Beruflich Dokumente
Kultur Dokumente
now changing. Today higher education issues are heavily influenced by the nature of the
changes in Western Europe, the Former Soviet Union and in East Asia and the Pacific. And
the research on higher education increasingly reflects the new balance of these international
issues. The study of international higher education issues continues to be influenced by the
North American context endowments, differential remuneration of faculty, transfer of
course credits. On the other hand, many issues which used to be considered solely North
American are now international enrollment ratios, dropout rates, differentiation in
institutional function. Lastly, there are issues which have emerged elsewhere, the study of
corruption, trade, research quality assessment and undergraduate student achievement
which are rapidly being studied within North America.
GENERAL OVERVIEWS
The following works provide an introduction to the field of international higher education
issues. Some provide this introduction without regional or specializations. This is the case
with respect to: Teichler 2007, Hirsch and Weber 1999, Altbach and Peterson 2007, and
Goedegeburre et. al. 1994. Others provide an overview with a particular emphasis. For
instance, Altbach et. al. 2009 track policies which were originally North American, but today
can be found globally. Purcell et. al. 2004 provides a perspective on issues pertaining to
womens colleges; Baker and Wiseman 2007 on issues which stem from research findings.
Geiger et. al. 2007 track issues pertaining to the research university; Stromquist 2007, the
professorate; Neave and van Vught 1994, the relations with government, and Qiang 2003,
internationalization.
Altbach, Philip G. and Patti McGill Peterson, ed. 2007. Higher Education in the
New Century: Global Challenges and Innovative Ideas. Rotterdam: Sense
Publishers.
Analysis of six key challenges in higher education: academic profession, access
and equity, higher education and social cohesion, private higher education,
international student flows, and research universities
Altbach, Philip G, Liz Reisberg, and Laura E Rumbley. 2009. Trends in Global
Higher Education: Tracking an Academic Revolution. Boston: Center for
International Higher Education.
Investigation of main driving forces, in particular globalization and massive
demand for higher education, for changes in scope and diversity in higher
education and their impacts on higher education
Goedegeburre, Leo, Frans Kaiser, Peter Maassen, Lynn Meek, Frans A. van Vught, and Egbert
de Weert, ed. 1994. Higher Education Policy: An International and Comparative Perspective.
Oxford: Pergamon Press.
A volume providing not only comprehensive identification and analysis of the
principles, structural features, modes of different higher education policies in
11 different countries but also higher education policies similarities and
differences in international trends and issues and country-specific elements
Hirsch, Werner A. and Luc E. Weber, ed. 1999. Challenges Facing Higher Education at the
Millennium. Oxford: Pergamon Press.
A overview of some key issues in higher education including challenges at the
millennium, future environment of higher education, and certain initiatives in
relation to funding, governance, alliance building between industry and
institutions and technology
Neave, Guy and Frans A. van Vught, ed. 1994. Government and Higher Education;
Relationships across three Continents: the Winds of Change. Oxford: Pergamon Press.
Analysis of the relationships between government and higher education in 12
countries in Africa, Asia, and Latin America to examine the effectiveness of
specific types of government regulation in comparison with others in tackling
higher education crisis arising in many developing countries
Purcell, Francisca, Robin Matross Helms, and Laura Rumbley, ed. 2004. Womens
Universities and Colleges: an International Handbook. Chestnut Hill: Center for
International Higher Education.
This book as an inventory of womens higher education institutions worldwide
provides a wide range of specific and detailed information and resources by
region, which are expected to be used as practical resources for research and
studies for womens higher education.
Qiang, Zha. 2003. Internationalization of higher education: Towards a conceptual framework.
Policy Futures in Education 1, no. 2: 248-70.
Presentation of a conceptual and organizational framework of
internationalization of higher education including the meaning of, rationale for,
and approach to internationalization and strategies to incorporate international
dimensions
Stromquist, Nell, ed. 2007. The Professoriate in the Age of Globalization.
Rotterdam: Sense Publishers.
Discussion of the professoriate, a primary player in higher education
institutions, in six countries, in particular in terms of its conditions in a
comparative perspective
Teichler, Ulrich. 2007. Higher Education Systems: Conceptual Frameworks,
Comparative Perspectives, Empirical Findings. Rotterdam: Sense Publishers.
Description of various dimensions of higher education in Europe between 1990s and the
present such as higher educations changing role, access and admission, diversity of
institutions, the Bologna process, excellence, and education systems
REGIONAL OVERVIEWS
Higher education issues vary in more respects than from country-to-country; they also vary
from one group of countries to another. We have followed this variation in the categories of
citations located below. Some summarize the issues with respect to the industrial
democracies (OECD 2009), low and middle income countries (Task Force on Higher
Education and Society 2004; World Bank 1994; World Bank 1995; World Bank 2002). Other
overviews pertain to specific geographical regions such as the Middle East and North Africa
(Bashshur 2004), Central Asia (Heyneman and De Young 2004; Brunner and Tillett 2007),
Western Europe (Fagerlind and Stromquist 2004; Int Veld et. al. 1996), Latin America and
the Caribbean (Segrera, et al. 2009), South and East Asia (APEID-UNESCO 2006), and SubSaharan Africa (Hinchliffe 1987; Teferra and Altbach 2003). In some instances an overview
might include a specialized issue within a region (Assie-Lumumba 2007).
OECD Countries
The challenges of higher education in Industrial democracies are dramatically different from
other parts of the world. There is greater access so attention is paid to efficiency and quality.
There is intensive competition in higher education.
Western Europe
The issues of higher education in Western Europe, aside from those of industrial
democracies generally, contain issues of re-structuring under the Bologna Process, the
search for a European dimension and the natural competition with the quality and flexibility
of higher education in North America.
Fagerlind, Ingemar and Gorel Stromquist, ed. 2004. Reforming Higher Education in the
Nordic Countries: Studies of Change in Denmark, Finland, Iceland, Norway and Sweden.
Paris: International Institute of Education Planning.
Review of changes in the higher education sectors which are generated by technology,
globalization, and competition in the Nordic countries
Int Veld, Roel, Fussel, Hans-Peter, and Neave, Guy, ed. 1996. Relations between the State
and Higher Education: Legislating for Higher Education in Europe. The Hague: Kluwer Law
International.
Identification of key issues that European countries need to face in their higher education
legislations and description of exemplary good practices of European countries
TEXTBOOKS
Though much attention is paid to the importance of electronic technologies, textbooks
remain deeply important. They shape the character of the manifest curriculum. They are
lightening rods for debate over history and civics, and they provide an unprecedented
window into the character of public education in every country.
Altbach, Philip G. 2006. International Higher Education: Reflections on Policy and Practice.
Chestnut: Boston College Center for International Higher Education.
Discussion of worldwide issues in the contemporary debate in higher education policy and
practice such as globalization, internationalization, world-class research universities,
funding, private higher education, corruption, and academic freedom
Forest, James F. and Philip G. Altbach, ed. 2006. International Handbook of Higher Education.
Dordrecht, Netherlands: Springer.
A volume containing in-depth analyses of the central topics in higher education across the
globe and comparative analyses of key countries and regions in an attempt to provide the
background, trends, and realities of contemporary higher education
Mauch, James E. and Paula L.W. Sabloff, ed. 1995. Reform and Change in Higher Education:
International Perspectives. New York: Garland Publishing, Inc.
Discussion of the changing roles of government involvement in higher education policy
reform in 10 countries
Phelps, Phelps P., Greta L. Dietrich, Gabriele Phillips, and Kevin A. McCormack. 2002. Higher
Education: An International Perspective. Washington, D.C.: The ERIC Clearinghouse on
Higher Education.
A report providing a review of higher education systems in selected 12 developed
countries and outcomes of comparing the U.S. with 11 other countries, which share some
similarities with the U.S., in the context of such higher education measures as student
participation, resources and expenditures and education outcomes
Tight, Malcolm, Ka Ho Mok, Jeroen Huisman, and Christopher Morphew, ed. 2009. The
Routledge International Handbook of Higher Education. New York: Routledge.
Critical and comparative overview of the major eight issues and questions in higher
education and higher education research across countries
JOURNALS
International issues of higher education can be found in the journals which specialize in
international education. Few journals focus on international higher education exclusively.
This list includes most of those which contain higher education issues.
*Comparative Education [http://www.informaworld.com/smpp/title~content=t713410081]*
This journal investigates theoretical and empirical analyses and debates in the field of
comparative education from national, international and global perspectives
*Comparative Education Review [http://www.journals.uchicago.edu/toc/cer/current]*
Founded in 1957 by University of Chicago Press, this journal explores cross-national issues
of education and the social, economic, and political influences and forces shaping them.
*Education Review [http://www.tandf.co.uk/journals/titles/00131911.asp]*
This journal covers national and international issues in a wide range of schooling and
education fields including education policy and management
*Higher Education Management and Policy
[http://www.ingentaconnect.com/content/oecd/16823451]*
Published by OECD, this journal investigates practices and policies on wide international
scope in the field of higher education institutional management and system
*International Journal of Educational Development
[http://www.sciencedirect.com/science/journal/07380593]*
This journal intends to stimulate significant debates about the roles of education in
development, with particular emphasis on developing new theoretical insights and
understanding of the interaction between local, national, regional. And global contexts
*International Higher Education
[http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/index.htm]*
This journal addresses critical issues in higher education from international perspective
and reports analyses of the issues
*International Journal of Higher Education Research [http://www.springer.com/education+
%26+language/higher+education/journal/10734]*
This journal explores educational developments in higher education institutions and in
public and private higher education sectors on a basis of comparative analyses and
studies
*Studies in Higher Education [http://www.tandf.co.uk/journals/titles/03075079.asp]*
This journal publishes both research-based empirical analyses and policy-oriented articles
from any perspective in higher education or discipline
*UNESCO Prospects [http://www.springer.com/education+&+language/journal/11125]*
Published by UNESCO, this journal covers current and controversial comparative and
international educational issues with emphasis on not only theoretical or researchoriented discussions, but policy implementation for policy makers and practitioners
DATA SETS
(which can include tuition and other sources), the larger the portion of low income students
with higher education opportunity. The future of this issue internationally is likely to continue
to challenge these traditional assumptions that because it is free it is therefore
advantageous to the poor.
Arun, Richard, Adam Gamoran, and Yossi Shavit. 2007. More Inclusion than Diversion:
Expansion, Differentiation, and Market Structure in Higher Education. In Stratification in
Higher Education: A Comparative Study, ed. Yossi Shavit, Richard Arum, and Adam Gamoran,
1-39. Stanford: Stanford University Press.
This is the first cross-national study of the influence of higher education structures on
socio-economic representation in higher education institutions. The book contends that
systems where institutions have diverse missions and large portions of income from nonstate sources have higher access and higher portions of students from low income
backgrounds within their student populations.
Capshaw, Norman Clark. 2008. Do Electronic Technologies Increase or Narrow Differences in
Higher Education Quality Between Low and High Income Countries? Peabody Journal of
Education 83, no. 1: 117-42.
An attempt to figure out how technologies of the internet and computers have influenced
the gap in higher education quality, focusing on the U.S. first and low- to middle-income
countries second
Clancy, Patrick and Gaele Goastellec. 2007. Exploring Access and Equity in Higher
Education: Policy and Performance in a Comparative Perspective. Higher Education Quarterly
61, no. 2: 136-54.
This article conducts a comprehensive analysis of some commonalities and differences in
national policies of access and equity in higher education between countries and
introduces some problems of measuring equity in and access to higher education from a
comparative perspective
Skilbeck, Malcolm and Helen Connell. 2000. Access and Equity in Higher Education: an
International Perspective on Issues and Strategies. Dublin: Higher Education Authority.
A report on the international range of equity issues in terms of legislative framework for
pursuing equity in Ireland, fundamental concepts in the equity debate, current state of
equity in higher education, and issues and problems that primary equity target groups are
confronted with and applicable strategies and approaches to accomplish greater quality
in higher education
Stromquist, Nell P. 2005. Comparative and International Education: A Journey toward Equality
and Equity. Harvard Educational Review 75, no. 1: 89-111.
Discussion of issues of equality and equity in the context of the comparative and
international education including gender in education, non-formal education, globalization,
international finance agencies and translational organizations as new educational actors,
and public policies in education
GOVERNANCE
Rapid growth in enrollment rates (massification), rapid improvements in quality, new
standards of equity yet insufficient public resources have combined to drive major shifts in
higher education governance. A university of 20 years ago might have been considered
autonomous if it had control over academic content and faculty appointments. Today, the
definition of autonomy includes sources of revenue, remuneration policies, ownership of
property, admissions, allocation of scholarships, and managerial structures. Originally
thought of as privatization today these areas of governance are considered the normal
components of good management. The literature on university governance such as
Heyneman (2009) and Thompson (1998) reflects shifts in the nature and function of the
state from one of control to that of supervision. It also reflects managerial choices which
universities now must face. These include the choice of breadth vs. depth of endeavor; the
range of topics to cover; the type of student market to target; the question of whether they
are a developer (rare) or a deliverer (more common) of knowledge. Bad or nave choices
may contribute to over-expectations and inefficiencies (see Thompson, 1998).
Amaral, Alberto, Glen A. Jones, and Berit Karseth,ed. 2002. Governing Higher Education:
National Perspectives on Institutional Governance. Dordrecht: Springer.
Analysis of higher education governance (jurisdiction) issues and reforms in nine countries
from different theoretical perspectives and presentation of empirical evidence and
theoretical approaches to examine system-level reforms and institutional governance
issues
Heyneman, Stephen P. 2009. The Appropriate Role of Government in Education. Journal of
Higher Education Policy 3, no. 2: 135-57.
A review of the origins and purpose of public education and higher education and a
discussion of the roles and responsibilities of the government in education
Huisman, Jeroen, ed. 2009. International Perspectives on the Governance of Higher
Education: Alternative frameworks for coordination. New York: Routledge.
In an attempt to answers to a question of how to better comprehend governance in higher
education and its impact, this paper concentrates on three directions: the traditional
approaches (application of existing governance frameworks), deviation from the
traditional approaches, and new and complex interaction of governance and cooperation
Kennedy, Kerry. J. 2003. Higher Education Governance as a Key Policy Issue in the 21 st
Century. Educational Research for Policy and Practice 2, no. 1: 55-70.
Introduction of governance in terms of its definition, its significance in current higher
education, the social, political, and economic condition governance should consider, and
the desirable features of university governance in the 21st century
Paradeise, Catherine, Emanuela Reale, Ivar Bleiklie, and Ewan Ferlie, ed. 2009. University
Governance: Western European Comparative Perspectives. Dordrecht: Springer.
Analysis of the structure, governance, and management of seven Western European
higher education and research systems from the perspective of national dynamics,
organizational design, and the changes introduced through steering tools
Thompson, Quentin. 1998. Trends in Governance and Management of Higher Education.
Human Development Department LCSHD Paper Series No. 33. Washington, D.C.: The World
Bank.
A report on trends in higher education governance and management primarily in the
English speaking OECD countries, the impact of external environmental changes on higher
education governance, and governance and management at the institutional level in
terms of changes within higher education institutions
Trakman, Leon. 2008. Modeling University Governance. Higher Education Quarterly 62, no. 12: 63-83.
Evaluation of competing trends in types of university governance in three countries, the
U.K., Australia, and the U.S. and description of five models of board level governance in
higher education institutions and the models practical application
research and development in response to financial pressures and growing demands for
accountability
Jongbloed, Ben and Hans Vossensteyn. 2001. Keeping up Performances: An International
Survey of Performance-Based Funding in Higher Education. Journal of Higher Education
Policy and Management 23, no. 2: 127-45.
Exploration of national government policies for funding higher education in 11 OECD
countries and a description of mechanisms for funding the higher education sector and
the multitude of how grants to higher education institutions are oriented on performance
Shin, Jung Cheol. 2010. Impacts of Performance-based Accountability on Institutional
Performance in the U.S. Higher Education. DOI: 10.1007/s10734-0099285-y
This article analyzes the changes in institutional performance in the United States
resulting from the adoption of the new standards of accountability. The article discovers
that performance has not improved with performance-based accountability.
Task Force on Higher Education and Society. 2000. Higher Education in Developing
Countries: Peril and Promise. Washington, D.C. World Bank.
A report on the future of higher education in developing countries in the context of higher
educations problems and new realities, public interest in higher education, higher
education as a system, governance, science and technology education, and need to
develop general education curricular
Task Force on Higher Education and Society. 2004. Moderated Discussion: The Task Force on
Higher Education and Society. Comparative Education Review 48, no. 1: l70-88.
Description of three different comments on the Task Force on Higher Education and
Societys 2000 report (Higher Education in Developing Countries: Peril and Promise):
introductory comment (background to the report, the impact of the report on the World
Banks programs and priorities, the content of the report, and the impact of the report
ACCREDITION AND QUALITY ASSURANCE
New non-government institutions have been founded in Africa, Asia, Latin American and the
former Soviet Union. Some are branches of well-known universities in OECD countries;
others are newly-formed and well financed; others are no more than profit-making
proprietary schools. There has been a growing literature on how standards can be
maintained for these new institutions and others can be accredited.
Billing, David. 2004. International Comparisons and Trends in External Quality Assurance of
Higher Education: Commonality or Diversity? Higher Education 47, no. 1: 113-37.
A comparative study on the major national external quality assurance frameworks for
higher education in the context of commonality and diversity
Brennan, John L. and Tarla Shah. 2000. Managing Quality in Higher Education: An
International Perspective on Institutional Assessment and Change. McGraw-Hill Education
Clarification of the purposes, methods, and impacts of national systems of quality
assessment and management in higher education institutions that are elucidated through
a series of case studies on the experiences of 29 institutions and 7 national quality
agencies in 17 countries
Gaither, Gaither H, ed. 1998. Quality Assurance in Higher Education: An International
Perspective. San Francisco: Jossey-Bass Publishers.
Presentation of some of the best quality assurance policies, practices, and procedures in
higher education which are identified in five countries
Uvalic-Trumbic, Stamenka. 2002. Globalization and the Market in Higher Education: Quality,
Accreditation and Qualifications. Paris: UNESCO Publishing.
Exploration of the probable extent of an international framework in quality assurance,
accreditation, and qualification and the potential limitations of the framework and
discussion of how governments and higher education institutions are acting in response to
the challenge of global markets in higher education
Van Damme, Dirk. 2002. Trends and Models in International Quality Assurance and
Accreditation in Higher Education in Relation to Trade in Education Services. Higher
Education Management and Policy 14, no. 3: 93-136.
Providing an analytical and descriptive overview of trends and models in quality assurance
contributable to transnational regulation of trade in higher education with an emphasis on
four models of development of international quality assurance
Westerheijden, Don F., Bjorn Stensaker, and Maria J. Rosa, ed. 2007. Quality assurance in
higher education: Trends in regulation, translation and transformation. Dordrecht: Springer.
Description of quality assurance in higher education in terms of the impact of quality
assurance on higher education system, quality assurance in relation to regulation,
translation, and transformation, problems of current quality assurance practices, and
proposals for better quality assurance in dealing with institutional challenges
Wit, Hans de and Jane A. Knight. 1999. Quality and Internationalisation in Higher Education.
Paris: OECD.
Discussion of the internationalization of higher education and quality assurance in terms
of its concepts and review process, presentation of case studies of internationalization
quality review process in six countries, and analysis of the uses, benefits, approaches, and
issues in internationalization quality review process of higher education
Bastedo 2007), Indonesia (see Kraince 2007), South Africa (see Lesko 2007) and Central Asia
(see Heyneman 2007b). This has then stimulated work such as Heuser 2007 on the
question of social cohesion within universities.
Bastedo, Michael N. 2007. Rethinking Governance from the Bottom Up: The Case of Muslim
Students in Dutch Universities. UNESCO Prospects XXXVII, no. 3 (September): 319-32.
Discussion of faculty members perspective on the role of the university in promoting
social cohesion and the integration of Islamic minorities in Dutch society and the
governance implications for fostering social cohesion
Heuser, Brian L. 2007. Academic Social Cohesion within Higher Education. UNESCO
Prospects XXXVII, no. 3 (September): 293-303.
Exploration of the theoretical foundations of academic social cohesion within higher
education institutions and the role of universities as moral institutions in promoting moral
awareness, in particular academic social cohesion
Heyneman, Stephen P. 2007a. Higher Education and Social Cohesion: A Comparative
Perspective. In Higher Education in the 21st Century: Global Challenges and Innovative
Ideas, ed. Philip G. Altbach and Patti McGill Peterson, 55-78. Rotterdam: Sense Publishers.
Discussion of how higher education institutions affect social cohesion and provision of
comparative filed studies describing the successes and failures of higher education
institutions in dealing with social cohesion in six countries: Indonesia, South Africa, the
Netherlands, Kyrgyzstan, Kazakhstan, and Georgia
Heyneman, Stephen P. 2007b. Three Universities in Georgia, Kazakhstan and Kyrgyzstan: the
Struggle Against Corruption and For Social Cohesion. UNESCO Prospects, no. 3 (September):
305-18.
Discussion of the relationship between higher education and social cohesion and
exploration certain areas for universities to influence social cohesion in Georgia,
Kazakhstan and Kyrgyzstan
Kraince, Richard G. 2007. Islamic Higher Education and Social Cohesion in Indonesia.
UNESCO Prospects XXXVII, no. 3 (September): 345-56
A report exploring public Islamic higher education institutions role in cultivating better
relations between a variety of religious communities and social cohesion in postauthoritarian Indonesia
Lesko, Nancy. 2007. University Teaching and Social Cohesion in the age of HIV/AIDS: A South
African Case Study. UNESCO Prospects XXXVII, no. 3 (September): 333-44.
Examination of the relationships between university curriculum and teaching, HIV/AIDS,
and social cohesion, specifically teaching about HIV/AIDS in two departments at a
university and the teaching implications for social cohesion
Moiseyenko, Olena. 2005. Education and Social Cohesion: Higher Education. Peabody Journal
of Education 80, no. 4: 89-104.
Presentation of how higher education institutions affect social cohesion and higher
education institutions role in fostering social cohesion in local communities
COMPETITION AND RANKING
Higher education competition makes many uncomfortable. Shouldnt a university education
be considered as a source of personal growth and intellectual stimulation? However,
competition within and across countries is a new reality (see Hendel and Ingo 2008;
Marginson 2006) and in many ways it is a competition with increasingly shared criteria for
excellence and displays of results (see Usher and Savino 2006). Systems which attempt to
rank universities internationally have emerged in Europe, the U.K., China and the U.S. The
question is what effect do they have. See Dill and Soo (2005) for a comparison of the U.S.,
the U.K., Australia and Canada. See Hazelkorn (2007) for a general overview of ranking;
Hgskoleverket (2009) for in terms of the history of ranking. Other parts of the literature
cover how ranking systems should be handled in terms of public policy. See Hendel and Ingo
(2008) for a discussion of the implications within Europe; Margingson and van der Wende
(2007) for a discussion of how they factor into the global higher education competition,
Salmi and Saroyan (2007) on recommendations for using them effectively, and Siganos
(2008) for the influence of one specific system from China.
Dill, David D. and Maarja Soo. 2005. Academic Quality, League Tables, and Public Policy: A
Cross-National Analysis of University Ranking. Higher Education 49, no. 4: 495-533.
Comparison of national university ranking systems through a comparative analysis in four
countries (Australia, Canada, the U.K. and the U.S.) and examination of ranking systems
effect on institutional decision making and policy
Hazelkorn, Ellen. 2007. The Impact of League Tables and Ranking Systems on Higher
Education Decision Making. Higher Education Management and Policy 19, no. 2: 81-105.
An overview of effect of ranking systems and league table on higher education institution
decision making on a basis of a comprehensive world-wide survey of higher education
leaders and senior managers
Hendel, Darwin D. and Stolz Ingo. 2008. A Comparative Analysis of higher Education Ranking
Systems in Europe. Tertiary Education and Management 14, no. 3 (October): 17389.
A comparative analysis of a number of European higher education ranking systems and
presentation of a model categorizing qualitative indicators for comparing ranking systems
*Hgskoleverket (Swedish National Agency for Higher Education)[http://www.hsv.se/]*. 2009.
Ranking of Universities and Higher Education Institutions for Student Information Purposes?
Report 2009: 27R, Swedish National Agency for Higher Education.
A report describing the ranking phenomenon for universities and other higher education
institutions in terms of history and current trends and many existing ranking systems at
the international and domestic levels and discussing the preconditions for ranking and the
pros and cons of ranking as information for students
Marginson, Simon. 2006. Dynamics of National and Global Competition in Higher Education.
Higher Education 52, no. 1: 1-39.
Explanation of the dynamics of national and global competition in higher education and
discussion of interactions between national and global competition by exploring Australian
higher education in the context of the vertical segmentation of national higher education
systems and national and global competitions interface
Margingson, Simon and Marjik van der Wende. 2007. To Rank or to be Ranked: The Impact of
Global Rankings in Higher Rducation.Journal of Studies in International Education 11, no. 3-4:
306-29. entre for Higher Education Policy Studies, University of Twente.
Discussion of global university rankings, in particular the Shanghai Jiao Tong University
(SJTU) and the Times Higher Education Supplement, research in global rankings, and
possible methodological problems and policy limitations
Siganos, Andr. 2008. Rankings, Governance, and Attractiveness of Higher Education: The
New French Context. Higher Education in Europe 33, no. 2-3: 31116.
Illustration of the influence of the Shanghai Jiao Tong University (SJTU) ranking on the
French higher education and the definition of a university at the regional, national, and
international levels
Salmi, Jamil and Alenoush Saroyan. 2007. League Tables as Policy Instruments: Uses and
Misuses. Higher Education Management and Policy 19, no. 2: 24-62.
Outlining league table usefulness and role in measuring and comparing higher education
institutions performance in a variety of countries and providing recommendations for
effective usage of rankings by institutions and national policy makers
Usher, Alex and Massimo Savino. 2006. A World of Difference: A Global Survey of University
League Tables. Canadian Education Report Series. Toronto, ON: Educational Policy Institute.
A discussion of 19 university league tables and ranking systems across the globe, the way
they are selected, they serve as measurement of quality, they collect data for quality
measurement, and they measure quality, and an alternative to the league table format
FUTURE ISSUES
At the time it may have seemed like a major innovation when first introduced in Europe in
the 1970s, but land grant universities had been employing distance teaching since WWII.
What has changed for all institutions however is the technologies available. With electronic
data bases the norm and instantaneous connection available in many parts of the world,
high quality higher education can be delivered to non-traditional students (older students
with high opportunity costs) and outside of major urban centers (see Capshaw 2007,
Capshaw 2008; Collins and van der Wende 2002; Denman 2009). Approximately one half of
the higher education student population in the U.S. is over 40; most attend at night, on
weekends, after work, and by internet. The trend is quicker in some countries than others,
but seems unidirectional (see Heyneman 2001; Heyneman 2006). Because higher education
is now a commodity, it is the subject of international trade discussions and this has created
debates that are explored in Barblan 2002, Knight 2006, and Payne 2008. Some such as
Tilak 2008 have argued for the maintenance of rules and regulations which would restrict
international provision of higher education and of private higher education, whereas others
such as Agarwal 2009 have argued that nations require open borders to take advantage of
innovations in quality. Heyneman 2007, on the other hand, asserts that having access to
high quality international education is a human right. Lastly is the question of university
relations with industry. It may be essential for a research university to have creative and
long-standing relations with local or international firms; there are mutual benefits for all
partners. But the relationship can have drawbacks and raise problems of bias and challenges
to academic freedom (see Baker 2007). What is certain however is that government policy
toward research funding and university strategies to maximize public and private resources
can significantly enhance the future of research universities (see Goodet al. 2007;
Hatakenaka 2009).
Changes in technology
Capshaw, Norman C. 2008. Do electronic technologies increase or narrow differences in
higher education quality between low and highincome countries? Peabody Journal of
Education 83, no. 1: 117-32.
An attempt to figure out how technologies of the internet and computers have influenced
the gap in higher education quality, focusing on the U.S. first and low- to middle-income
countries second
Capshaw, Norman C. 2007 How the Internet Affects Higher Education: A Multi-Country
Analysis. Saarbrucken, Germany: VDM Verlag.
Focusing on the gaps of access to and quality in higher education between high income
and low-to-middle income countries and whether the gaps will expand or narrow, this
book both quantitatively and qualitatively investigates the internet and computer
technologys spread and effect.
Collis, Betty and Marijk van der Wende, ed. 2002. Models of Technology and Change in
Higher Education: an International Comparative Survey on the Current and Future use of ICT
in Higher Education. Center for Higher Education Policy Studies (CHEPS)
Comparative exploration of possible four scenarios that the use of information and
communication technology (ICT) in teaching and learning in higher education will yield, of
strategic choices and responses to use ICT of higher education institutions across seven
countries, and of conditions that influence the strategic responses and choices
Denman, Brian. 2009. Higher Education by Distance: Opportunities and Challenges at
National and International levels. Paper presented at the annual meeting of the 53rd Annual
Conference of the Comparative and International Education Society, March 22, in Charleston,
South Carolina.
Discussion of distance higher education in terms of current key concepts definition
relevant to distance higher education delivery and trends in quality assurance, and report
on a case study exploring types of distance higher education delivery in four countries
Heyneman, Stephen P. 2001. The Growing International Commercial Market for Educational
Goods and Services. International Journal of Educational Development 21: 345-59.
A paper defining education products and services, outlining the structure of the two subsectors, describing the size of commercial activity and its trends, and reviewing the
challenges and opportunities for those interested in this arena.
Heyneman, Stephen P. 2006. Global Issues in Higher Education. eJournal USA. Washington,
D.C.: U.S. Department of State. http://www.america.gov/st/businessenglish/2006/February/20080608095226xjyrreP0.6231653.html.
Discussion of global influences on higher education in terms of three ambitions of
education (access, quality, and equity), financial resources, and social cohesion
Industry relations
Baker, David P. 2007. Mass Higher Education and the Super Research University: A Symbiotic
Relationship. International Higher Education, no. 49, Fall.
Discussion of two major world-wide transformations in higher education, expansion and
massification of higher education and the advent and flourishing of the super research
university, largely in the USA
Good, David, Suzanne Greenwald, Roy Cox, and Megan Goldman, ed. 2007. University
Collaboration for Innovation: Lessons from the Cambridge-MIT Institute. Rotterdam: Sense
Publishers.
Description and exploration of a new form of academic enterprise (international university
collaboration), the Cambridge-MIT Institute (CMI), which is an attempt to bring together
the complementary strengths of each university, in the context of the successful
integration of knowledge into research, and the outcomes of a strategic alliance of the two
universities
Hatakenaka, Sachi. 2009. Higher Education in Innovation and Economic Development.
International Higher Education, no. 56 (Summer): 2-3.
Discussion of different roles that higher education plays in the context of higher education
institutions and the industry