Globalization And Higher Education

This paper examines the main rationales for and possible implications of the policy of increasing international student numbers in higher education (HE). Drawing on critical discourse analysis, we map key themes emerging from two sets of data—university strategy documents and interviews with staff—collected at eight universities in four national contexts in Europe as a part of a larger project focused on ethical internationalism in HE. In our analysis of the data, we apply social cartographic mapping to consider overlapping, competing and absent discourses related to the push to increase international student numbers by using a heuristic developed in the larger project. We found the imperative to increase international student numbers to be largely driven by economic rationales across different national contexts, reflective of a corporatization trend. Where more civic rationales are presented, these discourses are ultimately framed and mediated by neoliberalism. The findings contribute insight into the complicated discursive terrain of internationalising HE. The mapping makes visible what can be taken for granted or is left unexamined. It serves as a jumping-off point for reflection on the policy, practice and research of internationalisation in HE, promoting the formulation of key questions around the assumed benefits and ethics of internationalisation

This is a qualitative study that investigates how culture and race impact the college experiences of PI football players, how those experiences enhance or inhibit their persistence in higher education, and to introduce Pacific Islander Cultural Racism Theory (PI-CRiT) as a guiding framework for the research. The methodology for this study weaves three Pacific Islander cultural constructs together to ensure that the research process is respectful of each participant, their community, and their gift of mo'olelo (story). This PI methodology disrupts dominant research paradigms by suggesting that data collection, analysis and interpretation should align with its participants' ontology, epistemology and axiology. That is, the methods to gain more knowledge about reality (methodology), should align with the participants' views about reality (ontology), their ways of thinking about reality (epistemology), and their ethics, morals and values that guide their interaction in that reality (axiology).

In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around a single prescription for how to proceed in order to either reform or replace our existing system. Drawing on a diagnosis of the present offered by Zygmunt Bauman, and a decolonial analysis of how we arrived here, I ask how we might reimagine GCE in ways that are strategically responsive to current systemic crises, and ethically responsive to the ongoing colonial conditions that are at the root of these crises. I propose an approach to GCE that moves beyond the transmission of static competencies or content, and instead fosters learners' capacities for ongoing self-reflexivity, accountability, and discernment. Toward this end, I suggest balancing concrete policy and open-ended pedagogy, critical and affective literacy, and intellectual and relational rigour. I also suggest the need to identify and interrupt harmful circularities that commonly emerge in efforts to imagine GCE otherwise.

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

In this book, Shapiro, Farrelly, and Toma s share methods for increasing international students’ success in higher education by drawing from teachers’ and students’ experiences, theories and research in teaching and learning, and suggestions for best practices. It can serve those outside the field of TESOL while remaining engaging and useful for those most familiar with teaching English to speakers of other languages. Readers will find that this book stands out from other similar handbooks on international student success in higher education because of its pragmatic structure and accessible presentation. Most useful are the dialogue boxes and appendix that provide additional information, examples, and copyable rubrics and activities. The volume is divided into five chapters, followed by an appendix that outlines practical applications of the topics. Chapter 1 introduces the challenges and opportunities associated with the increasing international student enrollment in colleges and u...

Because of processes of globalisation, internationali-sation, and neo-liberal world policy Flanders (Belgium) is facing new problems concerning inequality of opportunities in education. This might raise sever¬al questions. In this paper three questions are an¬swered: 1) is there equality of opportunity in the Flemish education system, 2) what is the policy of the Flemish government in relation to inequality of opportunities in education and which answers could be offered to remedy for inequality of opportunities in higher education, and 3) does the academisation of college education contribute to more equality of opportunities in higher education. Besides delivering a short description of the inequality of opportunity in education, the author criticised some of the limita-tions of the current research. The second part of the paper is mainly interested in the description of research about new actions in the USA for the promotion of equality of opportunity in higher education. The third part supports the thesis that the processes of academisation of college education contribute to more equality of opportunity, although the means provided by the government to attain this purpose are not sufficient.

De globalisering van de samenleving heeft aan de problematiek van de kansengelijkheid in het onderwijs een andere dimensie gegeven. Daarenboven gaat dit proces gepaard met een toenemend belang dat in onze samenleving aan het neoliberale gedachtegoed wordt gehecht. Het is duidelijk dat dit zijn sporen zal achterlaten op de ontwikkeling van het beleid voor meer kansengelijkheid. Ik licht deze begrippen eerst kort
toe om me dan toe te spitsen op drie vragen betreffende de kansengelijkheid in Vlaanderen

Internationalization to date has been largely focused on outputs. This is true at the institutional, national, and regional levels. Resources, research, and the media concentrate on the quantitative fluctuations associated with student mobility, scholarly publications, transnational partnerships, international student enrollment, and to a growing extent, the number of international faculty and staff. These factors frequently serve as a proxy for measuring global competitiveness and prestige. However, if we are truly focused on the “common good,” they provide little insight into what I argue is a larger—more expansive and more ambitious—mission for internationalization: to develop a sustainably just, globally connected, and interculturally competent society. For that to happen intelligently, what is “vitally important” (Rumbley, 2019) is a re-centering of our work from internationalization outputs to outcomes. I suggest in this discussion that faculty are not only essential actors in internationalization, but a key constituency for bringing outcomes to the fore, as well as an overlooked opportunity for developing synergies between policy, research, and practice.

Organizational identity can be designed to reduce the risks of uncertainty about future states of public organizations and the inherent potential issues related to evaluation and assessment. As such, organizational identity may shape a congruent and credible self-representation of the university, where a consistent narrative articulates compliance to diverse institutional frameworks, commitment to organizational distinctiveness, and a sensible rationale for strategic change. By examining the strategic plans of four European universities over a 10-year period of major organizational change, the paper discusses the subtleties of the specific combinations of the three different functions and the implications for institutional leadership.

The purpose of our work is to determine the effects of the first and second period globalization processes on the sports institutions of the Ottoman State. This aim is to be able to explain the tendency of the globalization which emerged as a continuation of each other in accordance with the spirit of the era of the Turkish sport institutions. Globalization is a very influential phenomenon on the changes of states, social and economic institutions. Globalization; can be regarded as a concept that deals with a wide variety of disciplines and markets, and establishes relationships that influence and interfere with these disciplines and markets. From this perspective, it is also a fact that the effects of countries on sports institutions are inevitable. In the study, a qualitative method called "descriptive field scanning", documentary or documentary study was followed. In this way, our research has been structured by the historical research method and the historical survey method with qualitative research in terms of content. Historical research methodology has been supported by archival scanning method based on reviewing, translating, reading and evaluating books, documents, files, official and private correspondence documents, foreign language information and documents The sports schools of the Ottoman state's sports institutions were weakened by the loss of their importance by being negatively affected as the economic aims of the establishment causes with the change of trade routes in the first globalization process. In the second globalization process; despite the fact that the Ottoman state was in its recent times, it tried to adapt to the socio-economic changes brought about by Globalization. At the end of this effort, importance has been given to sports and sports institutions in education, social life. He transferred both the sports institutions and the sports workforce to the state of the Republic of Turkey, which is the continuation of the Ottoman state.

Bis Mitte des 21. Jahrhunderts werden die Megacitys Shenzhen und Hongkong voraussichtlich zu einer einzigen Megalopolis verschmelzen-mit dann mehr als 20 Millionen Bewohnern. Und doch wird dieser urbane Riesenkomplex nach den Plänen der chinesischen Regierung selbst Teil einer noch größeren Einheit sein: eines zusammenhängenden Wirtschaftszentrums, das nicht nur Hongkong und Shenzhen umfasst, sondern Macau,

These poems, composed in Somali and in English, provide a poetic reflection of the recently emerged debate on the theme of Caddaan Studies which means "White Studies". The criticism and counter-criticism contained in the debate dug so deep into life nerve of Somali Studies that over a thousand people participated. The poems, under the title "Inaugurating Caddaan Studies" were composed with a critical observation of the debate.

This article looks at the heightened role of universities in the global knowledge age. Flows of people, ideas, and also capital in the academic realm continue to multiply, propelling global connectedness and contributing to the reshuling of the hitherto prevailing political orders. Universities are understood as places where these lows are instigated and controlled. The article adds insight to the ield of global higher education by emphasizing universities in the Global South, to better understand their role in shaping processes of globalization. Four arguments guide the reader, the irst of which explains how universities have been discursively rescaled. The second argument looks at university-state relations and increased institutional power. Differentiation in the higher-education landscape and academic hierarchies are examined in the third part, while section four reveals shortcomings of mobility igures aggregated at national level.

Der Artikel thematisiert die zunehmende Bedeutung von Universitäten im Zeitalter der glo-balen Wissenslandschaft. Akademische Mobilität, der Austausch von Wissen und die damit verbundenen Kapitalströme tragen erheblich zur globalen Vernetzung und zur Neuordnung der Weltpolitik bei. Universitäten werden als Orte verstanden, an denen diese grenzüberschrei-tenden Prozesse initiiert und kontrolliert werden. Im Fokus stehen hier Universitäten im globa-len Süden, was Diskussionen über deren Rolle in Globalisierungsprozessen anregt und somit das Spektrum der globalen Hochschulforschung erweitert. Der Artikel gliedert sich in vier Teile, wobei sich der erste mit einer diskursiven Neuausrichtung befasst. Zweitens werden die Bezie-hungen zwischen Universität und Staat vor dem Hintergrund einer Portalperspektive skizziert, bevor im dritten Teil die Relevanz von Diferenzierung und akademischen Hierarchien erklärt wird. Das letzte Argument stellt die Aussagekraft von nationalen Mobilitätsstatistiken in Frage.

Higher education has become a global industry.  The most striking dimension of this internationalisation has been the rise in the number of students studying at universities outside their own country.  The equally rapid increase in the number of students studying for a foreign degree without leaving their home country has, however, attracted less attention.  UNESCO defines this form of transnational education (TNE) as ‘all types of higher education study programmes, sets of study courses, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based’.  For some countries, notably the UK, there are now more foreign students studying for awards offshore than studying on-campus in the UK.  This presentation provides an overview of the types of TNE activity and discusses the broad trends and developments in this rapidly evolving, and largely unregulated, international market.

This article provides a map of the three-element conceptual set of the common (the common good, the commons, and the common) in reference to higher education. It does so using a method of political ontology. It discusses the three concepts in reference to the six dimensions of higher education reality (ontology, politics, ownership, governance, benefits, and finance). Thus, it not only presents a systematic view of higher education reality as seen through the lenses of the common but also explains the substantial (and in some cases, subtler) differences between the concepts themselves. Moreover, it addresses briefly the differences between the concepts from the order of the common and those from the order of the public. Finally, the article seeks to offer an insight into what this particular conceptual set may provide the researchers in terms of thinking through, and designing an alternative to the current predicament of higher education. Keywords The common. The commons. The common good. Critical higher education research. Political ontology

This paper presents an analysis of my experiences with a teaching activity that engages students in publishing in Wikipedia on issues relating to globalization. It begins with a short overview of some of the current debates revolving around teaching globalization, which lay ground for the assignment. I discuss how this teaching tool fits with a number of dimensions related to teaching globalization, particularly with an international service learning approach. Finally, I present assessment data from a series of surveys I conducted from 2008 to 2016 on the effectiveness of the assignment.

The purpose of this article is to improve understanding of internationalization as a strategic response to the catalysts of globalization and the knowledge society.  The paper will attempt to critically identify and interpret how the aforementioned elements are being recontextualized and translated into responsive internationalization policies and systemic institutional change.  The article takes a critical analysis approach on current internationalization efforts and provides a conceptual framework for developing a performance indicator set through a combination of institutional change theory (North 1990) and the Delta cycle for internationalization (Rumbley 2010).  Recommendations on future research areas are made at the conclusion of the article.

Creative Inquiry frames learning and education as a larger manifestation
of the creative impulse rather than as the fundamentally instrumental acquisition, retention, and reproduction of information, or Reproductive Learning.
Montuori, A. (2011). Creative inquiry. In N. M. Seel (Ed.), The encyclopedia of the sciences of learning. Heidelberg: Springer.

First published in the American Chronicle, Buzzle and AfroArticles on 6th April 2010

Multiple divergent end point game
Consequently, when you have already ceased viewing the world through the eyes of an early 19th century Oromo, and you confidently become greatly assimilated into the global system, you will thoughtlessly tie yourself and your political group or association with the promises given to you by an American Congressman about Oromia’s liberation.

But, quite unhappily, another Oromo, who also believes frankly that he and his movement struggle for the benefit of their subjugated nation, will make a bond with the president of a small and marginalized country, who will be promising similar "delivery". As it happens, behind the American Congressman and the marginal president, there are people belonging in the same decision making center, who by practicing the multiple divergent end point game, ensure that unity will never take place among the Oromos.

If they are successful in their evil game, it is not due to any deficiency of the Oromo system or values, but to the earlier diffusion of the above described global system (an array of mindsets and attitudes). Certainly there are bribes, material goods, monies and other corruption techniques involved, but this matters little; if the same corruption techniques had been performed by representatives of two or more foreign powers before 150 years, the then targeted Oromo leaders would not have reacted in the way today react all the leaders of major Oromo movements.

Uzmanlar, klinisyenler ve araştırmacılar, yeme bozukluklarının duygusal düzensizliklerden kaynaklandığı vakalarda Diyalektik Davranış Terapisinin etkin olacağı konusunda hemfikirdi. Alanda yapılan pek çok adaptasyon çalışması olmasına rağmen Debra Safer, Christy Telch ve Eunice Chen bunu deneysel bazda yapan ilk kişilerdir. Standart diyalektik davranış terapisinin, tıkanırcasına yeme bozukluğu ve blumia nervoza semptomlarını tedavi etme yollarının yapılandırılmış bir özetini sunan bu kitap ile alandaki ihtiyaca cevap vermişlerdir. Bu alanda çalışan klinik psikologların ve danışmanların mutlaka okuması gereken önemli bir kaynak olmakla birlikte bu alanda okuyan öğrenciler için de farklı bir bakış açısı kazandırmaktadır.
Dokuz bölümden oluşan bu kitapta tedavi kapsamlı olarak ele alınmıştır. Genel çerçevede, olumsuz duygularla başa çıkmanın daha uyumsal yollarını öğreten becerilerin kazanımı ile tıkanırcasına yeme ve boşaltmayı durdurma hedefine ulaşma yolu adım adım çizilmiştir. Blumia nervoza ve tıkanırcasına yeme bozukluğuna sahip insanların karılaştığı sorunlar ve mevcut tedavi yöntemleri ele alınarak okuyucuya genel bir bakış açısı kazandırılır. Standart terapinin detaylı bir şekilde tanıtımından sonra bunun adaptasyonunun neden gerekli olduğu, adapte etmenin mantığı mevcut kanıtlar ile sunulur. Daha sonra, tedavi öncesi ve başlangıç oturumlarından tedaviyi sonlandırmaya kadar olan süreç aşama aşama ele alınır. Nüksetmeyi önleme kısmına değinilir. Son olarak kapsamlı vaka örnekleri ile anlatılanların sağlam temeller üzerine oturması sağlanır.
Amacına uygun şekilde düzenlen bu kitap, diyalektik davranış terapisi adapte edilirken belirli sınırlar çizmek yerine okuyucuya geliştirilebilir bir zemin hazırlar. Bu yönüyle tedaviyi uygulamaya ve geliştirmeye teşvik eder. Açıklayıcı vaka örnekleri ve kanıtlar ile tedaviyi tüm ayrıntılarıyla sunarak farklı alanlardan okuyuculara hitap eden bu titiz çalışma özellikle alandaki uzmanlara klinik psikologlara, danışmanlara ve araştırmacılar için bir rehber niteliğinde olacak niteliktedir.

This article analyzes U.S. university presidents' public responses to the Trump administration's first travel ban in January 2017. Within these responses, most presidents voiced their support for international students, staff, and faculty. However, it remains necessary to consider the discursive frames through which this support is articulated. I found that support for international members of the campus community was largely expressed in ways that implicitly naturalized the regulation of immigration according to racialized assessments of human value. This article considers the role of universities in reproducing and/or interrupting the logics and practices of white supremacy, racial capitalism, and nationalism, and the ethical limits of responses to the ban that are framed through discourses of conditional inclusion and perceived contributions to the campus and country.

Genelde canlıların, özelde ise insanoğlunun nasıl öğrendiğine dair araştırma sonuçları her geçen gün önümüze heyecan verici bilgiler ve bulgular sunmaktadır. Bu araştırma sonuçları öğrenmede yeni stratejiler geliştirilmesinde öncülük etmektedir. "Öğrenme Psikolojisi" adlı bu kitap, alandaki en temel ve güncel araştırma bulgularını da kapsayarak eğitim, edebiyat ve tıp fakülteleri gibi değişik alanların birçok programında lisans ve lisansüstü düzeyde kullanılabilecek şekilde hazırlanmıştır.
Okuyucu merkezli olarak hazırlanan bu kitap, tüm yaşlardaki öğrenicilerin bilgi ve becerileri nasıl edindiklerini ve öğrenme sürecinde etkili olabilen inanç, motivasyon, tutum ve tavır gibi faktörleri kapsamaktadır.
Öğrenme konusunda bilgi sahibi olmak isteyen okuyucunun, temel bir psikoloji bilgisine sahip olması ön koşulu yoktur. Kitapta öğrenme kuramlarının tarihsel temellerinden başlayarak güncel öğrenme yaklaşımlarına rahatlıkla geçiş yapılabilir. Alandaki bir profesör, öğrenme ile ilgili en son araştırma bulgularına bu kitapta ulaşabilirken; üniversite eğitimine yeni başlamış bir öğrenci de öğrenme ile ilgili en temel konulara rahatlıkla erişebilir.

A study of the limits of multilingual literary expression in print culture. Beginning with the insight that multilingual literature defies simple translation, Brian Lennon examines the resistance multilingual literature offers to book publication. Looking closely at the limit of multilingual literary expression and the literary journalism, criticism, and scholarship that comments on multilingual work, In Babel’s Shadow presents a critical reflection on the fate of literature in a world gripped by the crisis of globalization.

The purpose of this paper is to discuss the appropriateness of using imported quality standards to assess the quality of education in an Islamic context and whether the resulting education contributes to the achievement of national goals. Using dialectical inquiry and fitness of purpose analysis, this paper compares the purposes and outcomes of education as defined by Western and Islamic standards and suggests quality benchmarking considerations that ensure the sustainability and integrity of education in Muslim countries. The central argument is that overall, the imported quality frameworks do not prevent the implementation of Islamically-based educational systems, but the quality rhetoric needs to be interpreted and applied in an Islamic manner. Suggested best practices include implementing mutual consultation, mastering core concepts, and ensuring that the professors understand the context of Islam. These Islamically-based best practices represent easily accessible and customizable benchmarking guides for universities in the Islamic world that concerned practitioners can adopt when constructing or modifying home grown and foreign institutions of higher education.

Les migrations étudiantes se situent au coeur des débats actuels sur l’immigration. Adoptant généralement un point de vue géopolitique, les études portant sur ce phénomène oublient souvent de s’intéresser à son objet principal : l’individu. Au-delà des chiffres, il existe le vécu, l’expérience individuelle de celles et ceux qui partent étudier dans un pays étranger.
Cet ouvrage se propose d’explorer le vécu d’étudiants d’origine chilienne
ou colombienne au cours de leurs études à Paris, New York ou Boston.
Bien que les trajectoires individuelles ne soient pas complètement libres -puisque la migration internationale est soumise à des règles juridiques et institutionnelles précises, qui laissent une place réduite à l’improvisation - l’analyse des biographies éclaire le réagencement des déterminismes sociaux par les individus.
Cette recherche va à l’encontre de plusieurs idées reçues sur les migrations  étudiantes : la garantie pour les étudiants d’une réussite assurée à leur retour, l’assouplissement des conditions de séjour pour les migrants très qualifiés, l’existence d’une classe internationale sans ancrages locaux, ou encore l’expatriation forcée des chercheurs des pays du Sud. Ces phénomènes apparaissent en effet clairement à nuancés grâce à la prise en compte de la subjectivité des individus d’une part, et des effets des investissements des pays émergents dans la société du savoir, d’autre part.

This study aims to analyze the obstacles that Swiss hotel schools face to knowledge creation and scientific research in tourism and hospitality. A case study approach was adopted to analyze the research practices of the Ecole hôtelière de Lausanne (EHL). Multiple sources of data were collected for the case study, including the documentation of Swiss higher education governance, brochures of educational programs from selected hotel schools including EHL, and archive records about research output from EHL. This study shows that knowledge creation and research production is largely constrained by Swiss higher education regulation. Also, not only are Swiss hotel schools trapped by a vocational ethos, but they are also unwilling to break it because of the priority to legitimize their educational programs. We argue that the EHL research practice is a lens through which we can portray an alternative approach to knowledge production and transfer in Swiss hospitality education.

In the 21st century higher education faces the COVID-19 global pandemic as a significant impediment to continued growth and development. The focus of society in the 21st century is knowledge-based: learning is critical, and information continually become obsolete. The pandemic forced the closing of face-to-face higher education around the world. However, online learning became the immediate solution used by most universities. Online education was quickly acknowledged as the solution to allow global institutions to continue instruction. Neither faculty nor students were sufficiently prepared for the rapid move to online but adapted quickly.

This paper highlights the positive aspects of economic, financial, legal and cultural globalization. Then, it exposes the dangers and disadvantages that attend the rise in globalization. Specifically, it treats the ways that apathy and indifference become a new global phenomenon. It concludes  with a consideration of how a Franciscan imagination counteracts these increasingly globalized forms of indifference.

Since 2010, Myanmar has been transitioning from an authoritarian military regime towards a parliamentary democracy. Several education policies have been launched as part of this political transformation process, including the reform of Myanmar’s flagship higher education institution, Yangon University. This article investigates the reform of Yangon University. Through so doing, we examine a key node in Myanmar’s higher education system, and contribute to academic debates over higher education reforms in countries undergoing political transformations. The article draws on qualitative data obtained from stakeholders involved in the reform of Yangon University, and uses Arnhold et al.’s ‘educational reconstruction framework’ to conceptualize the reform process. It is argued that while improvements have been made to the physical infrastructure, there has been a failure to consider the ideological and psychological reconstruction of the university, which staff and students alike deem essential to transforming long standing authoritarian practices, and creating a constructive learning environment.

With Kevin Wang

This descriptive article explores the uses of poetry and journaling exercises as means of helping students develop their self-reflective capacities within the context of international social work. First, self-reflection and its importance to social work practice and education is discussed. Second, the importance of self-reflection in international and cross-cultural work is highlighted. Third, the application of poetry and other journal writing exercises as a means of facilitating self-reflection is explored. Poems written in response to structured exercises by students who took part in an international experience in social work education in Leon, Nicaragua, are presented as examples. The exercises presented can be used by educators in various helping professions who seek to help their students expand their self-reflective skills and engage in cross-cultural and international practice.

Against the backdrop of unprecedented growth in the global demand for higher education, the UK government has recognised that there is a huge potential market beyond conventional ‘export education’, if its universities can find ways of providing ‘transnational education’ (TNE) to the millions of foreign students unable or unwilling to travel to the UK.  This paper tests the thesis that TNE represents ‘one of Britain’s great growth industries of the future’.  For TNE to flourish, three conditions need to be satisfied, namely: that there is already a strong base of UK TNE activity and expertise on which to build; second, that there will be continuing growth in demand for UK TNE; and, finally, that UK universities have the capability and willingness to expand supply to meet any future growth in demand.  It finds little evidence to support the thesis that TNE is, in fact, likely to be a great growth industry and highlights the dangers for policymakers of setting objectives in the absence of a strong evidence base about current capabilities and future market trends.

This Brief explores the issue of higher education as a critical political problem in the Arab Middle East. After reviewing the main trends in higher education in  the  region,  along  with  the principal  locations  and  actors  figuring  in  the current  academic  boom,  the  brief  explains  why  higher  education  is  a  central issue  in  the  Arab  world  and  then  proceed  to  analyze  the broader  political background underlying  these  new  academic  dynamics.  Finally,  the  main challenges,  domestic  and  international,  facing  higher  education  in  the Arab Gulf are assessed.

Η εκπαιδευτική πολιτική, ιδιαίτερα όταν αυτή αφορά στην ανώτατη εκπαίδευση, παραπέμπει συχνά σε ένα εξειδικευμένο πεδίο μελέτης. Το παρόν άρθρο επιχειρεί να υπερβεί αυτή την οριοθέτηση, αναδεικνύοντας τις σχέσεις που καθιερώνονται στο τρίπτυχο ανώτατης εκπαίδευσης, πολιτικής και κοινωνίας. Το κείμενο εξετάζει τη σημασία που αποκτά η ανώτατη εκπαίδευση στο πλαίσιο της ρητορικής της «κοινωνίας» και της «οικονομίας της γνώσης». Εξηγεί πώς οι αλλαγές που λαμβάνουν χώρα εντός των εθνικών εκπαιδευτικών συστημάτων συνδέονται με μια υπερεθνική πολιτική που διαμορφώνεται στο πλαίσιο της παγκοσμιοποίησης. Μέσα από μια αναλυτική ανασκόπηση της υπερεθνικής πολιτικής, συγκεκριμένα της ευρωπαϊκής, συζητά την εξέλιξη της εκπαιδευτικής πολιτικής και πώς αυτή βρίσκεται συνυφασμένη με την πορεία εξέλιξης της ευρύτερης κοινωνικής πολιτικής.

This study aims to fill an empirical void in our understanding of how doctoral students, both domestic and international, cope with loneliness and isolation, and what types of tactics they use during different phases of their doctoral studies to overcome such issues.  Data gathered through a netnographic study show that loneliness is a major problem for both domestic and international students and that it occurs at different stages of the doctoral study. Tactics used by participants to deal with this issue include multiple forms of (face to face and online) social interaction, professional development and escape from the doctorate. The paper discusses avenues for further research alongside some practical recommendations that might be implemented at universities to decrease feelings of isolation among students and further reduce drop-out rates.

This paper examines adaptation process and position of current higher educational institutions initiatives for quality assessment and competition for twenty first century challenges. Key objective of this study is to examine twenty identified variables which mostly observe recent rapid changes of technology in the educational sectors especially for higher educational system in globally. Statistically representative sample as for thirty-six public and seventy-six private universities official website were randomly selected for analysis. Descriptive statistics were used to produce cross tabulation and graphical presentations and multivariate model was employed to observe significance relationship between dependent variable as Level of Educational Facilities and independent variables. Primarily, it shows that few universities were taken initiative in some sectors to adapt present and future challenges but all variables were statistically indicated insignificant. Thus, this study suggests that University Grant Commission (UGC) should conduct depth research by comparing with international educational framework and quality measurement policies.