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Globalization and Higher Education

Jaishree Kak Odin & Peter T. Manicas (eds.)

Publication Year: 2004

Post-secondary education is a massive globalizing industry with a potential for growth that cannot be overestimated. By 2010 there will be 100 million people in the world, all fully qualified to proceed from secondary to tertiary education, but there will be no room left on any campus. A distinguished panel of scholars and educational administrators from the Americas, Asia, Europe, and the Pacific was asked to speak on the complexities of globalized higher education from their positions of concern and expertise and then engage in a dialogue. The result is this timely and important work. Globalization and Higher Education aims to energize readers into rethinking higher education. It succeeds by dealing thoughtfully and provocatively with pertinent issues that cut across and transcend national boundaries as well as very different points of view.

Published by: University of Hawai'i Press

Title Page

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Copyright

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Contents

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pp. v-vi

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Foreword

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pp. vii-ix

At its founding in 2002, the Globalization Research Center (GRC) at the University of Hawai'i defined its mission as identifying the dynamics of globalization and analyzing its impacts. One vehicle toward doing so was the convening of various "dialogic" conferences organized around globalization and its many problematics. The conference that...

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Acknowledgments

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pp. xi-

The editors wish to thank Deane Neubauer, who was both the inspiration for the construction of the Globalization Research Center and its first director. Deane had the idea for the conference and was important both in helping to find just the right people to invite and in planning the structure of the conference. Although he had to take on a...

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Introduction

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pp. xiii-xix

The present volume had its genesis in a conference entitled "Globalization and Higher Education," held in Honolulu in February 2002 and sponsored by the Globalization Research Center at the University of Hawai'i at Mānoa. There were a number of novelties to this conference that bear on the contents of the volume. We think that thes...

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Part I. The Larger Context

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pp. 1-5

Peter Wagner begins this volume with a sensitive and wide-ranging look at globalization. He notes that "there are conjoined economic, cultural, and political processes that we may describe as 'globalization,' and they do have an impact on research and higher education, the two core functions of the universities." But he sees many reasons why we...

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1. Higher Education in an Era of Globalization: What Is at Stake?

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pp. 7-23

The term globalization has become a short-hand for the condition of our time. Since the closing decade of the twentieth century, it suggests, some worldwide processes have begun to shape each and every walk of our lives. Almost invariably, this new condition is discussed with some skepticism. Few people wholeheartedly embrace globalization...

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2. The Withering of the Professoriate: Corporate Universities and the Internet

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pp. 24-41

For most of the twentieth century, communities of scholars thought the American academy provided some refuge from the vicissitudes of the market economy. Scholars at universities and liberal arts colleges typically immersed themselves in study and in teaching. They occasionally turned out a scholarly article, book, or review, but a small minority...

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3. The Neo-Liberal Paradigm and Higher Education: A Critique

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pp. 42-62

The concept of globalization is contradictory and contested. However, it is generally agreed that the world's economy is integrated in a way that is different from that of the past. One of the differences is that there are no longer any substantial economic systems competing with capitalism. Proponents of neo-liberal globalization believe that...

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Part II. A Closer Look

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pp. 63-67

All too typically, people think of globalization in terms of marketization—extending market "logic" across the globe, including, therefore, the increasing marketization of many institutions, including higher education. Charles Smith's essay is a frontal assault on the generally uncritical views of markets. He argues that both friends and foes of markets...

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4. Globalization, Higher Education, and Markets

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pp. 69-81

Globalization is understood by most people to entail an ever-increasing dominance of markets and market ideology worldwide. In the case of higher education, this dominance is formulated in numerous ways, including the commodification of education, greater reliance upon corporate management styles, greater sensitivity to "customer" interests...

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5. Lessons from the For-Profit Side

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pp. 82-103

The beat poet Allen Ginsberg visited my campus in the fall of 1969, when I was an undergraduate English major at a large state university in the Midwest. He spoke in a kind of prose-poem about the purpose of American universities, characterizing them as giant warehouses designed to occupy the time of young people that society did not know...

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6. Globalization, College Participation, and Socioeconomic Mobility

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pp. 104-123

The emergence of a truly globalized economy has had far-reaching consequences for labor and training in the United States. Among the more visible impacts of this new economy are expanding participation in postsecondary education and a corresponding growth in the number of colleges and universities offering baccalaureate degrees. While this...

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Part III. Implications for Pedagogy

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pp. 125-129

All of the writers in this volume raise questions of pedagogy and curriculum: what is teaching and learning, and what is to be taught. But in this part, these questions are addressed directly. John McDermott does not deny that globalization is a force, or that the new technologies will demand a serious rethinking of both pedagogic and curricular...

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7. The Erosion of Face-to-Face Pedagogy: A Jeremiad

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pp. 131-139

The jeremiad is rooted in wisdom literature and has many variations. Nominally, in this chapter I use that which has come to us courtesy of the prophet Jeremiah—neither a full lamentation nor a Cassandra-like prophecy of doom, but rather a "dew-line," an early warning system, or the ever-present and ever-dangerous "tipping phenomenon...

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8. The Used Car Dealership and the Church: On Resolving the Identity of the University

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pp. 140-146

The economist Gordon Winston memorably and mischievously called the modern university a cross between a used car dealership and a church. This caricatures on both sides, but it suggests an important question: can the value of consumer sovereignty coexist with more purely "educational" values in the modern university? More ambitiously...

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9. New Technologies and the Reconstitution of the University

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pp. 147-162

It can hardly be doubted that higher education is being reconstituted at many different levels. The way this reconstitution unfolds is intricately linked to the extent universities are cognizant of the potential of new technologies to radically transform the production and transmission of knowledge, along with teaching-learning practices. Trying...

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Part IV. Some Regional Responses to Globalization

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pp. 163-166

The focus of the following three essays is the consequences of globalization as regards higher education in some parts of the less developed world. We wish, of course, that we could have included authors from Africa, the states of the former Soviet Union, and the Middle East. We are sure that there would be further important differences that would...

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10. Interaction of Global Politics and Higher Education

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pp. 167-180

The new wave of globalization, having emerged in the latter decades of the last century, impinges upon us now with an even stronger force. Globalization influences directly both international and domestic politics. It is obvious that the 9/11 tragedy in the United States, as a negative effect of globalization, has made world politics more...

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11. Knowledge and Higher Education in Latin America: Incommodious Commodities?

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pp. 181-201

It was only recently that the tide against investing in public higher education in less developed countries started subsiding. As stated in the report of the Task Force on Higher Education and Society convened by the World Bank and UNESCO, aptly subtitled "Peril and Promise," it is increasingly recognized that, in the context of today's global economy...

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12. Corporate, Technological, Epistemic, and Democratic Challenges: Mapping the Political Economy of University Futures

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pp. 202-218

Changing student expectations (access to global systems of knowledge, including transparency and international accreditation), the Internet (virtual education; moving from campus-centered to person-centered, and far more customized, individually tailored education), global corporatization (reduced state funding for universities and the...

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Part V. The Future of Higher Education

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pp. 219-222

The two essays that conclude our volume offer comprehensive and thoughtful overviews of our present situation, globally, nationally, and locally, and each makes arguments regarding possible futures for higher education in a globalizing world. But as we have noted before, the understanding of globalization powerfully influences how they see the...

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13. The Changing Craft Nature of Higher Education: A Story of the Self-Reorganizing University

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pp. 223-240

Ever since the first scholars sat on the steps of the libraries in Alexandria selling their services as guides to the knowledge locked in the stacks, education has been a craft "business," often subsidized by the scholars themselves in order to pursue higher learning. Even the Greek schools had to operate on a cash flow model; each scholar had to...

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14. Does the University Have a Future?

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pp. 241-254

The debate about the university today is very different from some of the major debates on the university over the past century and a half. The grandiose and programmatic visions of the modern university in the seminal works of Cardinal John Henry Newman, Karl Jaspers, Talcott Parsons, J├╝rgen Habermas, Alvin Gouldner, and Pierre...

Selected Bibliography

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pp. 255-258

List of Contributors

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pp. 259-260

Index

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pp. 261-265


E-ISBN-13: 9780824862664
Print-ISBN-13: 9780824827823

Publication Year: 2004