
model website within the WUN, and within an associated consortia (the CIC) failed to
identify any examples.
Given the above, we recently met with UW-Madison’s Division of Information
Technology (DOIT). DOIT’s experienced staff ended up having more questions for us –
very simple yet telling questions – than we had for them. They wisely helped us think
through the forms of collaboration being undertaken via WUN-funded initiatives, and
what types and level of resources we had to enable such collaboration to occur.
25
See: Beerkens, E. (2002) ‘International inter-organisational arrangements in higher education: towards
a typology, TEAM Tertiary Education and Management, 8(4): 297-314; Beerkens, E., and & van der
Wende, M.C. (2007) ‘The paradox in international cooperation: institutionally embedded universities in a
global environment, Higher Education, 53: 61-79.
18. Now, the vast majority of WUN-related research collaboration does not involve the
transmission and analysis of large-scale data sets – the type dependent upon the
Internet2 cyberinfrastructure and collaborative platforms like HUBzero. Rather, it
tends to involve formal and informal dialogue within and between multi-sited research
teams, fora such as workshops and conferences, virtual (video-conference) courses for
students in multiple sites, and formal and informal graduate student advising. Given
this, DOIT’s staff recommended that we explore, more intensively, options for web-
conferencing. There are, of course, many other options but we settled on web-
conferencing as the likely best option.
Web-conferencing is a form of collaboration that enables geographically dispersed
research teams to connect via computer desktops, while allowing engagement
throughout the link-up process. Deliberative engagement versus ‘passive learning’, is
important for research teams typically do not want to sit quietly while someone they
know is speaking. Typical features of web-conferencing include slide-show
presentation, live and streaming video, the ability to incorporate web tours (e.g.,
demonstrating websites), text-based chatting, and the ability to archive associated
activities.
There are a considerable number of webconferencing platform options including
Adobe Acrobat Connect Pro, Elluminate, WebEx, and Marratech. Note, though, that
this is not a new technology: web-conferencing has been heavily used in some
disciplines (e.g., Chemistry and Physics), and of course the business world, for some
time. It has also moved through a number of development phases, and is increasingly
affordable and simpler to use, which facilitates the bringing together of research
teams from across the globe.
Synchronous communication technologies that operate via computer desktops are
increasingly important when working to deepen network relations between members
of small-scale yet geographically dispersed research communities. This said, such
technologies can never create nor determine; they simply enable. Yet the enabling
process is hindered by lack of knowledge about the technological options at hand, and
how they mesh with the nature of the research communities (and cultures) associated
with the creative process.
It is at this level – that of the textures of practice – through which international
networks are brought to life, and international consortia show their worth, or not. In
this case we sought to use some of the positive features of the denationalization
process to enable faculty and students to work with the ideal people, regardless of
their geographic location. We are in the process of scaling up the findings of this
narrowly defined exercise, and the homepage of the WUN will soon outline the array
of options for research teams within the entire 17 universities that make up the WUN.
5. Towards a Multi-Sited Infrastructure for Global Higher Education?
19. To borrow a phrase from Mary Louise Pratt26, this is an era of emerging “planetary
longings”; an era that is associated with multitudinous pushes upwards in scale -- or
horizon stretching -- framed by norms that are not always in agreement. From
searches within higher education systems for global profit making opportunities, - to
interregional capacity building and social justice development agendas, - to senior
managements’ desire to engender more ‘global cultural competency’ amongst
students, - to university consortias’ desire to address the emerging global challenges
of climate change and disease, the higher education landscape is in the process of
being denationalized.
As the two symptomatic vignettes illustrate, associations, networks and alliances
are integral to the denationalization process, enabling members of universities to
collaborate across space, virtually, when teaching and conducting research, or in a
policy and program sense (not to mention a geopolitical sense) when forging linkages
with higher education systems in other countries and regions.
The argument above has suggested that we are witnessing the creation of a more
complex and multi-scalar system, with associated sets of logics and visions. The
creation of global assemblages -- some stable, some transient -- continues apace.
Viewed from an association/network/consortia perspective, the denationalization
process opens up a much broader universe of options for action.
Take the case of the creation of the “global dimension” of the Bologna Process
(Zgaga, 2006).27 In developing this formal global dimension (from 2005 on), in thinking
beyond the confines of the European Higher Education Area (EHEA), key stakeholders
were faced with the challenge of crafting principles for relating to the rest of the
world, and then delineating which scale or scales (countries, regions, or?) to operate
at. While the stakeholders representing the EHEA have done a stellar job of crafting a
coherent vision given the myriad of views being expressed, and an equally impressive
implementation strategy, nothing short of a Pandora’s box was opened after deciding
to ‘turn around’ and face outside of the region. Yet the diverse stakeholders had no
choice given the misconceptions and “echoes” (Zgaga, 2006) being created around the
world once the Bologna process was formally initiated in 1999.
The challenges facing universities and associated stakeholders are immense, and
they are unlikely to go away. The discourses associated with the ‘knowledge
economy’, and the ‘knowledge society’ are ever more present, even when speaking
about rural development issues. And global market makers – those in the public sphere
(e.g., the national governments seeking to enhance export earnings via the provision
of higher education services), and those in the private sphere (e.g., the developers of
distance education platforms, citation indices, or credit ratings reports) – are pushing
forward, and assertively so. No one, not even universities in Bhutan, can escape the
networks extended by Thomson Reuters or Google.
26
Pratt, M.L. (2008) ‘Planetary longings: sitting in the light of the great solar TV’, in M. Gallagher (ed)
World Writing: Poetics, Ethics, Globalization, Toronto: University of Toronto Press, pp. 207-223.
27
Zgaga, P. (2006) Looking Out: The Bologna Process in a Global Setting – on the External Dimension of
the Bologna Process, Oslo: Norwegian Ministry of Education Research.
20. It is, of course, unlikely that we will see a world government to provide enlightened
oversight and the global governance of higher education. The politics associated with
the elevation of any one stakeholder to guide the process is not fathomable, nor
desirable. Yet defacto forms of global governance are occurring, including via the
resources and technologies wielded by the private sector.
In such a context, is more coordination and action needed? Do we need to ensure
that a whole host of issues – everything from international double and joint degrees,
to questions about how best to negotiate with key knowledge brokers or foreign
ministries – are more intensely debated and ‘best practiced’, so as to prevent the
wheel being reinvented, time and time again within all of our institutions?
If this is the case, is it enough for meetings like these to continue to be held? Well
organized meetings, such as this one, have much potential value. In addition, periodic
meetings between disparate stakeholders enable collaboration and competition to
unfold for consensus is not required.
Yet if even more collaboration and partnership is needed, what could be done to
enhance the “necessary technical and institutional infrastructure” (using Sassen’s
terms) to better understand what is going on, so that the development process can be
more efficiently and effectively reshaped? This is not to say sharing is not underway,
but I would argue that the IAU, its constitutive parts, and its many friends, might want
to consider playing a role in engendering the creation of an integrated multi-sited
infrastructure for global higher education; a global higher education space, if you
will.
A multi-sited infrastructure would recognize that “global objects proliferate around
us, and they seem to be of all kinds and shapes”28, yet we know that these objects
(e.g., ranking schemes, bibliometrics) mean different things to different people. Any
collective move forward, if so desired, needs to recognize the diversity of views on
issues of concern. Yet collective action, and associated forms of cooperation and
partnership can engender positive change. We certainly don’t need more information:
if this is the era of planetary longing and global networks, it is also an era of
information overload, with little time to digest what does exist. What we arguably
need is better-channeled information, periodic (when needed) collective action, and
more accessible openings for voices (e.g., student bodies) that have a challenging time
extending their views beyond the confines of their bases.
If so, how might this be structured and funded? An innovative web-based platform
fueled by an altruistic university or agency? A hub and spoke model, or integrated hubs
in multiple regions? Or more effective distribution of the knowledge produced by
existing institutions within existing international channels? Here I think, for example,
about the wealth of insights generated by the ‘international experts’ in many of the
national associations represented here; knowledge that deserves to be distributed far
more broadly than it currently is.
28
Pratt, M.L. (2008) ‘Planetary longings: sitting in the light of the great solar TV’, in M. Gallagher (ed)
World Writing: Poetics, Ethics, Globalization, Toronto: University of Toronto Press, pp. 219-220.
21. If we were to move forward, should the epistemic communities of which we are all a
part be broadened, such that a wider array of actors and their networks, including
non-university stakeholders, be drawn in? If universities are but one of many
knowledge producers in the global knowledge production landscape, why are we so
exclusive? Or should core competencies and capacities be enhanced to as to enable
the preserve of elements of higher education that might be in danger of being
deteriorated if not destroyed?
On a related note, it is important to flag the issue of preparedness for the era of
global assemblages. If we are, as I have been arguing, in the early stages of new forms
of engagement with global scale actors, or new components of the nation-state (e.g.,
ministries of foreign affairs, ministries of international trade and investment), are we
prepared to engage with them, and do we have the needed capabilities to do so? For
example, what does your institution know about Thomson Reuters or Elsevier B.V.
(which owns Scopus): their modus operandi, their key players, their revenue streams,
and so on? How trained up are your personnel to negotiate, in a hard-headed yet
realistic way, with global private sector actors who are ethically obliged to look out
for their shareholders, above all else? And when we do engage with these actors, have
we taken as much advantage of our own internal resources as we could have – all of
our Intellectual Property (IP) professors in schools of law, or our social scientists with
expertise in global governance, for example.
One way or another, the terrain that we, as associations, alliances, networks, etc.,
have to navigate is undeniably more complex, with ever more choices on offer. Yet
the logarithmic increase in paths that could be followed is not matched by logarithmic
increases in our individual financial resources, such that research and strategy
divisions, or think tanks, could be created and drawn upon in any one of our
institutions. More interactive and effective partnerships, and global alliances, might
be the only way forward.
Kris Olds, 26 March 2009
kolds@wisc.edu