Showing papers by "Philip G. Altbach published in 2012"
03 Apr 2012
132 citations
TL;DR: In the era of globalization, accountability, and benchmarking, university rankings have achieved a kind of iconic status as discussed by the authors, and the major ones, the Academic Ranking of World Universities (ARWU), or the “Sh...
Abstract: In the era of globalization, accountability, and benchmarking, university rankings have achieved a kind of iconic status. The major ones—the Academic Ranking of World Universities (ARWU, or the “Sh...
124 citations
01 Jan 2012
TL;DR: Altbach et al. as discussed by the authors argued that it is "not possible for higher education to opt out of the global environment, since its effects are unavoidable" (Altbach, Reisberg, & Rumbley, 2009, p. 7).
Abstract: Internationalization has been one of the most powerful and pervasive forces at work within higher education around the world during the last two decades. With remarkably few exceptions, no corner of the globe or institutional type has proven itself immune to the call to “internationalize” in some fashion. In this process, practical applications and conceptual understandings of internationalization have evolved significantly, while the overall stakes in the internationalization game have become noticeably higher. Whereas at the beginning of the 21st century, international orientations, characteristics, and programmatic offerings of a college or university may have been perceived as merely an interesting and appealing component of an institution’s profile, today internationalization is a core issue of concern to the higher education enterprise, touching directly on questions of social and curricular relevance, institutional quality and prestige, national competitiveness, and innovation potential. More recently, for better or worse, institutions also view internationalization as a source of potential revenue. The authors of this chapter have previously asserted that it is “not possible for higher education to opt out of the global environment, since its effects are unavoidable” (Altbach, Reisberg, & Rumbley, 2009, p. 7). Yet, in spite of the powerful influence of the global context, “local realities of wealth, language, academic development, and other factors all affect the extent to which institutions are motivated and able to internationalize” (Altbach et al., 2009, p. 7). This means that leaders in higher education must be prepared to track and understand the broadest global trends in higher education, as well as the internationalization of higher education more specifically, while at the same time attending effectively to the unique needs and aspirations of their particular institutions, local communities, and regional or national contexts. Thus it can be quite challenging in today’s complex and fast-moving environments, which are often characterized by scarce resources and competing priorities, to mention just two common yet critical challenges. The good news is that senior international officers and administrators who are faced with the daunting task of making sense of this complex and shifting landscape have an increasing array of information and resources from which to draw insight and ideas. Internationalization and globalization have been the subject of much analysis over the last two decades. This work has resulted in a substantial body of literature exploring many 1
114 citations
Book•
01 Jan 2012
TL;DR: Altbach et al. as discussed by the authors discuss the challenges of higher education in India and highlight the need for higher education to become a world-class country without World-Class Higher Education.
Abstract: Foreword - Narendra Jadhav Preface Introduction - Philip G Altbach I: HIGHER EDUCATION AND MODERNISATION Challenges of Modernisation in Higher Education - Fazal Rizvi The Permanent Crisis of Indian Higher Education Problems of University Reform Higher Education and Modernization: The Indian Case The Dilemma of Change in Indian Higher Education A World-Class Country without World-Class Higher Education: India's 21st Century Dilemma Tiny at the Top Vedanta University: A Flawed Pipe Dream Can India Garner the Demographic Dividend? (with N Jayaram) II: ACADEMIC PROFESSION Whither the Academic Profession in India - N Jayaram In Search of Saraswati: The Ambivalence of the Indian Academic The Distorted Guru: The College Teacher in Bombay III: REGIONAL ISSUES AND CHALLENGES The State and Higher Education: An Uneasy Relationship - M Anandakrishnan Bombay Colleges The University Context Book Publishing in a Developing Regional Culture: The Case of Maharashtra, India Progressive State (with Eldho Mathews) Temples and World-Class Universities Right Concept, Wrong Place IV: GLOBALIZATION AND OPEN-DOOR POLICIES Altbach on Globalisation and Open-door Policies K B Powar Beware of the Trojan Horse Towards Creation of World-Class Universities (with N Jayaram) Is Open Door in Higher Education Desirable? The Global Academic Revolution: Implications for India V: PUBLISHING AND LANGUAGE ISSUES IN INDIA Deconstructing the Imperium: Publishing, Language Question, and the Future of Indian Higher Eucation - Arvind Radhakrishnan Book Publishing in a Developing Regional Culture: The Case of Maharashtra, India Neocolonialism and Indian Publishing Publishing in Developing Countries: India as a Case Study Centre and Periphery: The Case of India The Imperial Tongue: English as the Dominating Academic Language VI: CAMPUS POLITICS Student Movement: Now and Then - K N Panikkar The Transformation of the Indian Student Movement Anatomy of Indian Student Unrest Indian Campus Politics Student Politics and Higher Education in India The Transition of the Bombay Student Movement India and the World University Crisis Student Politics: Historical Perspective and the Changing Scene VII: INDIA AND CHINA-COMPARATIVE ANALYSIS Comparing China and India - Rafiq Dossani Gigantic Peripheries: India and China in World Knowledge System Confucius and the Guru: The Changing Status of the Academic Profession in China and India (with N Jayaram) The Giants Awake: Higher Education Systems in China and India "Massification Has Unanticipated Consequences": Interview with Philip G. Altbach - Eldho Mathew Afterword: India's Higher Education Challenges Philip G. Altbach Epilogue: Higher Education in India-The Twelfth Plan and Beyond Index
24 citations
TL;DR: The authors discusses economic growth and industry in China, focusing on the role of science education in sustaining Chinese development, and argues that Chinese institutions of higher education should promote interdisciplinary study, facilitate research competition, and hire more qualified faculty.
Abstract: The author discusses economic growth and industry in China, focusing on the role of science education in sustaining Chinese development, and argues that Chinese institutions of higher education should promote interdisciplinary study, facilitate research competition, and hire more qualified faculty. Topics include the separation of research and instruction in Chinese higher education during the 1970s, higher education funding for universities specified under China's Project 985 initiative, a divide between specialized and vocational schools as of 2012, and student higher education enrollment.
15 citations
27 Jan 2012
TL;DR: The main chapters of this book are nine case studies that illustrate what it takes to establish and sustain research universities and help validate the analytical model outlined above, including the paths to building research excellence.
Abstract: For middle-income and developing countries as well as some industrial nations a major challenge for building and sustaining successful research universities is determining the mechanisms that allow those universities to participate effectively in the global knowledge network on an equal basis with the top academic institutions in the world. These research universities provide advanced education for the academic profession, policy makers, and public and private sector professionals involved in the complex, globalized economies of the 21st century. In addition to their contribution to economic development, these universities play a key societal role by serving as cultural institutions, centers for social commentary and criticism, and intellectual hubs. The positive contribution of tertiary education is increasingly recognized as not limited to middle-income and advanced countries, because it applies equally to low-income economies. Tertiary education can help these countries to become more globally competitive by developing a skilled, productive, and flexible labor force and by creating, applying, and spreading new ideas and technologies. A recent study on how to accelerate economic growth in Sub-Saharan Africa spells out the crucial contribution of tertiary education in supporting this endeavor (World Bank 2008). It observes that the key for success in a globalized world increasingly lies in how effectively a country can assimilate available knowledge and build comparative advantages in areas with higher growth prospects and how it can use technology to address the most pressing environmental challenges. The main chapters of this book are nine case studies that illustrate what it takes to establish and sustain research universities and help validate the analytical model outlined above, including the paths to building research excellence.
9 citations
01 Jan 2012
TL;DR: The main chapters of this book are nine case studies that illustrate what it takes to establish and sustain research universities and help validate the analytical model outlined above, including the paths to building research excellence.
Abstract: For middle-income and developing countries as well as some industrial nations a major challenge for building and sustaining successful research universities is determining the mechanisms that allow those universities to participate effectively in the global knowledge network on an equal basis with the top academic institutions in the world. These research universities provide advanced education for the academic profession, policy makers, and public and private sector professionals involved in the complex, globalized economies of the 21st century. In addition to their contribution to economic development, these universities play a key societal role by serving as cultural institutions, centers for social commentary and criticism, and intellectual hubs. The positive contribution of tertiary education is increasingly recognized as not limited to middle-income and advanced countries, because it applies equally to low-income economies. Tertiary education can help these countries to become more globally competitive by developing a skilled, productive, and flexible labor force and by creating, applying, and spreading new ideas and technologies. A recent study on how to accelerate economic growth in Sub-Saharan Africa spells out the crucial contribution of tertiary education in supporting this endeavor (World Bank 2008). It observes that the key for success in a globalized world increasingly lies in how effectively a country can assimilate available knowledge and build comparative advantages in areas with higher growth prospects and how it can use technology to address the most pressing environmental challenges. The main chapters of this book are nine case studies that illustrate what it takes to establish and sustain research universities and help validate the analytical model outlined above, including the paths to building research excellence.