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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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Book ChapterDOI
Philip G. Altbach1
01 Jan 2013
TL;DR: Most observers agree that the humanities and social sciences are an integral part of any university, indeed that a real university must have strength in these areas as mentioned in this paper, and that these disciplines are important in their own right, and are a central core for any general education program.
Abstract: Most observers agree that the humanities and social sciences—the soft sciences—are an integral part of any university, indeed that a real university must have strength in these areas. These disciplines are important in their own right, and are a central core for any general education program.

4 citations

Journal ArticleDOI
TL;DR: The Comparative Education Review (CER) as mentioned in this paper was the first journal devoted to comparative education in the United States, and has been published continuously since 1986, reaching a record number of issues in its thirtieth year.
Abstract: The Comparative Education Review enters its thirtieth year of publication in 1986. This is a remarkable accomplishment for a field in North America that, as a recognized specialty in universities, hardly antedates this journal. In a real sense, comparative education has come of age. Debates concerning the future of the field continue, funding patterns fluctuate, and orientations and ideologies change, but there is no doubt that comparative education has influenced educational research and, to some extent, the social sciences. This is not the place to chronicle the development of the field, but it is appropriate to reflect on some of the accomplishments -and some of the problems-of this journal and the field of study that it reflects on the occasion of the journal's beginning its thirtieth year.'

4 citations

Journal Article
TL;DR: The most obvious indication of the tendency towards political consolidation by Indian Muslims is provided by the emergence of the Muslim Majlis-e-Mushawarat as a strong Muslim organisation in the North Indian region as mentioned in this paper.
Abstract: secular state, and all communities which have thought it prudent or necessary to And a place for themselves within the nation as religious, cultural and political units have been reviewing their position. In spite of the existence of a Muslim League in the South, there is no evidence of the Indian Muslims desiring to organise themselves as a political party." Nothing can be farther from the truth. Unfortunately, Indian Muslims have not yet tried to merge into the Indian political system. On the contrary, they are increasingly trying to consolidate themselves politically so as to influence the political process directly. The most obvious indication of the tendency towards political consolidation by Indian Muslims is provided by the emergence of the Muslim Majlis-e-Mushawarat as a strong Muslim organisation in the North Indian region. There are reports that, apart from trying to organise Muslims politically, the Majlis is opening up banks for Muslims and starting an organisation on the pattern of the Red Cross for the welfare of the community.

4 citations

Book ChapterDOI
01 Jan 2017
TL;DR: The rapidly escalating refugee crisis in Europe has been dominating the international news for several weeks, but surprisingly it is only very recently that the higher education community has become alert to its role and to the considerable dilemmas it will have to face.
Abstract: The rapidly escalating refugee crisis in Europe has been dominating the international news for several weeks, but surprisingly it is only very recently that the higher education community has become alert to its role and to the considerable dilemmas it will have to face.

4 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