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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.


Papers
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Journal ArticleDOI
TL;DR: In this article, l'analyse de trois specialistes de l'enseignement superieur concernant le rapport du groupe de travail sur LRS and la societe is presented.
Abstract: L'article propose l'analyse de trois specialistes de l'enseignement superieur concernant le rapport du groupe de travail sur l'enseignement superieur et la societe, rapport qui peut potentiellement bouleverser les politiques d'aide aux pays en developpement concernant l'enseignement superieur...

182 citations

01 Jan 2004

179 citations

Book
01 Jul 2007
TL;DR: The Role of Research Universities in Mexico: A Change of Paradigm? Chapter 11. The Challenge of building research Universities in Middle-Income Countries: The Case of the University of Buenos Aires.
Abstract: Preface Chapter 1. Empires of Knowledge and Development Part I: Asia Chapter 2. The Flagship University and China's Economic Reform Chapter 3. Research Universities in China: Differentiation, Classification, and Future World-Class Status Chapter 4. Beyond Retailing Knowledge: Prospects of Research-Oriented Universities in India Chapter 5. Prospects for World-Class Research Universities in India Chapter 6. The Making of a World-Class University at the Periphery: Seoul National University Part II: Latin America Chapter 7. Brazil's Leading University: Original Ideas and Contemporary Goals Chapter 8. Brazilian Research Universities Chapter 9. La Maxima Casa de Estudios: Universidad Nacional Autonoma de Mexico as a State-Building University Chapter 10. The Role of Research Universities in Mexico: A Change of Paradigm? Chapter 11. Are There Research Universities in Chile? Chapter 12. The Challenge of Building Research Universities in Middle-Income Countries: The Case of the University of Buenos Aires Chapter 13. Higher Education Policy and the Research University: In Asia and Latin America Contributors Index

173 citations

Journal ArticleDOI
TL;DR: Rankings of academic institutions, programs, and departments are all the rage worldwide as discussed by the authors, and at least two worldwide rankings exist: U.S. News and World Report and the Times Higher Education Supplement (THES).
Abstract: Rankings of academic institutions, programs, and departments are all the rage worldwide. National rankings are ubiquitous and at least two worldwide rankings exist. These operations are widely criticized for questionable or flawed methods as well as for the concept itself, but everyone uses them. When done well, they can be valuable to consumers, policymakers, and to academic institutions themselves as they compare themselves with peer institutions at home or abroad. Rankings range from irresponsible musings by selfappointed experts and money-making schemes by commercial organizations to, at their best, serious efforts by academic or research organizations. Publications—including U.S. News and World Report in the United States, the Times Higher Education Supplement (THES) and the Financial Times in Britain, Der Spiegel in Germany, Reforma in Mexico, and Asiaweek (now defunct), and others—have sponsored rankings. A few outlets, such as U.S. News and THES, have achieved a degree of respectability. Rankings have achieved a degree of public legitimacy and an aura of credibility because respected research and policy organizations have sponsored some of them. The research and teaching assessments carried out by the funding councils in the United Kingdom, the rankings of disciplines done by the National Research Council in the United States, and some others are examples. This past year, Shanghai Jiaotong University and the THES have published worldwide university rankings.

163 citations


Cited by
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Book ChapterDOI
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

Journal ArticleDOI
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