Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions—and even individuals—to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.

http://www.pef.uni-lj.si/ceps/dejavnosti/sp/2011-06-02/Internac.%20HE%20-%20motivations%20and%20realities%20Altback,%20Knight%2007.pdf

The Internationalization of Higher Education: Motivations and Realities

Sociological studies sensitive to the issue of place are rarely labeled thus, and at the same time there are far too many of them to fit in this review. It may be a good thing that this research is seldom gathered up as a “sociology of place,” for that could ghettoize the subject as something of interest only to geographers, architects, or environmental historians. The point of this review is to indicate that sociologists have a stake in place no matter what they analyze, or how: The works cited below emplace inequality, difference, power, politics, interaction, community, social movements, deviance, crime, life course, science, identity, memory, history. After a prologue of definitions and methodological ruminations, I ask: How do places come to be the way they are, and how do places matter for social practices and historical change?

A Space for Place in Sociology

Organizations frequently adopt formal rules, contracts, or other legalistic mechanisms when interpersonal trust is lacking. But recent research has shown such legalistic “remedies” for trust-related problems to be ineffective in restoring trust. To explain this apparent ineffectiveness, this paper outlines a theory that distinguishes two dimensions of trust—task-specific reliability and value congruence—and shows how legalistic mechanisms respond only to reliability concerns, while ignoring value-related concerns. Organizational responses to employees with HIV/AIDS are used as a case illustration that supports the theory's major propositions. The paper concludes with an agenda for future research.

Explaining the Limited Effectiveness of Legalistic “Remedies” for Trust/Distrust

Why do reforms return again and again? To illustrate that the question is valid, I offer three examples drawn from instructional, curricular, and governance planned changes that have returned more than once. To answer the question, I first examine the dominant explanation presented by researchers and policymakers: the lack of rationality in proposing and implementing planned change. I explore why the dominant explanation is flawed in its frequently used metaphors and analysis. I then offer alternative explanations for recurring reforms—a political and an institutional perspective harnessed together—to explain the puzzle of why reforms return. The point of this analysis is to enlarge the repertoire of explanations that researchers and policymakers use to examine potential and past reforms. The policymaking stakes run high for expanding the range of explanations because the questions of why reforms failed in the past and why they return go to the heart of present policy debates over whether federal, state, ...

https://www.jstor.org/stable/pdfplus/1176529.pdf

Reforming Again, Again, and Again

Race and Racism w “Why Are All the Black Kids Sitting Together in the Cafeteria?” featuring Dr. Beverly Tatum’s book. w “Recovering from Racism: Redefining What it Means to be White.” w “50th Anniversary of Brown vs. Board of Education.” w “The Mis-Education of the Negro” featuring Dr. Carter Woodson’s book. w “Moving Past the Margins: Creating successful strategies for Black males on campus,” presenting the Black Male Development Initiative (BMDI). w “He had a Dream... What is Yours?” Addressing Dr. King’s “I Have a Dream” speech and its current relevance in our society. w “Demystifying Malcolm X.” w “Racial Stereotyping and Responses to Terrorism.” w “Racial Stereotyping – Responding to Fear.” w “Free, White and (over) 21: Being White in a Multicultural World.” w “Constructing Race and Ethnicity in the 21st Century.” w “How did I Learn about Culture and Race?” Sharing your personal experiences and memories of moments where you become aware of similarities and differences among people. w “ABC: American-Born... and Confused?” w “The Invisible Asian: Where are the Asians in Diversity?” w “100 Years of Race Talk: Is It Enough?”

Why Are All the Black Kids Sitting Together in the Cafeteria

* Introduction: The New U * Part I: The Higher Education Bazaar *1. This Little Student Went to Market *2. Nietzsche's Niche: The University of Chicago *3. Benjamin Rush's "Brat": Dickinson College *4. Star Wars: New York University * Part II: Management 101 *5. The Dead Hand of Precedent: New York Law School *6. Kafka Was an Optimist: The University of Southern California and the University of Michigan *7. Mr. Jefferson's "Private" College: Darden Graduate School of Business Administration, University of Virginia * Part III: Virtual Worlds *8. Rebel Alliance: The Classics Departments of Sixteen Southern Liberal Arts Colleges *9. The Market in Ideas: Columbia University and the Massachusetts Institute of Technology *10. The British Are Coming--and Going: Open University * Part IV: The Smart Money *11. A Good Deal of Collaboration: The University of California, Berkeley *12. The Information Technology Gold Rush: IT Certification Courses in Silicon Valley *13. They're All Business: DeVry University * Conclusion: The Corporation of Learning * Notes * Acknowledgments * Index

Shakespeare, Einstein, and the Bottom Line: The Marketing of Higher Education

"This book is both an inspiring account of public interest law at its best and a sobering assessment of how 'the soul of suburbia' continues to resist social justice...an unexpectedly moving account of hope, idealism, and intelligence." --The New York Times Book Review "A well-written, exhaustively researched account of the legal battle to open New Jersey's suburbs to the poor ...The authors actually took the time to talk to the lawyers and litigants on both sides of the controversy. Their chronicle of the legal developments is informed, and much improved, by the flesh-and-blood stories of those who actually lived the case...a cautionary and inspiring tale." --The Philadelphia Inquirer "The authors of Our Town in particular enable readers to see historical continuity in legal and popular discussions of race, realism, and housing patterns in American society. Our Town also explores the challenges to public policy raised by the existence of residential segregation patterns." --The Nation "[This book] is valuable both as a case study of judicial activism and its consequences and as a detailed anaylsis of suburban attitudes regarding race, class, and property." --Urban Affairs Review

Our Town: Race, Housing, and the Soul of Suburbia

Introduction: Before School 1. Small Miracles 2. Life Way After Preschool 3. The Futures Market 4. The Imprimatur of Science 5. Who Cares for the Children? 6. Jump-Starting a Movement 7. The Politics of the Un-Dramatic 8. English Lessons 9. Kids-First Politics Notes Acknowledgments Index

The Sandbox Investment: The Preschool Movement and Kids-First Politics

Policies may be characterized in several distinct and competing ways: as best resolved by professional expertise, as fit for political determination, as properly treated in terms of legal rights, as appropriately subject to bureaucratic norms, or as sensibly left to market determination. The consequences of the choice among these frameworks is apparent in contrasting the British and American approaches to a particular policy issue, the education of handicapped children. That analysis reveals the utility of maintaining a policy scheme which builds in a tension among the competing frameworks.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0043887100004093

David L. Kirp

Papers

Shakespeare, Einstein, and the Bottom Line: The Marketing of Higher Education

Our Town: Race, Housing, and the Soul of Suburbia

The Sandbox Investment: The Preschool Movement and Kids-First Politics

Professionalization as a Policy Choice: British Special Education in Comparative Perspective

Shakespeare, Einstein, and the Bottom Line: The Marketing of Higher Education