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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: The Lumina Foundation, a private research group, released a study claiming that the cost of college is skyrocketing, and the implication is that colleges and universities are gouging students and their families as mentioned in this paper.
Abstract: A key debate in the United States, as in other countries, relates to the cost of higher education, whether higher education is affordable, especially for students from lower-income families, and where the responsibility for funding postsecondary education should lie. Recently, the Lumina Foundation, a private research group, released a study claiming that the cost of college is skyrocketing. It is said that low-income students can no longer afford to attend college, that a growing number of graduates are saddled with massive debts after graduation, and that higher costs have led to a growing dropout problem and diminishing access. The implication is that colleges and universities are gouging students and their families. The reality is more complex than the headlines indicate, and it is not true that public colleges are overcharging. Lumina has highlighted a key reality of higher education in the new millennium—in America and much of the rest of the world, the cost of higher education has been shifted from the state to the student. It is not a surprise that costs have shot up. Indeed, it is part of a long-term and deliberate policy initiative by government at all levels. There are three elements to this tectonic shift in public higher education policy over the past three decades. They can be summarized as public good vs. private good, high tuition and high aid, and send the masses to the community colleges.

2 citations

Journal ArticleDOI
TL;DR: In the context of massification, few countries have made any comprehensive effort to create clearly defined and differentiated academic systems to serve new academic functions as mentioned in this paper, which is important to ensure quality and to meet the wide range of needs of an increasingly diverse student population.
Abstract: In the context of massification, few countries have made any comprehensive effort to create clearly defined and differentiated academic systems to serve new academic functions. This pursuit is important to ensure quality and to meet the wide range of needs of an increasingly diverse student population.

2 citations

Journal ArticleDOI
TL;DR: In the United States, the Carnegie Classification, developed by Clark Kerr and the Carnegie Foundation for the Advancement of Teaching developed such a system as discussed by the authors, was used to classify higher education institutions in complex higher education systems.
Abstract: Classifying higher education institutions in a complex higher education system is quite important for understanding the system and the role of institutions within it. In the United States, the Carnegie Classification, developed by Clark Kerr and the Carnegie Foundation for the Advancement of Teaching developed such a system. Now, under new leadership, the future of the original model is threatened.

2 citations

Journal Article
TL;DR: The authors pointed out that teaching has been de-emphasized in American higher education and especially at research-oriented institutions, and pointed out a lack of professorial accountability and asserted that the faculty, it is claimed, has arrogated to itself control over how professors spend their time.
Abstract: In the past several years, American colleges and universities have been widely criticized for a variety of ills. There have been a few scandals, such as the misappropriation of government research funds to purchase flowers and bed sheets for the President’s house at Stanford University. There have also been a few well-publicized cases of scientific fraud. The United States Justice Department has forced the Ivy League to desist from collectively deciding amounts of scholarship aid. But by far the most fundamental complaint has been that teaching has been de-emphasized in American higher education and especially at research-oriented institutions. Further, critics have pointed to a lack of professorial accountability. The faculty, it is claimed, has arrogated to itself control over how professors spend their time. Worse, this is done on an individual basis, with each faculty member deciding on the ways he or she will spend on work time. Beyond stipulating broad minima for teaching, there are few guidelines or regulations to determine professorial responsibility. The tenure system, originated to protect academic freedom, now provides virtual lifetime jobs to faculty.

2 citations

Book ChapterDOI
Philip G. Altbach1
TL;DR: Although Indian higher education suffers from many dysfunctionalities and the system overall is characterized by "pinnacles of excellence in a sea of mediocrity" as discussed by the authors, India does reasonably well.
Abstract: Although Indian higher education suffers from many dysfunctionalities and the system overall is characterized by “pinnacles of excellence in a sea of mediocrity”—by some international comparisons, India does reasonably well.

2 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