Author
Philip G. Altbach
Other affiliations: State University of New York System, University of Wisconsin-Madison, National Research University – Higher School of Economics ...read more
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.
Papers published on a yearly basis
Papers
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01 Jan 2007
250 citations
TL;DR: In this article, Higher Education Crosses Borders: Can the United States Remain the Top Destination for Foreign Students?, the authors argue that higher education remains the top destination for foreign students.
Abstract: (2004). Higher Education Crosses Borders: Can the United States Remain the Top Destination for Foreign Students?. Change: The Magazine of Higher Learning: Vol. 36, No. 2, pp. 18-25.
246 citations
TL;DR: The research university is a central institution of the twenty-first century providing access to global science, producing basic and applied research, and educating leaders of the academe and society as mentioned in this paper.
Abstract: The research university is a central institution of the twenty-first century—providing access to global science, producing basic and applied research, and educating leaders of the academe and society. Worldwide, there are very few research universities—they are expensive to develop and support, and the pressures of massification have placed priorities elsewhere. For developing countries, research universities are especially rare, and yet they are especially important as key ingredients for economic and social progress. This article argues for the importance of research universities in developing and middle-income countries and points out some of the challenges that such institutions face.
245 citations
01 Jan 2004
230 citations
01 Jan 2007
TL;DR: In this paper, the authors provide a reference source on key topics in higher education and provide an overview of higher education issues within specific countries or regions, focusing on the issues of accountability and quality assurance.
Abstract: The purpose of this publication is to provide a reference source on key topics in higher education Chapters in the first volume cover central themes in the study of higher education, while contributors to the second volume focus on contemporary higher education issues within specific countries or regions Part one 'Global themes and contemporary challenges' contains the following chapters: Introduction / Philip G Altbach and James J F Forest; The academic profession / Jurgen Enders; Accountability and quality assurance: new issues for academic inquiry / Elaine El-Khawas; Curricula in international perspective / Lisa R Lattuca; Doctoral education: present realities and future trends / Philip G Altbach; Higher education finance: trends and issues / Arthur M Hauptman; For-profit higher education: US tendencies, international echoes / Kevin Kinser and Daniel C Levy; Globalization and the university: realities in an unequal world / Philip G Altbach; Governance and administration: organizational and structural trends / Barbara Sporn; History of universities / Harold Perkin; Internationalization: concepts, complexities and challenges / Jane Knight; Higher education management: challenges and strategies / George Keller; Reflections on the transition from elite to mass to universal access: forms and phases of higher education in modern societies since WWII / Martin Trow; The private fit in the higher education landscape / Daniel C Levy; Beyond private gain: the public benefits of higher education / David E Bloom, Matthew Hartley, and Henry Rosovsky; Research and scholarship / Grant Harman; Student politics: activism and culture / Philip G Altbach; Teaching and learning in higher education / James J F Forest; Rhetoric or reality?: technology in borderless higher education / Svava Bjarnason; Part two 'Regions and countries' contains: Section one 'Regional perspectives': Higher education in the Arab world / Linda Herrera; Higher education in Central and Eastern Europe / Peter Scott; Higher education developing countries / David E Bloom and Henry Rosovsky; European integration in higher education: the Bologna Process towards a European high education area / Hans de Wit; Higher education in French-speaking Sub-Saharan Africa / Juma Shabani; Latin American university transformation in the 1990s: altered identities? / Marcela Mollis; Higher education in Scandinavia / Evanthia Kalpazidou Schmidt; Higher education in Southeast Asia in the era of globalization / Molly N N Lee; Higher education in Sub-Saharan Africa / Damtew Teferra; Section two 'National perspectives': Argentina / Ana M Garcia de Fanelli; Australia / Simon Marginson; Brazil / Simon Schwartzman; Canada / Glen A Jones; Chile / Jose Joaquin Brunner and Anthony Tillett; China / Ruth Hayhoe and Qiang Zha; Egypt / Iman Farag; France / Christine Musselin; Germany / Barbara M Kehm; India / N Jayaram; Indonesia / M K Tadjudin; Iran / Abbas Bazargan; Israel / Yaacov Iram; Italy / Roberto Moscati; Japan / Akiyoshi Yonezawa; Kenya / Charles K Ngome; Korea / Namgi Park; Mexico / Hugo Casanova-Cardiel; The Netherlands / Egbert de Weert; Nigeria / Munzali Jibril; Poland / Wojciech Duczmal; Russia / Anna Smolentseva; South Africa / Chika Trevor Sehoole; Spain / Jose-Gines Mora; Turkey / Hasan Simsek; United Kingdom / Michael Shattock; United States / Peter D Eckel and Jacqueline E King
224 citations
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30 May 2018
TL;DR: Tata Africa Services (Nigeria) Limited as mentioned in this paper is a nodal point for Tata businesses in West Africa and operates as the hub of TATA operations in Nigeria and the rest of West Africa.
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.
3,658 citations
TL;DR: The motivation for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others as discussed by the authors, which is the context of economic and academic trends that are part of the reality of the 21st century.
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.
2,755 citations
Journal Article•
TL;DR: 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 in this paper.
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.
2,141 citations
Book•
01 Jan 1994
TL;DR: In this article, a critical pedagogy for teaching English as a worldly language is proposed, with a focus on the role of the classroom in the development of a world 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
1,960 citations
01 Jan 2006
TL;DR: This book discusses the development of English as a global language in the 20th Century and some of the aspects of its development that have changed since the publication of the first edition.
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
1,857 citations