In this volume, the contributors consider globalization as combining a market ideology with a corresponding material set of practices drawn from the world of business. Issues of managerialism, privatization and accountability - central values in business - have become central for universities and their administrators as well. The selections in the book help to illustrate the editors' contentions that globalization presents clear disadvantages as well as benefits, and that its effect on higher education is neither likely to be uniform nor the outcomes inevitable.

Abstract:

In communications, health care, and economics, events, discoveries, and decisions that originate beyond national borders today routinely influence national policies and practices. But how are our system of education, and particularly our universities, affected by globalization? A New World of Knowledge examines how globalization has obliged universities in Canada to reassess and rethink the international dimension of their mission and practice. All now include an international dimension in their mission statement. Is this a true statement of educational principles? Or is it simply a marketing message intended to position the university to cope with budget reductions through the sale of educational services? A New World of Knowledge looks at the important role that Canadian universities have played in shaping Canada's response to the problems of international development. It provides the historical backdrop and level of analysis needed to properly inform choices for the future of higher education in Canada and abroad. The book will interest teachers and administrators in institutions of higher education, especially in international affairs and educational studies; practitioners in organizations that depend on university linkages (such as in NGOs and research-granting organizations); government officials in the education sector; and students looking for an international education.

Ô. . . the Handbook constitutes an essential reference source for everyone interested in studying the current meaning, scope and implications of globalization. Strongly recommended.Õ Ð Higher Education Review Higher education has entered centre-stage in the context of the knowledge economy and has been deployed in the search for economic competitiveness and social development. Against this backdrop, this highly illuminating Handbook explores worldwide convergences and divergences in national higher education systems resulting from increased global co-operation and competition. The expert contributors reveal the strategies, practices and governance mechanisms developed by international and regional organizations, national governments and by higher education institutions themselves. They analyse local responses to dominant global templates of higher education and the consequences for knowledge generation, social equity, economic development and the public good. This comprehensive and accessible Handbook will prove an invaluable reference tool for researchers, academics and students with an interest in higher education from economics, international studies and public policy perspectives, as well as for higher education policymakers, and funding and governance bodies.

This book provides a central, authoritative source of reference on the most essential topics of higher education. The International Handbook of Higher Education combines a rich diversity of scholarly perspectives with a wide range of internationally derived descriptions and analyses. Chapters in the first volume cover central themes in the study of higher education, while contributors to the second volume focuses on contemporary higher education issues within specific countries or regions. Together, these volumes provide a centralized, easily accessible, yet scholarly source of information.

Universities have been propelled into the center of the global political economy of knowledge production by a number of factors: mass education, academic capitalism, the globalization of knowledge, the democratization of communication in the era of the Internet, and the emergence of the knowledge and innovation economy. The latest book in the International Studies in Higher Education series, Universities and the Public Sphere addresses the vital role of research universities as global public spheres, sites where public interaction, conversation and deliberation take place, where the nature of the State and private interests can be openly debated and contested. At a time of increased privatization, open markets, and government involvement in higher education, the book also addresses the challenges facing the university in its role as a global public sphere. In this volume, international contributors challenge prevalent views of the global marketplace to create a deeper understanding of higher education's role in knowledge creation and nation building. In nearly every national context the pressures of globalization, neo-liberal economic restructuring, and new managerial imperatives challenge traditional norms of autonomy, academic freedom, access and affordability. The authors in Universities and the Public Sphere argue that universities are uniquely suited to have transformative democratic potential as global public spheres.

The effects of globalization are increasingly making themselves felt throughout higher education as in all areas of human endeavour. In order to understand the dynamics of globalization and better define the challenges that it poses to universities in both rich and poor countries, seventeen higher education specialists were asked to contribute to this debate. The diversity of perspectives and wide range of themes presented here provide readers with an insight into the panorama of key questions and challenges facing higher education at the beginning of 2003. The result is a questioning of both the place of universities on the international scene and their social relevance in the knowledge-based world where innovation has become the driving force. As Hans van Ginkel argues, higher education is undergoing a Copernican change with the national state no longer the sole reference point for the development of universities. By opening up to a new global space, higher education witnesses the emergence of new players: regions, provinces, Lander international organizations, NGOs, enterprises, enterprise-universities and virtual universities. As their orbits intersect and are subject to the gravitational pull of these new systems, universities are forced to change their own trajectories. Contributors include David E. Bloom (Harvard University), Christopher W. Brooks (OECD), Jan Currie (Murdoch University, Australia), John Daniel (UNESCO), Michael Gibbons (Association of Commonwealth Universities), Hans van Ginkel (United Nations University, Tokyo), Jane Knight (University of Toronto), Goolam Mohamedbhai (University of Mauritius), Teboho Moja (University of New York), Bernard Pau (CNRS, Paris), Riccardo Petrella (Université Catholique de Louvain, Belgium), Jamil Salmi (World Bank), Peter Scott (Kingston University, UK), Craig D. Swenson (Phoenix University), and François Tavenas (Université Laval).