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.

The New Internationalism: Foreign Students and Scholars.

Abstract: Foreign students and international study are an increasingly important part of the higher education equation. With more than one million students studying outside of their borders worldwide, their influence is felt in many countries. Most foreign students come from the developing nations of the Third World and the main host nations are industrialised. Foreign students carry knowledge from the industrialised nations to the Third World as they contribute to socio-economic development and also return home with Western values. Most of the world's foreign students are self-funded but many Third World nations provide substantial expenditures for foreign students. Foreign study has also had an impact on Western academic systems and governments have in some cases imposed special fees on foreign students. The issues relating to foreign students and international study are complex and wide-ranging.

The imperial tongue: English as the dominating academic language

Abstract: to the securing of equal rights for women under the constitutional scheme and has campaigned for the past 16 years on women's right to free speech and their right against censorship by state and private actors. It has provided counselling and legal aid to women victims of violence; provided training to organisations in rural areas in Andhra on designing and implementing programmes that are gender sensitive; supported networks of persons with disabilities in the state; organised women writers, published anthologies of creative writing by women, dalit and Muslim writers, and has initiated campaigns on secularism and diversity. Women's World (India) is part of a worldwide network of women writers that works to counter censorship and protects the right to free speech. Formally launched in 2003 it has more than 200 members and was one of the first to protest against the smear campaign against actor Khushboo in Tamil Nadu. It also protested against the ban by the West Bengal government on Taslima Nasreen's autobiography and offered her protection and support after the initial fatwa was taken up by Women's World (International). Writers likeNabaneeta Dev Sen, Jeelani Bano, Mridula Garg, Rukmini Bhaya Nair, Abburi Chaya Devi, Bama are members of the network.

The University as Center and Periphery.

Abstract: This article1 concerns complexities and dilemmas in higher education. It is specifically concerned with the relationship between universities in the industrialized countries and those in the Third World. An effort is made to understand how universities located in countries at very different levels of economic and technological development relate to one another in an international knowledge system. Universities function in several different contexts at the same time. They are rooted in their own cultures and are affected by national realities. They are also parts of an international knowledge system. They are producers and disseminators of knowledge in their own nations, playing increasingly important roles in technologically developing societies. They also interact with institutions and ideas from abroad, because knowledge has no national boundaries.

The logic of mass higher education

Abstract: The distinguishing characteristic of postsecondary education in the past half century has been expansion -- the emergence of mass higher education worldwide. Now, many industrialised countries educate forty percent or more of youth in postsecondary education, and developing countries are rapidly expanding as well. Mass higher education brings with it certain inevitable changes in higher education. Among these are a diversification of academic institutions, less homogenous student populations, alterations in patterns of academic work and of the academic profession itself, an increase in managerial control of academic institutions, and, recently, a reliance on distance methods of delivering instruction. These changes are part of the logic of mass higher education, and will be increasingly apparent in the 21st century.

Why Branch Campuses May Be Unsustainable

Abstract: Branch campuses are sprouting around the world, like mushrooms after a heavy rain. According to the Observatory on Borderless Higher Education, the number of branch campuses have increased by 43 percent to a total of 162 between 2006 and 2009 (See Rosa Becker’s article in this issue of IHE). Definitions are slippery; the Observatory's description will suffice: “An international branch campus is an off-shore entity of a higher education institution operated by the institution or through a joint venture in which the institution is a partner (some countries require foreign providers to partner with a local organization) in the name of the foreign institution. Upon successful completion of the course program, which is fully undertaken at the unit abroad, students are awarded a degree from the foreign institution.” Many of the growing mushrooms may only hold a limited life span and a few might be poisonous. Let us be honest about branch campuses. With a few notable exceptions, they are not really campuses. They are, rather, small, specialized, and limited academic programs offered offshore to take advantage of a perceived market. Not surprisingly, the most popular programs offered are in business management and information technology—with fairly low setup costs and significant worldwide demand. Except where generous hosts—such as in the Arabian Gulf, Singapore, and a few other places—provide facilities and infrastructure, branch campuses become rather spartan places, resembling office complexes rather than academic institutions.

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