Philip G. Altbach

Bio: Philip G. Altbach is an academic researcher from Boston College. The author has contributed to research in topics: Higher education & Comparative education. The author has an hindex of 71, co-authored 477 publications receiving 20157 citations. Previous affiliations of Philip G. Altbach include State University of New York System & University of Wisconsin-Madison.

Global Perspectives on Higher Education

Abstract: Over the past half-century, globalization has had a profound impact on postsecondary education. The twin forces of mass higher education and the global knowledge economy have driven an unprecedented transformation. These fundamental changes have pulled in opposite directions: one pushes for wider access and accompanying challenges of quality, the other toward exclusive, "world class" research-oriented universities. In Global Perspectives on Higher Education, renowned higher education scholar Philip G. Altbach offers a wide-ranging perspective on the implications of these key forces and explores how they influence academe everywhere. Altbach begins with a discussion of the global trends that increasingly affect higher education, including the implications of mass enrollments, the logic of mass higher education systems around the world, and specific challenges facing Brazil, Russia, India, and China. He considers the numerous implications of globalization, including the worldwide use of the English language, university cross-border initiatives, the role of research universities in developing countries, the impact of the West on Asian universities, and the expansion of private higher education. Provocative and wide-ranging, Global Perspectives on Higher Education considers how the international exchange of ideas, students, and scholars has fundamentally altered higher education.

Perspectives on Student Political Activism

Abstract: (1989). Perspectives on Student Political Activism. Comparative Education: Vol. 25, No. 1, pp. 97-110.

MOOCs as Neocolonialism: Who Controls Knowledge?

Abstract: MOOCs are at the center of debate. This article discusses MOOCs from the perspective of the ownership of knowledge and the implications for developing countries.

Centers and Peripheries in the Academic Profession: The Special Challenges of Developing Countries

Abstract: The academic profession worldwide is united by its commitment to teaching and the creation and transmission of knowledge. Yet, as pointed out by Burton Clark, it is also composed of “small worlds, different worlds” divided by discipline, role, and other factors (Clark, 1987). This chapter examines the conditions of the academic profession and workplace in developing countries. A growing proportion of the world’s postsecondary students are found in developing countries, and the rate of expansion of higher education is greatest in this part of the world. By the mid-1990s, 44 million of the world’s 80 million postsecondary students were in developing or middle-income countries— despite the fact that only 6 percent of the population in these countries have attained postsecondary degrees, while 26 percent in high-income nations have similar qualifications (Task Force on Higher Education and Society, 2000, pp. 111 and 115). Further, many developing countries are building up large and complex academic systems, including research universities. Yet very little is known about the professionals who are responsible for teaching and research in these universities.

What About Us

Abstract: Established in 2006, TATA Africa Services (Nigeria) Limited operates as the nodal point for Tata businesses in West Africa. TATA Africa Services (Nigeria) Limited has a strong presence in Nigeria with investments exceeding USD 10 million. The company was established in Lagos, Nigeria as a subsidiary of TATA Africa Holdings (SA) (Pty) Limited, South Africa and serves as the hub of Tata’s operations in Nigeria and the rest of West Africa.

The Internationalization of Higher Education: Motivations and Realities

Abstract: 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.

Education at a Glance

Abstract: A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

The cultural politics of English as an international language

Abstract: Acknowledgements 1. The World in English Introduction: from Hurt Waldheim to Johnny Clegg The natural, neutral and beneficial spread of English The social, cultural and political contexts of English The worldliness of English Conclusion 2. Discourse and Dependency in a Shifting World Introduction: rethinking internationalism Development, aid and modernization Dependency and imperialism Culture, discourse, difference and disjuncture Criket, English and cultural politics 3. English and Colonialism: Origins of a Discourse Introduction: the complexities of colonialism Anglicism and Orientalism: two sides of the colonial coin English for the few: colonial education policies in Malaya Anglicism and English studies Conclusion 4. Spreading the Word/Disciplining the Language Introduction: anti-nomadic disciplines The disciplining of linguistics The disciplining of applied linguistics The spreading and disciplining of discourse of EIL 5. ELT From Development Aid to Global Commodity From cultural propaganda to global business: The British Council 'The West is better...': discourses of ELT English Language Teaching practices as cultural practices Conclusion: the compass of discourse 6. The Worldliness of English in Malaysia Contexts Cultural politics after independence Malay nationalism and English English, class and ethnicity English adn Islam English and the media The debates continue 7. The Worldliness of English in Singapore English as a useful language The making of Singapore Singapore English Pragmatism, multiracialism and meritocratism Pragmatic, multiracial and meritocratic English Conclusion 8. Writing Back: The Appropriation of English Postcolonial English Re-presenting postcolonial worlds Worldy texts in a worldly language Decentered voices: writing in Malaysia Centered voices: writing in Singapore From aestheticism to yuppyism: the new writing in Singapore From writing back to teaching back 9. Towards a Critical Pedagogy for Teaching English as a Worldly Language Critical pedagogies Discourse, language and subjectivity Insurgent knowledges, the classroom and the world References Index

English as a global language

Abstract: A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents