Table Of ContentGlobalisation, Comparative Education and Policy Research 15
Joseph Zajda
Val Rust Editors
Globalisation
and Higher
Education
Reforms
Globalisation, Comparative Education
and Policy Research
Volume 15
Series Editor
Joseph Zajda, Faculty of Education and Arts, School of Education, Australian
Catholic University, Melbourne, Australia
Editorial Board for the Series
Professor Robert Arnove, Indiana University
Professor Birgit Brock-Utne, University of Oslo
Professor Martin Carnoy, Stanford University
Professor Lyn Davies, University of Birmingham
Professor Fred Dervin, University of Helsinki
Professor Karen Evans, University of London
Professor Kassie Freeman, Alcorn State University
Professor Andreas Kazamias, University of Wisconsin
Professor Leslie Limage, UNESCO
Professor MacLeans Geo-JaJa, Brigham Young University
Professor Nikolai Nikandrov, President, Russian Academy of Education (Moscow)
Professor Marcella Mollis, University of Buenos Aires
Professor Susan Majhanovich, University of Western Ontario
Professor Val Rust, UCLA, USA
Advisory Board
Professor Abdeljalil Akkari, University of Geneva
Professor Beatrice Avalos, National Ministry of Education, Chile
Sheng Yao Cheng, Chung Chen University
Professor Kingsley Banya, Misericordia University
Professor Karen Biraimah, University of Central Florida
Professor David Chapman, University of Minnesota
Professor David Gamage, University of Newcastle
Professor Mark Ginsburg, University of Pittsburgh
Professor Yaacov Iram, Bar Ilan University
Professor Henry Levin, Teachers College Columbia University
Professor Noel McGinn, Harvard University
Professor David Phillips, Oxford University
Professor Gerald Postglione, University of Hong Kong
Professor Heidi Ross, Colgate University
Professor M’hammed Sabour, University of Joensuu
Professor Jurgen Schriewer, Humboldt University
Professor Sandra Stacki, Hofstra University
Professor Nelly Stromquist, University of Southern California
Professor Carlos Torres, UCLA
Professor David Willis, Soai University, Japan
Aims & Scope
The Globalisation, Comparative Education and Policy Research series (volumes
13–24) aims to present a global overview of strategic comparative and international
education policy statements on recent reforms and shifts in education globally, and
offers new approaches to further exploration, development and improvement of
comparative education and policy research globally. In general, the book Series
seeks to address the nexus between comparative education, policy, reforms and
forces of globalisation.
The Series will present up-to date scholarly research on global trends in
comparative education and policy research. The idea is to advance research and
scholarship by providing an easily accessible, practical yet scholarly source of
information for researchers, policy-makers, college academics, and practitioners in
the fi eld. Different volumes will provide substantive contributions to knowledge
and understanding of comparative education and policy research globally. This new
book series will offer major disciplinary perspectives from all world regions.
More information about this series at h ttp://www.springer.com/series/6932
Joseph Zajda (cid:129) Val Rust
Editors
Globalisation and Higher
Education Reforms
Editors
Joseph Zajda Val Rust
Faculty of Education and Arts, School Education
of Education University of California, Los Angeles
Australian Catholic University Moore Hall, Hilgard Avenue
East Melbourne Los Angeles, CA, USA
VIC , Australia
Globalisation, Comparative Education and Policy Research
ISBN 978-3-319-28190-2 ISBN 978-3-319-28191-9 (eBook)
DOI 10.1007/978-3-319-28191-9
Library of Congress Control Number: 2016930167
© Springer International Publishing Switzerland 2016
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Printed on acid-free paper
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To Rea, Nikolai, Sophie, Imogen, Belinda
and Dorothy
Foreword
Globalisation and Higher Education Reforms , the fi fteenth book in the 24-volume
book series G lobalisation, Comparative Education and Policy Research , explores
the interrelationship between ideology, the state and higher education reforms, set-
ting it in a global context. By examining some of the major higher education reforms
and policy issues in a global culture, particularly in the light of recent shifts in qual-
ity and standards-driven education and policy research, the book aims to provide a
comprehensive picture of the intersecting and diverse discourses of globalisation
and policy-driven reforms in higher education. With this as its focus, the chapters
represent hand-picked scholarly research on major discourses in the fi eld of higher
education reforms. The book draws upon recent studies in the areas of globalisation,
higher education transformations and the role of the state in higher education
reforms. It critiques the neo-liberal ideological imperatives of current higher educa-
tion and policy reforms, and illustrates the way that shifts in the relationship between
the state and higher education policy affect current trends in higher education
reforms. Individual chapters critically assess the dominant discourses and debates
on higher education and policy reforms. Using diverse comparative education para-
digms from critical theory to historical-comparative research, the authors focus on
globalisation, ideology and higher education reforms, and examine both the reasons
and outcomes of higher education reforms and policy change. They provide a more
informed critique of models of standards-driven higher education reforms, leagues
tables of universities and entrepreneurial universities that are defi ned and informed
by Western dominant ideologies and social values. The book also draws upon recent
studies in the areas of equity, cultural capital and dominant models of universities
rankings globally.
Faculty of Education and the Arts Joseph Zajda
Australian Catholic University (Melbourne Campus) ,
Melbourne , VIC , Australia
vii
Pref ace
Globalisation and Higher Education Reforms (volume 15) in the 24-volume book
series Globalisation, Comparative Education and Policy Research examines the
nexus between ideology, culture and higher education reforms globally. Globalisation
and the competitive market forces have generated a massive growth in the knowl-
edge industries that are having profound effects on society and higher educational
institutions. One of the effects of globalisation is that the higher education sector is
compelled to embrace the corporate ethos of the effi ciency, performance and profi t-
driven managerialism. As such, new entrepreneurial universities in the global cul-
ture succumb to the economic gains offered by the neoliberal ideology, and
university governance defi ned fundamentally by economic factors.
Both governments, and universities, in their quest for global competiveness,
excellence, quality and accountability in education, increasingly turn to interna-
tional and comparative education data analysis. All agree that the major goal of
education is to enhance the individual’s social and economic prospects. This can
only be achieved by providing quality education for a ll .
C learly, these new phenomena of globalisation have in different ways affected
current developments in education and policy around the word. First, globalisation
of policy, trade and fi nance has some profound implications for education and
reform implementation. On the one hand, the periodic economic crises (e.g. the
1980s, the fi nancial crisis of 2007–2008, also known as the Global Financial Crisis,
or GEC in 2008) coupled with the prioritised policies of the International Monetary
Fund (IMF) and the World Bank (e.g. SAPs) have seriously affected some develop-
ing nations and transitional economies in delivering quality education for all.
Second, the policies of the Organisation for Economic and Cooperative Development
(OECD), UNESCO, the World Trade Organisation (WTO) and the General
Agreement on Trade and Services (GATS) operate as powerful forces, which, as
supranational organisation, shape and infl uence education and policy around the
world.
By examining some of the major higher education reforms and policy develop-
ments in a global culture, particularly in the light of recent shifts in higher education
ix
