Chapter I Theoretical Introduction

Business is playing a greater role in shaping societal values, norms and defining public policy and practice. This is likely to continue, the 'public sector' in future will comprise a diverse range of institutional forms of delivering public interest services funded from a bewildering mixture of sources. Over the last decade, the increased role and influence of business has been matched by the growing power and influence of other organizations which operate on a global scale, notably non-governmental organizations (NGOs) and inter-governmental organizations. If globalization is to maximize opportunities for all, a global partnership between governments, business and civil society is seen as essential. The impact of business on society is an important and contentious public policy issue. As privatization and deregulation have increased, corporations have been expected to assume responsibilities and roles that used to be regarded as the sole province of the public sector. The extent of this role varies, but it is a trend not only in industrialized countries but also in non-industrialized ones. Globalization trends and innovations in the instructional technologies are widely believed to be creating new markets and forcing a revolution in higher education. Much of the rhetoric of globalists has presented a simplistic analysis of a paradigm shift in higher education markets and the way nations and institutions deliver educational services. Globalization does offer substantial and potentially sweeping changes to national systems of higher education, but there is no uniform influence on nation-states or institutions. All globalization is in fact subject to local (or national and regional) influences. A growing body of case studies point to the complexity of globalization in influencing the future of higher education. The objective of this analysis is to provide a framework for a more encouraging, and a more nuanced, understanding of this phenomenon and the true influence of globalization and the future path for higher education.

Higher education has become a huge enterprise. World-wide tens of millions of students are enrolled in more than 15,000 public institutions, and a growing number of private institutions. Governing and managing higher education systems at all relevant levels (especially system level, central institutional level, faculty and department level, program level) has become a profession on its own. However, the possibilities for higher education leaders and managers at all relevant levels inside and outside the higher education institutions to prepare and train themselves with respect to the governance and management side of their job are limited, especially concerning the threats and challenges of its global dimensions. In 1999, Kofi Annan, Secretary General of the United Nations, challenged business leaders to help build the social and environmental pillars required to sustain the new global economy and make globalization work for the entire world's people. The solving of social and environmental problems is not only essential for future growth, but sustainable development is increasingly being seen by leading industrialists as good for business. Philanthropy has given way to enlightened self-interest. The combined effect of the changing dynamic between business, the state, and civil society has been the emergence of voluntary codes of business ethics, social and environmental commitments and a wide range of social and environmental non-statutory standards which companies are using. The position of the education sector in relation to these initiatives is explored, raising issues in respect of the next steps the higher education sector might take in terms of articulating ethical principles in globalization and higher education. Global initiatives promoting greater corporate social responsibility has made specific references to education as a sector or as an issue for inclusion in any cultural or social impact reporting, and in respect of the education and training of employees. Education is central to the pursuit of sustainable development and access to education is recognized world over as a basic human right. For business, the case for engagement in education is generally connected to the needs and aspirations of all its stakeholders employees, customers, suppliers and shareholders. Countries and companies need more highly educated, informed and skilled populations to compete and thrive in the world today.

The new sensation is virtual university, and the rationale for on-line developments is based on benefits of a global student body, enhanced access, and flexibilities which are believed to overcome various structural rigidities of traditional universities: constraints on what constitutes the academic year, on where credits can be accumulated, and on how courses can be modularised. However, the visionaries and marketers of on-line education often gloss over major complexities, including barriers of technological capacity and literacy, as well as culture, language, and learning style. Further, the implications for global inequalities have received only scant attention. While the great potential of communications technology in higher education deserves to be fully recognised, there are reasons to further reflect on the headlong expansion of globalised education on the information superhighway. Within the education sector, the response to corporate citizenship has perhaps been greatest in research activities and in management and business schools which are responding quickly to the challenges of training future business leaders for a different corporate environment. This activity has been gaining ground for the last few years and leading business schools have also shown a commitment to include social, environmental and ethical issues in the curriculum and to changing traditional teaching methods to better prepare their students. There are a number of organizations working in the field of business education and leadership actively engaging corporate sponsors and partners in their work. Students have had a part to play in this process. Some of the topic areas that needs to be addressed are: Elite and mass-access and equity: How academic institutions can provide both the access that is required by modern societies and also support academic quality? The future of research: In what ways the higher education systems can support basic and applied research function in the context that mass education requires national and international commitment?

Chapter II Design of the Study

a. Statement of the Problem To find out the Impact of Globlization on Higher Education b. Objective of the Research The major purpose and objectives of this study are: A. Is todays higher education concentrating on: 1. the expansion of globalize education on the information superhighway due to reducing barriers of technological capacity, literacy and language; 2. the application of global know-how and knowledge to local contexts and problems; and 3. the contribution towards global economic development. B. Are todays higher education institutions focusing on: 1. developing a globalize, knowledge based economy; 2. creating a market niche for a variety of educational products; 3. marketability of Brand University higher education overseas; and 4. being more responsive to social needs and global trends. c. Scope of Study
The scope is limited to the students present in University of Michigan, Flint, USA, who agreed to participate in the study and fill the questionnaires.

d. Research Methodology i. Type of Research This is an Exploratory Research and survey method was used to collect the data.

ii. Sources of Data Primary Data is collected by getting the Questionnaire filled from the respondents who were International students present at the University of Michigan, Flint, USA. Secondary Data is collected from various websites and books related to International studies. iii. Sampling Plan a) Type of sampling: Non Probability Convenient Sampling b) Sample size: 100 International Student c) Sampling unit: Michigan University, Flint, USA iv. Research Instrument: Structured Questionnaire v. Methodology of Data Collection: Meeting people in-person and getting questionnaires filled. Collected data was then analyzed using SPSS Software. vi. Plan of Analysis: This study tries to understand and analyze the economic
impact of globalization on the higher education system. It tries to understand the views of international students and their spending behavior.

e. Limitation of the study: The study is limited to the data collected from the 100 international students present at the University of Michigan, Flint, USA. The results obtained may vary when viewed on a larger scale. Further, there might be differences due to human error.

Chapter III Industry Profile

Global Challenge and National Response Institutions of higher education will play a central role in addressing the challenges of the 21st Century. They are crucial for the development of knowledge-based economies and for thriving civil societies. Their roles in leadership training and in educating growing proportions of the population in the skills needed for complex, modern societies are essential. They provide research and analysis for addressing problems and opportunities in both the private and public sectors. In the cross currents of globalization, they are one of the most important points of contact between the national and the international environments. Their global networks establish a platform for cooperation among nations and their citizens. The existence of viable institutions of higher education is a requirement of any modern democratic society. Yet, higher education faces significant challenges throughout the world. Enrollment growth has created gigantic institutions unable to serve individual students well and has led to bureaucratically complex academic systems. This expansion, plus a changing view of the role of higher education, has led to financial problems everywhere. As societies increasingly view higher education more as a private than as a public good, government funding has been decreased and individuals have been asked to pay more of the cost of higher education-creating problems for access and social equity. Research, always an important role of higher education, continually grows more expensive. Such trends as the rapidly growing number of private institutions of higher education and the interlinking of academic institutions and systems across borders influence the development of higher education. To understand these major issues and to find ways to effectively address them in different national settings requires cross cultural analysis and international attention. To develop constructive ways for contemporary institutions to cope with the realities of the 21st century, we have to understand the context of change. The collaborative work of scholars in both industrialized nations and in developing countries that focuses on common problems is a promising approach precisely because higher education 6

institutions are by their nature international and links among academic institutions worldwide are essential. Globalization portends acute and sweeping changes for higher education. But what exactly is globalization? In the context of higher education and one of its main functions, teaching students, the phenomenon is often described as a process of opening closed or semi closed as well as expanding markets for educational services. However, market forces alone can not do further globalization; there are also influences of technological advents, including the Internet. Higher education institutions are undergoing organizational and behavioural changes as they seek new financial resources, face new competition, and seek greater prestige domestically and internationally. Globalization is affected increasingly by government policies, including relatively new international political bodies and potential changes in international treaties on trade. The changes to which higher education all over the globe increasingly is exposed, are complex and varied, even contradictory, and the comprehensive concept of globalization are far from clear and well defined. These changes can be due to: the rise of the network society, driven by technological innovation and the increasing strategic importance of information, and symbolised by the expansion of the Internet; the restructuring of the economic world system, with the transformation to a postindustrial knowledge economy in the core, the emergence of newly industrialised nations, and the growth of new forms of dependency in the developing world; the rapid integration of the world economy with increasingly liberalised trade and commerce, resulting in new opportunities but also in relocation of production; the political reshaping of the post-Cold War world order , with strategic shifts in power balances and the emergence of new regions challenging the hegemony of the 20th-C superpowers, but also with increasing global insecurity and an endless list of regional and local conflicts; the growing real but also virtual mobility of people, capital and knowledge, possible because of new transport facilities, the development of the Internet and an increasingly integrated world community, but also provoked by the will among the hopeless to escape poverty, new mass migrations and refugees escaping war and insecurity; 7

the erosion of the nation-state and its capacity to master the economic and political transformations, together with the weakness of the international community and its organizations, widening the gap between economic activity and socio-political regulation, and leading to unbound global capitalism but also to new international forms of crime;

the very complex cultural developments, with on the one hand aspects of homogenisation such as an increasing cultural exchange and multicultural reality, but also the worldwide hegemony of the English language and the spread of commercial culture, and on the other hand elements of cultural differentiation and segregation such as fundamentalisms of various kinds (including new nationalisms), regressive tendencies, intolerance and a general feeling of loss of identity.

These forces and tendencies are not the only ones which define the social environment in which higher education has to operate at the start of the 21st century; reference has to be made as well to the demographic challenges, the spread of aids, endemic poverty or religious conflicts, just to name a few. Globalization also means that institutions and even states no longer can give their own answers to all these challenges, but that they also have become interdependent in their policy-making processes. A variety of trends demonstrate the influence of the globalization process on higher education. Most tug and pull at our more traditional notion of national boundaries as the critical political and economic environment for higher education. The global networks and marketplace for academic researchers has also grown significantly. Efforts are being made internationally to converge and standardize undergraduate and graduate degree programs. International collaborations with other academic institutions and businesses are now commonplace. Universities seek new avenues to fund and promote the commoditization of their knowledge production capabilities. Many higher education institutions are recruiting relatively new pools of students outside national borders. In this quest, most are seeking to apply new instructional technologies to expand enrolment and to enhance the viability and profitability of international ventures. Facilitated by these technologies, there is the spectre of a competitive environment between existing and new higher education providers, including the rise of new non-traditional and forprofit competitors. With this more competitive global framework has come talk of a need

for international accreditation processes and new efforts at quality review. Is this a gathering storm? According to a number of globalists focused on mega-trends, a realistic projection is that higher education is approaching a paradigm change. Some ten years ago, Peter Drucker famously warned that the old universities will soon be relics of the past. Others boldly make similar predictions, and have made projection that online providers from throughout the world will replace many traditional brick-and-mortar universities built to serve national clients. Hence, one monopoly will be replaced another. Furthermore, the opening markets will bring convergence in academic practices and a wholly new competitive environment dictated by the wants of clients. In this climate driven by economics and technology, a few large-scale providers may have a significant market advantage. In assessing the impact of globalization, it is important to highlight a number of realities. One, the market for higher education continues to expand rapidly, thus making room for a greater variety of providers and niche players. Two, globalization will have differing effects on differing regions and markets. To a large extent, our modern concept of globalization focuses on changing markets and providers linked to new methods of delivering higher education products. The process of globalization as a force more powerful than industrialization, urbanization, and secularization combined. It is the inexorable integration of markets, nation-states and technologies to a degree never witnessed beforein a way that is enabling individuals, corporations and nation-states to reach round the world farther, faster, deeper and cheaper than ever before. Globalization is a deliberate ideological project of economic liberalization that subjects states and individuals to more intense market forces. The opening of what were previously closed markets dominated by state-subsidized providers has forced a reconfiguration of the higher education sector, thus opening opportunities for new providers. Also new providers have a competitive advantage, in large part because of their ability to quickly adopt more efficient Instructional Technologies (IT). In this futurist vision, a once ubiquitous mode of delivery (the classroom) is replaced by another (online courses). All together, these developments underpin the assertion that higher education will become one of the booming markets in the years to come. This expansion and massification will not be matched by a proportional rise in public expenditure,

leading to an increase in private and commercial provision and creating huge problems of access and equity. Mega Global Forces The international market for students has existed for centuries, but it is now a growing factor driven by demand and by institutions' market desires. On the demand side, some individual students seek the academic quality and credentials of programs offered by foreign universities. Others look outside their local and national networks of higher education providers because those providers do not provide academic programs that fit their perceived needs. Some students simply desire a different cultural experience, or are motivated by a combination of these three. A relatively new factor is the desire of institutions (public, private, and for-profit) and, increasingly, national governments to increase international student enrolment. The motivations are multiple and related to both academic and economic concerns. Sometimes the motivation is to increase the quality of an institution's student pool. Sometimes the purpose is to expand their international activity on academic grounds (e.g., to foster a greater understanding of other cultures and economic forces). More and more, the motivation is to seek new revenue streams. Particularly for the public sector, and in light of rapidly declining public funding of the national higher education sectors, the vast majority of which also have restrictions on creating or raising tuition, international students can be charged a relatively high tuition rate. This shift in the market for students is the prospect of significant changes in the hiring patterns of faculty from a largely national to an international pool. The norms of existing universities and colleges, as well as national restrictions focused on protecting local labour markets for domestic populations, have been powerful forces for limiting the hiring of non-national faculty. International Networks: As academic fields have matured, specialization has increased and the need to interact with colleagues from different institutions has become a widely recognized phenomenon critical for the advancement of research and knowledge. This shift has been facilitated greatly by the development of the Internet, which makes academic interaction with colleagues from throughout the world more practical and ubiquitous. Another factor bolstering this change is the integration of international

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collaborations. International recognition has become the ultimate standard for assessing the research and scholarly quality of individual faculty and academic departments. International Collaborations: Both to facilitate research collaboration and to seek an expanded market for students, as well as the fees they generate, many institutions are seeking relatively new associations with other universities and with business. These range from formal agreements between academic institutions to offer new degree programs, often in fields like business, to funding by industry to bolster research activity in fields that may influence their markets and products, directly or indirectly. Trend towards Organizational Convergence: National systems of higher education have long been characterized by significant differences in the organization of secondary schools, in qualifications for university enrolment, in the requirements of various degree programs and time to completion, and in administrative structures, including the authority of faculty versus that of academic administrators. The Bologna agreement marks a significant attempt at convergence, in part to facilitate cross-border articulation of degree requirements, as well as to help foster a greater international flow of students and scholarly activity. In this view those institutions and national systems that do move toward convergence, particularly in degree requirements, will be significantly more competitive internationally. Also many of the traditional degree requirements were and are vestiges of distinctly national and often elite systems of higher education that do not match the training and credential needs of modern economies. Furthermore, the higher education sector tends to be extremely conservative and generally unwelcoming of curricular reforms. For these reasons there is both a need, and a significant trend, among national governments to adopt multinational agreements on higher education reforms, and to seek and sometimes achieve restructuring of academic programs. Instructional and Computer Technologies (ICT) are opening New Markets and Bringing a Revolution in Traditional University Organizations: Instructional and computer technologies are perhaps the most significant source of revolution in the higher education sector. This has fundamentally altered the delivery of higher education courses and degree programs. This analysis is based on significant economies of scale, a sense of a much improved pedagogical approach offered by ICTs, and a student demand and

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preference for such educational services. The traditional classroom is a relic of the past as well as an uneconomical, and perhaps even pedagogically flawed, system. Rise of Non-Traditional and Alternative Competitors: Closely related to the speculation of a revolution brought on by ICTs is the assumption of a new Darwinian environment in which many old and new institutions will learn to adopt ICTs and thrive, while many others will perish. The rise of these new competitors is being facilitated by the movement of national governments to deregulate their higher education sectors, providing new levels of autonomy for institutions, for example to competitively price their educational services and choose what academic programs might best draw student enrolment demand. But in doing so, these same governments are slowly opening what had been largely closed markets to for-profit and international brand name institutions. Repositioning of Existing Institutions into New Markets and Mergers: There are three factors that relate to the efforts of institutions to reach into relatively new markets and sometimes to seek mergers with other institutions. The first is a reaction to a substantial decline in many nations of public funding for higher education institutions and the subsequent desire to generate new programs that in turn generate new revenue streams. The second is a hope of achieving cost savings by consolidating programs, administrative structures, and perhaps capital costs. The third is a desire to bolster the market position of one or more institutions in order to recruit students and garner research funds to seek greater prestige. International Frameworks Related to Education Services (Bologna/WTO/GATS): The Bologna Agreement among members of the European Union provides an example of international frameworks that are both pushing for convergence among the various degree patterns offered by European universities and encouraging international exchanges of students. In this case, higher education is elevated and viewed by a larger polity as one part of a general pattern of European integration. One result is that students within the EU may enrol at any public university and at tuition rates (if applicable) reserved for domestic students. Regional or panagreements like Bologna create an expectation of convergence and the development and marketing of academic programs to non-domestic students. Education is being categorized as a service commodity subject to international trade rules. This is the gist of a current proposal under negotiation by the

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World Trade Organization as part of the pending General Agreement on Trade and Services (GATS). There is considerable speculation on the potential impact of GATS on national higher education systems. The WTO seeks to establish education as one of twelve internationally traded services, and to reduce national controls over its regulation including accreditation. WTO member nations were asked to propose trade rules in regard to education. Under current trade negotiations, higher education may be deemed a special service not subject to normal GATS open market regulations, or it may be deemed a service subject to free trade rules like any other commodity. State subsidization of public universities could be ruled an infringement on free markets. Private and for-profit providers, under one interpretation of GATS, would be economically disadvantaged in a market subsidizing public institutions. Under GATS, some form of subsidization would need to be extended to these other non-public providers. This may not be the net effect of GATS, and how invasive the treaty might be depends not only on the language finally approved, but also on the way GATS is subsequently interpreted. Whatever is its actual influence, there is a general sense that GATS reflects a shift in how nation-states may view higher education. A recent study by the American Council for Education notes, The vocabulary of trade applied to higher education suggests that education is but another service to be traded, not an investment in a nation's social, cultural, and economic development, and that the market is the dominant force in policy. But liberalization of trade in education may weaken governments commitment to and investment in public higher education, promote privatization, and put countries with weak quality assurance mechanisms at a disadvantage in their countries by foreign providers. An international regulatory framework is needed to transcend the eroded national policy contexts and to some extent to steer the global integration of the higher education systems. Without such a framework the globalization of higher education will be unrestrained and wild, generating a lot of resistance and protest. The impact of globalization on higher education generates a number of crucial challenges, which ask for a new and international regulatory framework. Some of the challenges are:

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1.The regulation of new providers and the various forms of trans-national higher education; 2.Finding a comprehensive solution for the issue of the international transferability, recognition of qualifications and credits; and 3.Developing an international approach to quality assurance and accreditation. Globalization and Its Many Forms: Globalization takes on different forms as myth, phenomenon, process, or outcome. The ambiguous and relativistic nature of globalization may take any of these forms depending on context. In todays world globalization is viewed more as myth because of its questionable validity in global leadership consensus, its historical existence prior to the current global economy, and the overestimation that trans-national corporations are beyond being regulated by the nation-state. Theoretical Sketch of Globalizing Forces Affecting Higher Education

This theoretical construct assumes that the political, economic, and socio-cultural forces compete against one another in an attempt to legitimize their school of reason for the sake of education itself. This does not in any way suggest that one force---or form of reasoning---is better, more dominant, or equivalent to the other forces. Instead, this construct offers the relativistic position that the internal spheres of influence which drive how one perceives oneself and the world around him (Ego-centrism) coupled with external spheres of influence (i.e. political, economic, and socio-cultural forces) comprise

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elements that make-up globalizing forces in higher education. Internationalization, therefore, is the process that determines the extent to which one acts with---hence, internationalizes---ones world. Acts, in this context, are defined as both proactive and reactionary. Further acknowledgement is given to the fact that internationalization is all but one process in a myriad of proactive and reactionary processes. The internationalization process applied to universities refers to the massification of universities in general; the reaching out further a-field to increase an institutions influence, visibility, and/or market share on the international scene. The formation of International University organizations has become of increasing interest to governments (i.e. international, national, and local), to businesses (i.e. trans-national), and to higher educational institutions themselves, since many benefits have been anticipated by their formation. The following summarizes the influences government, business, and higher education have recently had on international university cooperation: a. Links to Government: The emergence of trans-regional educational exchange schemes may have some correlation to the development of regionalized free trade agreements in certain parts of the world. Although the European Community (EC), the North American Free Trade Agreement (NAFTA), and the Asia-Pacific Economic Cooperation (APEC), did not initially recognize the need for education in their statutes, all began with idealistic notions to develop socio-economic standards and quality-of-life objectives within their respective regions. b. Links to Business: Transnational corporations are heavily involved in globalization issues, since they determine the extent to which they invest in risk management in terms of resources, staff, and time spent overseas. The more a company invests in its business transactions overseas, the more it is required to reciprocate by investing its interests in the host country. This may be done by sponsoring schools in the local community or providing education to develop certain work competencies for the business enterprise located overseas. Not only is the development of education and work competencies advantageous to good business practices in the long run, but it also offers altruistic dividends in the short term. The cancellation of debt in return for education and training has also played an increasing role in the re-conceptualization of international assistance in the developing world. Although the building of

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infrastructure---airports,

railroads,

roads,

harbors,

power

lines---and

the

implementation of quality compliance (i.e. environmental protection) encourage local economic activity, perhaps the greatest need of all is the transfer of human skills and competencies to the host culture. Microsoft and Motorola have recently gone to the extent of forming their own institutions of higher learning in developing countries, not necessarily because they are conducting business in those areas, but because there is a strong student demand in the local communities for highly skilled and extremely versatile workers. Some institutions of higher learning have also become involved---particularly in developing countries---and instead of the student traveling from afar to get an education, entrepreneurial universities are building satellite campuses in host countries to bring the institution to the student. Distance education, utilizing the latest technology in telecommunications, provides accredited and non-accredited degree programs to students who never set foot on the home campus. Although it is acknowledged that distance education is only peripherally related to international education, in that distance learning may take place beyond national borders, the fact is that it is virtual, not actual. c. Links to Higher Education: The massification of higher education has provided incentive for higher educational institutions to take charge of their individual destiny by implementing their own international initiatives. The university at present has transformed itself into a power-broker with institutional policies and practices which help maintain a certain mode of control and ownership from student recruitment and assessment to faculty instruction and degree recognition. In many ways, it has become a business, and as such, the mentoring bonds between teachers and students are becoming less consistent. The enforcement of certain guidelines to maintain and preserve the institutions integrity and, perhaps more importantly, to streamline procedures to educate as many students as possible are the underlying causes. The international sale of higher education, including international education, has provided impetus for the institution to compete for students and staff for some measure of profitability, and in certain instances, has caused it to shift from civic responsibility to business opportunity. These significant influences detailed above are clearly forces

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that are helping form and legitimize the existence of international university organizations. The links between government, business, and higher education play a major role in the globalization, and hence, in the internationalization of higher education. Although conceptual and empirical constructs may attempt to infer causal relationships between processes (globalization and internationalization) and outcomes (international university cooperation), the vast array of worldwide educational systems, contexts, and culturespecific issues make it difficult to confirm any linearity. Hegemonic struggles for power and autonomy, freedom of access, and the unequal basis on which individuals, groups, and nations participate in, and make, history may compound---even distort---the pursuit towards greater international cooperation. As international university operation continues to be seen as promoting further cooperation, it will inevitably fall on governments, businesses, and higher education institutions of the world to develop coherent and coordinated international education strategies for equal opportunity, access, and collaboration. Sustaining the activities of these organizations will also be crucial, but if it is left to higher education alone to finance, staff, and provide the resources necessary for their survival, the following consequences may be expected: that most institutions may become more fragmented and less focused on a wellrounded education in their approaches to higher learning; that academic integrity and accountability may be compromised when weighed against the pros and cons of short-term, financially rewarding programs and initiatives; that many institutions may be required by society to be all things to all people without the necessary resources, or conversely, that they become highly selective and elitist; and that academic staff and personnel may become reluctant or unable to adapt to the changing tide of curricula development, to a cross-fertilization of ideas, concepts, and theories, as well as to a new student body.

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Internationalization of Higher Education Internationalization is commonly viewed as the relationship-building process between two nations or more which are bound by a common purpose. The emphasis on process is what differentiates between international and internationalization in the contemporary context, and because of its characteristic two-way or multi-national interaction, it can be interpreted differently, depending on discipline and culture. In higher education, however, internationalization can also reflect the self-serving notion of becoming more internationally aware, more internationally-focused, and more internationally-recognized. Many higher educational mission statements are strategically designed to promote and enhance their internationalization efforts by encouraging international student and faculty exchange, streamlining seeking, internationalizing procedures by curricula, conducting and international research, and and staff. consolidating with sharing resources

Internationalization, on an institutional level, may thus be construed as an outwardself-fulfilling initiative incentive-based and competition-induced tendencies. International cooperation may be viewed as a spin-off of the internationalization process, but it is not perceived as the over-riding goal or mission of the institution or institutions involved. If internationalization is viewed as a relation-building process intended to work with other international bodies to achieve a common goal or set of goals, then the combined teamwork, mutual respect, and potential for growth, enrichment, and progress may boost---even accelerate---globalization processes. Internationalization is a means to ideologically achieve a globalize end. The delineation of meaning and context between globalization and internationalization demonstrates an often indiscernible tension between international cooperation as an idealistic hope and international competition as an economic rationalistic reality. If globalization of higher education is perceived as a process of convergence, embracing not only the economic aspects of a globally integrated economy but also the systemization of world knowledge, then internationalization may be perceived as its conduit. This complementary interaction between both processes helps facilitate, maintain, and monitor the spheres of influence from global to local levels and vice versa. However, this is not its only role. The internationalization process can sway to and fro, overlapping with

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globalization processes, with regional processes of fragmentation, and in certain instances, with both. The outcome may produce patterns similar to those of globalization, which result in increased confusion between terms. Circumstances are often quite the contrary, indicating conflicting---sometimes hidden---agendas. International Consortia International consortia are voluntary, participatory organizations of at least three higher educational institutions with a primary mission of disseminating and advancing knowledge on an international level. This dissemination and advancement of knowledge may include two or more of the following: collaborative projects and programs that are international in scope; faculty and student exchanges; curriculum-sharing; resource sharing; developmental assistance; and faculty training. International consortia in higher education began positioning themselves after World War II and with increasing intensity from the mid 1980s to present day. The distribution of their founding dates is as follows: The cumulative growth of international consortia by number and year

The data indicate increased activity in the formation of international consortia, particularly between 1986 and 1992. 1972-1977, 1983-1985, 1993-1994 are periods when 19

there were no new establishments. Despite these periods, however, which may be related to market downturns, increased security issues, or other factors, it appears that international consortia are proliferating. Considering the present majority, the economic incentives to be reaped by individual member institutions have arguably taken precedence over the good-will nature of the cooperative inter-institutional relationships. Although institutions may legitimize their collective involvement for furthering international cooperation, it is the economic gains, the consolidation of costs, staff, and resources, and international recognition and visibility that determine the extent of their active participation. Emergence of International Consortia: International consortia, regardless of their mission or purpose, have arguably supplemented higher educational institutions as invisible colleges, whereby the physical infrastructure of institutions has given way to the cooperative relationships established in order to provide adequate quality and variety of instruction, to keep in touch with worldwide trends, and to further promote the dissemination and advancement of knowledge. The compartmentalising of globalization into strands makes it increasingly cross-disciplinary in focus, emphasising the fact that globalization is as much a way of thinking as it is a science, however qualitative may be its focus. Globalization requires a new way of thinking. It cannot be measured by placing a quantitative value on it, because of its context-dependent and culture-specific nature. Globalization as a collective whole incorporates the inter-connected web of relationships that configure its composite which gives it meaning and potentiality; and it cannot be adequately studied or solved at the nation-state level. Globalization of higher education suggests an ideological sense of collective consciousness and action, with the underlying pursuit of cooperation on a worldwide scale to foster, promote, and advocate veritas (truth). Some of the Primary Challenges for International Consortia in Higher Education are: 1. Participation, Partnerships / Linkages, Management Turnover, Communications, Standardizing Procedures, Differences in educational systems, Funding / Costs, Greater flexibility in program delivery and Conflicting priorities.

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2. Improving academic standards, Currency devaluations, Opportunities for student exchanges, Participation, Student Interest / Demand, Procedures, Unwillingness to change, Inequity of experience and Technology. Those universities which take on the task of becoming more internationally aware, more internationally-focused, and more internationally-recognized will increasingly find that the inter-institutional relationships cultivated over time will ensure the pivotal role higher education has in the distribution and advancement of knowledge in the world. Through these partnerships, it can only be hoped that knowledge will become a fundamental right for all, that the pursuit and advancement of knowledge be shared, and that the knowledge be used constructively to ameliorate ills that plague the world as a whole.

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Chapter IV Trouble for the Traditional Higher Education Sector

The impact of the various trends and challenges related to globalization on higher education institutions and policies is profound, but also diverse, depending on the specific location in the global arena. There is a danger of generalisation and oversimplification when dealing with globalization; diversity has to be recognised but also to a certain extent promoted. The following shifts in circumstances will force organizational changes or the demise of some portion of the existing traditional higher education sector: Growing Imbalance between Available Resources and Market Demands: The age of significant subsidization of the operating costs of public universities is widely viewed as coming to an end, particularly in more advanced economies where education is one among a host of competing services offered by governments. With traditional sources of funding declining, demand is growing at the same time for virtually all forms of higher education servicesfrom academic degree programs to part-time courses, as well as for university-based research, particularly in areas related to the global economy. The network of public universities will either require raising new revenues, or require a major shift in how academic programs are staffed and offered in order to lower costs. One probable shift already in progress is that institutions, with the blessing of governments, will increasingly shift the financial burden of their operations to students and their families. Unpredictability and Pace of the Market: The decline in traditional resources in the midst of growing public demand will be accompanied by a rise in competition from new higher education providers (some local, some global), and a shift in the dynamic of competition for students. Price, convenience, and quality (or perceived quality, perhaps linked to specialization and structured to meet changing expectations of clients) will grow as factors determining student enrolment patterns. Permanence and Stability become Less Important than Flexibility and Creativity: In this new market environment one of the few certainties is the presence of continual change and changing expectations. Students have become clients not simply thankful participants under the tutelage of faculty. 22

 Contemporary Culture of the Academy is Too Conservative Either to Protect its Niche, or to Broaden its Services: There is a widespread concern that the contemporary culture of our universities is simply not up to the task of making the shifts in organization and in services that the new market age will require. Indeed, many of the values of traditional academy, threaten to make many if not most traditional institutions obsolete hence the threat is both external and from within. The current faculty - centered, monopoly sustained university paradigm is ill suited to the intensely competitive market of a global knowledge society. The Global IT Paradigm The survival-of-the-fittest paradigm plays a prominent role in ideas on how higher education will be delivered in the coming decades, and specifically in the key role expected for IT and distance education. Will there be a need for brick and mortar institutions, or will there be a significant downsizing of physical facilities in favour of virtual education environments? With the prospect of a perpetual decline in state subsidization of Public higher education, the future of higher education will depend on alternative and non-traditional methods of delivering its product. The logic goes something like this: The current higher education infrastructure cannot accommodate growing enrolments, making more distance education programs increasingly necessary. The institutional landscape of higher education is changing: traditional campuses are declining, for-profit institutions are growing, and public and private institutions are merging. Increasingly, students are shopping for courses that meet their schedules and circumstances, thus adding to the decline in traditional institutions. For-profits pick the low hanging fruit by offering marketable and low-cost courses, e.g., business, computer science, etc., and leaving more costly and less commercial courses to traditional Higher Education Institutes. As a result, unless the traditional Higher Education sector more aggressively enters these markets using IT, its financial troubles will be compounded. With the economy in

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recession, however, there are fewer resources for public higher education and higher education initiatives, such as distance education. The Institutional Shakedown Within the set of dire circumstances, there will likely be differences in the influence of market changes on different Higher Education Institutes. The following provides a method to decipher the differential effects according to institutional type: First, there is a tier of what are best described as elite institutions, often the older universities that have survived the process of mass higher education relatively intact and secure in their markets and prestige. These institutions will follow one of two general paths: Tier 1-A Institutions will remain standard bearers of prestige, and despite shifts in resources and markets for students, will remain robust with their quality preserved. Tier 1-B Institutions will preserve their core academic programs and traditional markets, but also seek innovation and new markets. Oxbridge, Berkeley, the University of Michigan, the University of Heidelberg, and similar mainstays of elite and prestigious higher education have, in this view, little to fear. While government policies have tended in many countries to standardize financing for public universities under the rubric of equality and quality across the board in its higher education systems, the prestigious universities always seem to keep an edge in securing both state and extramural resources. Throughout the world the reputation of these institutions has only grown as the value of higher education to both society and governments has increased. Indeed, the culture of aspiration now dominant throughout the world, has made enrolment in brand name universities increasingly the desire of middle and lower economic classesa seeming guarantee of socio-economic mobility and social status. Yet it is important to remember that elite institutions are just thatonly open to a small sector of the higher education enrolment market. Market changes will have a greater impact, with the largest effects on society, in the second tier. Here globalization, it is thought, will have greater consequences. In this category we find three general paths and institutional types:

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 Tier 2-A Institutions consist of mid-range comprehensive universities relatively secure in their market position, yet also faced with declining public resources and a need to develop alliances or perhaps merge with other institutions to secure revenue-generating enrolment and markets. Hence they need moderate reorganization to reduce costs and reorient academic programs. Tier 2-B Institutions will be severely challenged by the new global competitive environment and will be desperate to survive. Here we see a scenario of declining resources and the need to eliminate some academic programs, to expand into more profitable degree programs (e.g., eliminate philosophy and expand business programs), and essentially to reorganize in order to compete with other Tier 2-B and for-profit institutions. Tier 3-B Institutions are those that are too conservative in their internal culture to change and compete, or simply are victims of rapid shifts in the number and type of providers. The future of higher education is due to see a significant institutional shakedown and there will be many losers. Most importantly, the way educational services are generated and delivered at most institutions will be forever changed. In this model, the internal world of the academy and its leaders will be the primary determiners of the fate of the Tier 2 institutions. For those tired of the tendency of academics to seek shelter in the cloistered halls of the university, and to consistently ignore much of the outside world, this is a welcome transformation. Mass higher education brings with it a need to ramp up production and seek greater efficiencies. In a very real sense, the higher education community has become a victim of its own success. In the 1970s and in the early stages of basification of British higher education, a distinguished Cambridge academic noted one aspect of this conundrum: We who have protested that education is the birthright of a civilized man are surely caught in a ridiculous posture when we resent the crowds at our gates demanding to be educated and even daring to hint that they are disappointed with what we have to offer.

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Ethical issues (arising from international academic activities) Higher education has always operated within a global and multi-cultural arena. The environment has changed dramatically over the past decade and many higher education institutions see themselves as international bodies. The improvement of human condition and the preservation of the environment are inseparable from education and training for sustainable and democratic development. We now live in the era of instant global communications and education which does not take into account our global interdependence will fail to give people a full understanding of whatever subject or skill they are learning. Globalization of world trade will increase the amount of international activity for universities. Equally, financial pressures on higher education institutions lead them to see their international role as increasingly entrepreneurial, contributing to national export earnings. While this process may create opportunities for universities and individual academics, it may also give rise to ethical dilemmas which practising professionals need to address. Pressures to secure international earnings through higher education will bring university staff increasingly into contact with situations where human rights are not always respected. Similarly different academics involved in similar activity may approach issues from different perspectives and reach different practical conclusions. It is readily acknowledged that there is no neat and tidy ethical checklist which can be applied to all situations at all times. There are two key areas which are considered to be the most likely sources of ethical problems - those of human rights and of sustainable development. It is better to anticipate and prepare for ethical dilemmas than to respond in a piecemeal way when the storm clouds break. But there are no easy answers to ethical dilemmas, there are various initiatives that help show how human rights dilemmas can be addressed at various levels. Universities / Institutes could adopt policy and practice on: Human rights Security Community engagement Freedom from discrimination Freedom from slavery 26

Health and safety

Higher education has reinforced its role of service to society, especially in assisting eliminating poverty, intolerance, violence, illiteracy, hunger, environmental degradation and disease. Universities of the 21st century will have to develop many more and different kinds of links with surrounding society. It is predicted that in the future they will be ranked in terms of their connectivity to the distributed knowledge production system. Sustainable Development The marketing of higher education can mean either selling goods and services that simply conform to existing social and environmental practices or ones that involve original thought, innovation, new perspectives, new approaches to managing change and new models of social, political, economic, scientific and cultural organization. If higher education is to be part of social progress, then it cannot avoid having to grapple with sustainable development; those who are being educated will have to deal with social and environmental legacies left by the current generation and will, in turn, create social and environmental legacies for the future. It would be difficult to imagine how capacity could be created or skills, knowledge and technical know-how be transferred to developing areas of the world, if the academic community does not play its part in these tasks. Higher education must adapt to the market but not be governed by it. If higher education allows itself to be dominated by competition and financial interests, it runs the risk of intellectual isolation. By maintaining a critical independence from the market, research carried out by higher education institutions preserves not only its value but also its unique capacity to contribute to the improvement of the human condition. It has reinforced links with the world of work with efforts devoted to developing students entrepreneurial skills so that they become job creators as well as job seekers. The Knowledge Society Globalization is the term used to signal the re-structuring of capitalism on a global scale that began in the mid-1970s. The global economy is an economy with the capacity to work as a unit in real time on a planetary scale. It developed as a result of a convergence

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of a series of factors, of which the most important is the unprecedented development of information and communication technologies. Not only have these technologies made it possible to work in real time on a planetary scale, but they have also changed the organization of production. Information and communication technologies have put knowledge at the centre of the new economy. This new emphasis on knowledge as a productive force has led social scientists to coin the term knowledge society to describe one of the main characteristics of contemporary society. It is not just any knowledge which gives rise to the knowledge society, but specifically the application of theoretical, codified knowledge which allows the actor to generate a product or service or to transform the productive process, and in so doing, to add to knowledge in such a way that it has direct value-added to the economy. It is this immediately productive knowledge which has a performative force which has been commodified by the market and which is the key to winning the competitive edge in the global economy. Thus is it not only the production of new knowledge, but also the reproduction, application and contextualisation of the already existing scientific (social and natural) and technological knowledge, which gives rise to a class of knowledge workers, or skilled experts who are able to apply knowledge to local contexts and problems. Higher education has a particularly important role in providing society with individuals trained in such a way that they can respond to the demands of knowledge-based occupations. The demands made by globlization on higher education institutions go beyond the development of cognitive skills and competences in future knowledge workers. Higher education is also asked to prepare people for a work environment characterised by the replacement of hierarchical relations by team work, self-employment and contract work, which in turn demand greater flexibility, adaptability and risk-taking on the part of workers. One of the effects of globlization on higher education is the changing relation between society and institutions of higher learning. Higher education institutions are expected to be far more responsive to societal needs at a concrete instrumental level. Whereas previously, higher education was allowed to impose its own definitions of knowledge on society, society is now demanding that higher education provides more instrumental

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definitions of knowledge and more operational knowledge products. Globally, higher education is now expected to focus on the employability of its graduates and to contribute, at least in part, to national economic development. In terms of the curriculum, many higher education institutions in developed countries have responded to the globlization agenda and to the need to educate for an uncertain or unknown employment future, by emphasising lifelong learning and the teaching and learning of generic skills, competence or generic capacity - all defined, more or less, as the ability of the learner to put generic knowledge and skills into action. Countervailing Forces How globalization will affect higher education and what are the elements that will constitute a new market environment? How is this paradigm shift progressing? Is it a paradigm shift, or is there a more complicated story? To a large extent, globalization is about markets and suppliers, and the influence of IT. What is the effect of new suppliers on existing universities? How is IT influencing the delivery of educational services? What are the appropriate responses of existing suppliers to market changes? These are, of course, complicated questions. We really do not have sufficient experience to gauge the true effect of globalization and new technologies. One thing we do know, institutions are often naturally resistant to wholesale change and markets are also unpredictable. The following offers a set of either existing or potentially important countervailing forces that might help in developing a more nuanced understanding of the future of Higher Education. Economic Wealth and Political Stability: Advanced, Aspiring, Developing: There are significant differences in the impact that globalization is having in different countries, related in large part to their economic wealth. Advanced economies all have advanced systems of higher educationa symbiotic relationship widely recognized internationally, and one reason that less wealthy nations aspire to build educational access. Aspiring economies and nations, like India, tend to have lower rates of access to higher education and have higher rates of students travelling to foreign soil to attend a university. This dynamic is even more exaggerated in lower-income economies. Related to these differences in environment are often different levels of political stability. There is a high

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correlation between political and economic stability and the ability of nations to build and support quality higher education institutions. Balance of Existing Institutional Providers and Local Market Demand: There are large differences in markets and the range of existing higher education providers. In China, for example, the demand for higher education is rapidly growing, there are not enough existing higher education institutions of sufficient quality to meet that demand, and the national government has made it a priority to resolve this problem in part by welcoming outside providers. China now represents a huge market even as the national government attempts to build its own system of higher education. In contrast, the market in the US is profoundly different. No other nation has such a variety of providers, public and private, as the US; until recently no other country rivaled the US in access rates of its population to higher education. A mature market characterized by a balance of providers and local enrolment demand tends to mean that higher education is a ready-made net export. A natural desire to export services is also created by countries with an imbalance of mature providers, dropping domestic enrolment demand, and/or rapidly declining state support. Nation/State Regulation and Initiatives: In an age that tends to tout the virtues of market-oriented solutions, the vast majority of higher education reform is coming not from entrepreneurial efforts of institutions, but from government regulatory initiatives. To varying degrees, all national governments are becoming more involved in shaping the character and services of their public higher education systems. Regulatory controls, often developed under the rubric of creating more market-oriented higher education systems, are becoming in fact more invasive. For example, government-imposed review processes focused on assessing the quality of teaching and research are now ubiquitous. Yet within this general trend, there are remarkable differences in governmental approaches, rooted in the national political culture and the seeming maturity of state funded higher education systems. England provides an example of a country in which the national government is seeking a larger array of regulatory controls linked to funding, while seemingly ignoring the Bologna Agreement. Britains third way largely retains its traditional degree patterns. A major portion of funding for universities is now linked to national assessment

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exercises. England also offers an example in which the market for outside providers appears extremely limited thus far, and in which government feels compelled to be the primary mover to shape the higher education sector. Of late it has launched a new initiative focused on online academic programs and learning: UK eUniversity. Cultural Pride, Biases, and Needs Not Served Directly by Global Providers (e.g. tax law): The examples of England and China demonstrate significantly different approaches to expanding higher education enrolment and shaping the labour market. China welcomes outside providers in its push to increase the size and scope of higher education access. It appears to be planning for the day when it can expand its own network of national universities. England and the UK in general also show strong cultural biases, linked to long traditions related to class structures and to ideas regarding the importance of undergraduate university education as a communal experience. Notwithstanding WTO and GATS agreements, the implications of which are still not entirely clear, outside providers may find limited opportunities to secure a profitable market. The desire for homegrown institutions relates to cultural pride, but also to a sense that national higher education institutions will cater more directly to local labour and economic needs. Facilitated by the dominance of English as a universal language of business, diplomacy, and education, courses in fields such as chemistry may be duplicated and scaled for international consumption, but other fields are linked to local and regional cultures. For example, accounting and tax law have strong relationships to locality. Social science and humanities fields also have strong cultural orientations. Arguably, however, developing economies tend to focus their interests predominantly in the sciences and engineering (and to a lesser extent business and international trade), and here curriculum and degree programs are more generic. The complexity of cultural and political differences between nations will remain a significant factor, and it is not clear how much the global world of international providers will change or erode the market position of higher education institutions, which are essentially pillars of national identity. Internal Academic Cultures and Organizational Behaviour: It is often claim that traditional universities are inflexible and too conservative to react in a timely manner to changing markets and public needs. Certainly, there is some truth to this. But there are also many examples of universities that are adapting and seeking organizational

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responses to help meet public needssometimes on their own, and sometimes in reaction to government demands. The current and future environments are unprecedented with important implications for core academic activities. A major shift in the organization and culture of existing and traditional higher education institutions will be required or, more accurately, forced by market changes and new technology. But universities might not need to make wholesale changes. The value of their core services, with marginal changes, will likely remain relevant to consumers. They might, however, add new units and services outside of the core academic activities. Thus far, this is exactly what most universities are doing, with varying success. Counter-Intuitive Factors IT / Internet as a Force for Globalization / Market Control of Large Brand Name Providers, or Empowering Local / Regional Institutions: It is assumed that Information Technologies and the Internet create a platform for brand name and entrepreneurial providers to enter new markets, essentially offering courses that are economically scalable and that reap large profits. In this world, a basic science course in, say, chemistry or biology can be designed and delivered online to students in China, in Japan, in the UK, and in the US. Yet here is an alternative scenario. Thus far, the investment required in order to develop a high quality academic course online, or even a hybrid course (mostly online, with some actual physical meeting of student and instructor) is relatively high. Why is this, the case? One reason is that the current state of software for online courses is relatively difficult and primitive. Designing a course requires a significant amount of programming and a team of professionals not only to get it up and running, but also to maintain its content. Once designed and implemented, course content needs to change over time as new knowledge is produced. Rates of change are correlated to the fieldfor example, physics and biology are rapidly changing. When off-the-shelf software and design become more user friendly, and as the computer skills of faculty increase, one might imagine faculty generating and modifying their online course content, an evolution like that of mainframes to PCs. The mass scale and generic framework of corporate providers might give way to smaller scale and more locally centered curriculum development. This scenario fits more readily into the existing culture of higher education communities by empowering faculty to shape and modify

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course content, and to maintain quality and control of degree programs, as well as by providing students with a greater sense of connection with the product of a particular institution. International Qualifications Frameworks In response to the increasing globlization and marketisation of education, some countries have developed national qualifications frameworks as a means of standardising and making explicit the products or outcomes of education systems, and of enhancing the marketability and mobility of their graduates. Formal national qualifications frameworks, or systems for the national registration of qualifications, have thus been developed (or are in the process of being developed) in a number of other countries. A shared characteristic of these developments is the need to make the meaning of qualifications more transparent and explicit. The expectation is that this will make it easier for higher education stakeholders (especially employers and students) to identify the nature and level of qualifications, to compare them and to identify more easily their articulation possibilities, both within and across national boundaries. The Issues of Access, Quality, and Sovereignty Where are we in the learning curve regarding globalization and its influence on higher education? The list of successful as well as unsuccessful ventures provides indicators regarding the complexity of the international market for higher education. The market, though significant and growing, is seemingly more narrow and specialised than previously thought. At the same time, higher education is expanding in its value to society. Enrolment demand is growing in virtually all parts of the globe, thus making room for more types of providers. Political and cultural differences, and the locations of higher education systems within nations and regions, are extremely important factors moderating the influence of globalization. The changing nature of higher education is much more nuanced and cumulative. The movement toward international markets by existing and often traditional universities has been motivated largely or solely by the desire for profits. Declining state subsidies motivates the understandable desire for profits by public institutions and the arrival of a

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political culture captured by the ideals of the marketplace. As long as higher education is viewed more as a private than a public benefit, these contextual influences will motivate universities to seek new markets and revenue streams. In this scenario each university needs to assess the potential impact of the development of corporate and for-profit universities according to its own mission and goals. But another question is how these ventures might be more fully integrated into the more traditional academic enterprise in order to meet larger societal needs. On a broader level, one sees a reinvigoration of an old debate regarding the relative merits of an open market approach to providing higher education in a nation or state versus a more coordinated approach. GATS, the entrepreneurial drive for profits, and the largely commercial ventures of a number of notable name-brand universities are all forces pushing for the development of more open markets. Much of this is good. Multiple providers and multiple choices for students to gain access to higher education and to gain knowledge and skills beneficial to the individual, to the economy, and for democracy, are all in the interest of society. Relatively closed markets are less desirable and will likely to erode. Lurking in the shadows, however, are important questions related to access, quality, and national sovereignty. Open higher education markets hold the promise of a more diverse set of providers in markets such as the EU. In countries with less developed higher education institutions and systems they may welcome and even need outside providers. New foreign providers may broaden access. In a relatively extreme globalization scenario, nation-states with evolving quality assurance structures may find that foreign providers operate under different rules related to quality. Developing countries generally have few mechanisms for quality control. They represent the markets that sellers from the industrialized world are eager to target. The cause of concern is the potential negative influence of GATS on higher education systems. Most developing countries would likely be at the mercy of the multinational providers. So it is important to ensure that globalization does not turn into the neocolonialism of the 21st century.

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Implications on Universities in Developing Countries Globalization has resulted in higher education being regarded as a commercial product, governed essentially by market forces, and has brought in the concept of competitiveness. The results of commercialisation and competitiveness - concepts which until recently were considered anathemas in the university world - can be the very opposite of those of internationalization. While no doubt globalization may have some positive effects from the point of view of increasing access in higher education and reducing the knowledge gap in developing countries, it equally has negative aspects which can seriously threaten universities in those countries. The economic situation in most developing countries is such that the state is unable to provide the additional funding required to further expand the public tertiary education sector. The developing countries have generally welcomed the foreign providers, in some cases even facilitated their entry, as a means of making higher education more accessible to their population without any increase in public funding. This has given rise to what is now termed transnational education or the provision of education to learners in a country different from the provider. There are broadly speaking two main methods of delivery of higher education by foreign providers to learners in developing countries. The first method is delivery through their physical presence in the host country. This is done either by establishing a local branch or a satellite campus or by using a local partner (a private college or institution but very rarely a local, public-funded university) for course delivery. In some cases, part of the course is delivered in the developing country and part of it in the country of the foreign provider. The second method of delivery is through cross-border delivery, in which case the course is delivered by the provider remaining in the foreign country to the students in the developing country. International distance education and e-learning fall under this category. An increasing number of students in developing countries are opting for crossborder delivery of higher education, although in many instances the foreign provider (an open university or a virtual university) is also located in a developing country. The globalization of higher education can also have negative effects on developing countries and their universities. First, globalization can undermine the very purpose for

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which universities in the third world were created, namely to assist in the economic, social and cultural development of their respective countries. Foreign providers do not share the same national values and priorities. Their purpose is solely to provide education in the most cost-effective way. Second, globalization raises the important issue of national control and planning of higher education. While universities in developing countries need to have autonomy on their academic activities and their faculty must enjoy academic freedom, nevertheless, since they are public-funded institutions, they need to be accountable to their government and must respond to the overall national education plans. There is the real danger that once higher education has been liberalized, developing countries will be flooded with foreign and private providers delivering essentially profitable subjects. In those areas, they will pose as serious competitors to local universities, leaving the latter to deal with nonprofitable subjects in arts, humanities, science and technology, so vital for a countrys development. This could lead to the abandonment of some subjects in local universities for which the market demand is poor. The effect will be especially dramatic for small developing countries having a single or only a few universities. A McDonaldlisation of higher education will then ensue. Third, many of the foreign providers offer courses of dubious quality and function as diploma mills. Since they are commercially motivated they can often exploit and mislead local students. In some cases, even courses delivered by well-known universities have been found to be of substandard quality. In the case of delivery by distance education, very often there is a lack of adequate learner support locally, with the students left to fend for themselves as best they can. Most countries in the third world do not have effective mechanisms in place to control the quality of courses delivered by foreign providers in the context of liberalised higher education. Fourth, foreign providers will draw most of their faculty from the host country. They will be in a position to offer enticing salaries and may attract the best qualified but poorlypaid faculty away from local universities. As it is, most universities in developing countries are already facing a serious problem of recruiting or even retaining good faculty, and the situation will worsen with the arrival of foreign providers, thus affecting the quality of delivery of their courses.

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Finally, the presence of a large number of foreign providers could further increase the social divide in developing countries. Affluent students and those from the middle class will opt for enrolment in private, foreign institutions, leaving the public institutions, which are already poorly funded and which cannot afford to offer the best academic environment, to cater for the poorer students. Local employers, especially those in the private sector, may prefer employing graduates with foreign qualifications, so that the best jobs will go to the latter, again widening the social gap. It is essential for governments of developing countries to acknowledge that there is a public good aspect to universities, that universities play a central role in the development of a nation, that they benefit the society at large in addition to individual recipients and that they therefore need to be supported to fulfill their mission.

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Chapter V What it means for India - Threat or Opportunity

For higher education leaders in India, this new environment of Globalization holds both threats and opportunities. The threats are obvious: as more and more Indian students look to Australia, Britain and the U.S. for both undergraduate and post-graduate studies, the quality of Indian universities will continue to suffer. Lacking computer facilities and Internet access, many of India's resource-starved institutions - such as mofusil colleges in remote rural districts - will be on the wrong side of the digital divide. Even India's elite institutions - the IITs and IIMs - are finding it increasingly difficult to attract and retain world class faculty members in the face of attractive offers from foreign universities, research institutes and multi-national corporations. So, there is a substantial risk that Indian universities and their students could end up as serious losers in the global higher education game. But there are also real opportunities for India to benefit significantly from the global revolution in higher education. To do so will require major policy reforms in the way Indian universities are structured, funded and regulated. It will also require closer links between Indian industry, especially the growing technology-based sector, and Indian universities. And, it will require a new, globally oriented, entrepreneurial style of leadership by Indian Vice Chancellors and other top-level administrators. With these ingredients, India has the potential to capture the up-side benefits of globalization, emerging with a stronger, better, more globally competitive higher education system, and greater opportunities for Indian students. Which path will India take? That is the question to be answered, and there are certain to be differences of opinion about the mixed blessings of globalization among leading Indian educators and policymakers. This study might suggest some pathways by which India can achieve tangible gains from current global trends in higher education, without sacrificing its national goals for higher education development or abandoning its commitment to Indian cultural values.

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Looking Back - International Influences in Indian Higher Education: If one scans the horizon of Indian higher education institutions today, the legacy of prior waves of international, if not global, influence can be seen in virtually every field. The impact of British higher education is felt not only in the basic structure of Indian higher education - the system of examinations, structure of post-secondary education, scheme of universities and affiliating colleges - but also in the range of colonial era institutions that are still among the most elite in India today. St. Stephens College in Delhi and Presidency College, Calcutta, are but two examples of prestigious undergraduate institutions that still bear the distinct imprint of their British heritage. Similarly, India hosts a wide variety of pre-Independence missionary institutions colleges founded in the late 19th and early 20th Centuries by foreign missionaries of different faiths. St. Joseph's College in Trichy, St. Xavier's in Chennai, and Christian Medical College, Vellore, are notable examples. Some of these, such as CMC Vellore (founded in 1900 by a Cornell-trained American woman physician to train women nurses and doctors) and Isabella Thoburn College (founded by an American social worker to provide educational opportunities for young women in Lucknow), intertwined social reform agendas with their religious philosophies. In the post-Independence era, the Indian Institutes of Technology, consciously patterned after the Massachusetts Institute of Technology in the U.S., received substantial overseas help right from the outset. With support from four donor nations, the five IITs benefited from guest faculty from outside of India, the ability to send Indian faculty for training abroad, and contributions of modern laboratory equipment and facilities. Similar international links were established by the Indian Institutes of Management: IIM/Ahmedabad, for example, still maintains strong connections with the Harvard Business School. Perhaps the most recent innovation in Indian higher education, the Indira Gandhi National Open University (together with similar, state-sponsored Open Universities), drew heavily on the UK experience with distance education and the Open University concept. Even the most genuinely Indian of Indian institutions, Santiniketan, kept its windows wide open to international ideas, influences and experience. Conceived by its founder, Rabindranath Tagore, as an international center for humanistic and cultural studies,

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Santiniketan captured the ancient Sanskrit notion of a world in one nest. In inaugurating Visva-Bharati in 1921, Tagore spoke of India's wealth of mind which is for all. In creating a center where East meets West, Tagore acknowledged both India's obligation to offer to others the hospitality of her best culture and India's right to accept from others their best. Current Realities - India's Position in Today's Global Marketplace: Would that Tagore's notion of cultural reciprocity characterized patterns of educational exchange in today's global marketplace? Regrettably, the current realities of globalization reflect a highly skewed relationship between East and West. Of the 514,000 foreign students currently studying in the United States, more than 54 percent are from Asia. Seven of the top ten sending countries of international foreign students in the U.S. are Asian, while not a single Asian country is represented among the top ten destinations for American students studying abroad. India alone accounts for more than 42,000 students in the U.S., compared to only 707 Americans who studied in India during the 1998/99 academic year. Worldwide student mobility data, compiled annually by UNESCO confirm similar imbalances in student exchange between India and other industrialized countries. The liberalization of the Indian economy, a process that began in 1991, is certainly a major factor behind the large and growing numbers of Indian students seeking education abroad. Prior to the 1990s, only a privileged few Indian families could afford to send their children to universities outside of India. With the dramatic rise of a new Indian middle class (and increased wealth of the Indian upper class), the numbers of students able to pursue foreign education has skyrocketed. For example, the number of Indian students studying in the U.S. grew by more than 46 percent from 1990 to 1999. In contrast to many other Asian students, Indian students were not forced to look outside of their home country to find their desired course of study, at least at the undergraduate level. Instead, the quality of education and the perceived value of an overseas degree appear to be the most significant factors influencing student decisions to study outside of India. It is also noteworthy that, for more than one-third of such students, a major

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motivation was their desire to broaden their experience by living and working in another country. While the in-country availability of desired courses at the undergraduate level may not be a major factor in the student mobility equation, the limited capacity of India's institutions to meet the demand for post-graduate education in particular fields may be a more serious problem. More than 70 percent of Indian students studying in the U.S. are pursuing postgraduate degrees; only 22 percent are undergraduate students. Business / Management, Engineering, Math and Computer Sciences account for more than 75 percent of all Indian students in the U.S. It is also well known that the demand for seats at India's apex institutions for Indian students in highly competitive fields such as engineering and management vastly exceeds the supply. Reservation policies, designed to ensure educational opportunities for disadvantaged groups within Indian society, further limit the in-country slots available for students from forward caste backgrounds. To a certain extent then, foreign universities provide a safety valve for talented, well-off Indian students who cannot find seats in their chosen fields within Indian institutions. A final factor worth noting is the active and growing competition for the best Indian students among foreign universities. While the UK and (more recently) the USA are well-established destinations for Indian students, Australia and Canada are rapidly gaining in market share. In recent years, Australia, the UK and France have all launched aggressive student outreach/recruitment efforts in Asia. Stung by declining enrollments from East and Southeast Asian countries affected by the Asian currency crisis of the late 1990s, American universities have also intensified their marketing efforts to students in South Asia. While all of these factors help explain the large number of Indian students studying outside their home country, what accounts for the small number of foreign students studying in India? In large measure, the answer lies in some of the same factors motivating Indian student to study overseas -- i.e., the lower perceived quality and marketability of qualifications from Indian institutions. But other, more easily controlled factors also play a role. Significant among these is the relative paucity of structured and accredited college study abroad programs for foreign students in India.

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The Institute of International Education (IIE) annually publishes a directory of study abroad programs for U.S. students seeking a semester or academic year of study in another country. The 2000/2001 edition of IIE's Academic Year Abroad directory lists just 21 such programs for American students in India. This number compares with 242 programs in France, 214 in Australia, 97 in Japan and 26 in Thailand. Given the wide availability of English-medium courses in India, the subcontinent's rich cultural, historical and ecological resources, and its well-developed higher education infrastructure, India should be a much more popular destination for Western students than it currently is. There is clearly a large, untapped potential to attract increased numbers of foreign students to experience India's wealth of mind. Looking Ahead - Pathways to a Global Future A pathway for Indian internationalists is partnerships and in fields such as engineering, management and computer sciences, industry-university collaborations can yield significant benefits for both sides. The growing presence of multi-national corporations in India, together with India's own emerging high tech industry, holds considerable promise for university partnerships in areas such as curriculum development, equipment donations, faculty training and student scholarships. Global companies have already shown an interest and willingness to support international education initiatives, such as scholarship programs for highly talented Indian students. They join a long list of Indian firms and industrial houses that have seen higher education as a worthwhile investment for both practical and philanthropic reasons. Stronger partnerships also need to be developed between Indian universities and universities in other countries. In Thailand, IIE has worked with the Ministry of University Affairs to develop an internet-based match-making service for Thai and U.S. universities interested in developing linkage projects. Project JUNO (Joint Universities Network Online) enables Thai universities to explore potential opportunities for student or faculty exchanges, develop joint courses, and undertake collaborative research with interested U.S. counterparts. A similar service could easily be developed for Indian universities, and could open up new avenues for Indo-U.S. educational linkages and collaboration. A more systematic focus on institutional partnerships could

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also become part of India's approach to bi-lateral scholarly exchange programs, such as those sponsored by Fulbright, DAAD, and the British Council. Another pathway focuses on innovation and leadership, two qualities in greatest need within Indian higher education today. Innovation can take a variety of forms, ranging from the use of internet technology to develop joint on-line courses between Indian and foreign universities to institutional innovations like the recent initiative by SNDT Women's University to establish an overseas branch campus for women students in the Gulf region. However, successful innovation does not take place without leadership. Wherever one finds excellence and innovation taking place in higher education today, it is directly connected to the efforts of a dynamic, energetic and committed leader or group of leaders. For India to broaden and expand its niche in the global marketplace of higher education will require bold and innovative leadership by university vice chancellors, political leaders, administrators and policymakers at the central and state levels. Detractors of global higher education raise the specter of Western universities dominating the educational landscape in the way that McDonalds has come to dominate the global fast food industry. With foresight, skill and determination, today's leaders of Indian universities have it within their power to craft a different kind of globalization, one which affirms and values cultural difference and encourages greater mobility for all students. Economic Impact As study abroad opportunities have become more plentiful, varied and more affordable, the number of students taking advantage of an academic experience abroad has increased dramatically. International students contribute approximately $12 billion dollars to the U.S. economy, through their expenditure on tuition and living expenses. U.S. higher education is the country's fifth largest service sector export, as these students bring money into the national economy and provide revenue to their host states for living expenses, including room/board, books and supplies, transportation, health insurance, support for accompanying family members, and other miscellaneous items. 67% of all international students receive the majority of their funds from family and personal sources, and, when other sources of funding from their home countries, including assistance from their home country governments or universities, are added in, a

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total of nearly 75% of all international student funding comes from sources outside of the United States. The student market pie is getting bigger; but the slices are more and smaller due to new players in the arena. There is competition within and outside of the country. The number of international students enrolled in U.S. higher education institutions in 2003/04 was a total of 572,509. Asia remains the largest sending region by a wide margin - almost 57% of international students studying in the U.S. still come from Asia. In academic year 2003/04, there were 79,736 students from India studying in the United States (up 6.9% from the previous year). For the third year in a row, India remained the leading place of origin for students in the United States. China came second with 61,765 students. The majority of the Indian students study at the graduate level. In 2003/04, their breakdown was as follows:
79.0% 17.0% 4.0% graduate students undergraduate other 63,013 (up 8% from 2002/03) 13,531 (down 9% from 2002/03) 3,192 (up 29% from 2002/03)

The Indian university student population is projected to grow from 9.3 million students now to 11 million by 2008, according to the University Grants Commission, which funds and supports central government universities in India. Combining this magnitude of student demand and the value Indian students place on U.S. higher education, there is bound to be a steady increase in students to the U.S. once students are able to finance the education. In India, student loans are more readily available than ever before. Students find that the investment they make in U.S. education is well worth it in terms of career opportunities. Financing education abroad is not any more a problem for Indian students with liberalized loans being available at reasonably low interest rates. According to a newspaper report, amount of loans disbursed went up from 66.8 billion in 2001 to 260.7 billion in 2004. No collaterals are required for loans up to Rs. 750,000 ($16,000). The student flow between India and the U.S. contributes greatly to both countries. The increase in students going to the U.S. for graduate studies reflects the fact that these students, with focused career goals, are undeterred by the misperceptions about access to U.S. universities and visas.

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Chapter VI Main Data Analysis & Interpretation

1. Are you a foreign citizen? Yes No.

Concept: This question was asked as the topic of the study is related to International students and they would be able to give a better view or judgement. Analysis: All the 100 students who agreed to participate were foreign students present at the University of Michigan Flint, USA. These students were from various parts of the world so the data collected is from a heterogeneous group of students. Inference: It can be inferred from the above analysis that since all the students included foreign students so they will be in a better position to give a correct judgement about the impact of globalization on higher education.

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2. How many more students from your home country are studying in USA? (Figure in thousand) 1 to 5 6 to 10 10 to 20 More than 20

Concept: This question will give an approximate idea regarding the number of students studying in USA from the respondents country. Table: 1 to 5 6 to 10 10 to 20 More than 20 Total Frequency 15 5 30 50 100 Percent 15.0 5.0 30.0 50.0 100.0 Valid Percent 15.0 5.0 30.0 50.0 100.0 Cumulative Percent 15.0 20.0 50.0 100.0

Descriptive Statistics Foreign Students Valid N (list wise) Pie Chart:

1 to 5 15% 6 to 10 5% More than 20 50%

N 100 100

Mean 3.15

Std. Deviation 1.09

10 to 20 30%

Analysis: In the above table it can be seen that 50% of the respondents said that more than 20 thousand, 30% said between 10 to 20 thousand, 5% said between 6 to 10 thousand and 15% said 1 to 5 thousand students are from there home country studying in USA.

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Inference: When this was put into Central Tendency Test, the mean average was coming to 3.15 with a Standard Deviation of 1.09. Hence we can make an inference that probably the range of students visiting USA for higher studies is 2.06 to 4.24 thousand students. Further it can be inferred that the high population of the students in the model distribution is 50% as most of the students are from India and China. These are the two most developing economies of the world and the effect of globalization is maximum in these economies.

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3. How long have you been studying away from your home country? Less than a year More than one but less than two years Two or more than two years Concept: This question will give an idea about how many years the students stay away from home, this in-turn will help us in calculating the economic impact. Table: Less than a Year 2 Years > 1 Year >=2 Years Total Graph:
100 80 60 40 20 0 Less than a Year 2 Years > 1 Year >=2 Years

Frequency 10 10 80 100

Percent 10.0 10.0 80.0 100.0

Valid Percent Cumulative Percent 10.0 10.0 10.0 20.0 80.0 100.0 100.0

Analysis: In the above table 80% of the respondents said that its been 2 or more than 2 years, 10% said more than 1 but less than 2 years and 10% said less than a year, since they have been away from home. Inference: It can be inferred that more and more students now want to go away from home and study as they feel that it is very convenient and is beneficial in term of experience and the quality of education they will receive if they study away from home. It is one of the impacts of globalization.

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4. What is the program that you are studying here? Concept: This question will help us understand the general trend and will give us and ides as to what all are the most lucrative courses. Graph:
60

50

40

30

20

10

0 Business & Management Engineering Computer Science Others

Analysis: The most popular fields of study for international students in the U.S. are business and management (19%), engineering (17%) and mathematics and computer sciences (12%). There was a wide deviation in the rest of the people in terms of the course they are studying in US. Inference: It can be inferred that more and more people are going in for Business and Management studies showing the importance of these studies in the world. Thus globalization has made people innovative and they are willing enough to become entrepreneurs.

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5. How much total time will it take you to finish this program? 1 yr 2 yrs 3 yrs More than 3 yrs

Concept: This will give an idea about what s the general trend and what are the usual numbers of year which students spend studying. Table: 1 Year 2 Years 3 Years More than 3 Years Total Graph:
80 70 60 50 40 30 20 10 0 1 Year 2 Years 3 Years More than 3 Years

Frequency Percent Valid Percent 5 5.0 5.0 10 10.0 10.0 15 15.0 15.0 70 70.0 70.0 100 100.0 100.0

Cumulative Percent 5.0 15.0 30.0 100.0

Analysis: In the above table it is very evident that a huge number of student population (70%) are enrolled in courses that take more than 3 years to finish. Inference: From the above data it can be inferred that courses which are of 3 or more years are the courses which are preferred the most as these are considered to be of more value. Further, students prefer to study the subject thoroughly even if it takes bit more time.

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6. Why have you selected University of Michigan, Flint for doing this program? Reputation Business Contacts Faculty Profile Job Opportunities Geographic Setting Course content Campus safety Infrastructure Ranking Cost Advantage International Exposure Industry Interaction Financial Aids

Recommendations from family / friends

Concept: This question will give the reasons of students selecting a particular University, based on this we can explore the right set of options. Analysis: It was observed that 70% of the respondents selected Reputation, Course Content, International Exposure and Infrastructure as the most important reasons for the selection of the University. A mere 2% gave importance to Ranking and Job Opportunities. Inference: It can thus be inferred that Reputation, Course Content, International Exposure and Infrastructure are the variable which attracts the students and plays a major role in the success of any Institute or a University. Students want to have more of International Exposure and thus it shows the impact of globalization.

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7. What is the approximate fee of the program? (Per year) Less than $ 1500 Between $ 3001 to $ 5000 Between $ 1501 to $ 3000 More than $ 5000

Concept: This question will project the approximate earning of the Universities through the fees paid by students and the approximate expenses of students for fees. Table: Frequency Percent Valid Percent Less than $1500 Between $1501 to $3000 Between $3001 to $5000 More than $5000 Total Pie Chart: 0 10 10 80 100 0.0 10.0 10.0 80.0 100.0 0.0 10.0 10.0 80.0 100.0 Cumulative Percent 0.0 10.0 20.0 100.0

Between $1501 to $3000

Between $3001 to $5000

More than $5000

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Analysis: The above table shows that 80% of the respondents spend more than $5000, 10% spend between $3001 to $5000, another 10% spend between $1501 to $3000 per year on the fees of their respective courses. Interestingly none of them spend less than $1500 in terms of their course fees. Inference: It can thus be inferred that the students are willing to spend more and they have the capacity to spend huge amount of money of their education. It is due to the belief that they would be able to earn back the money spend due to opportunities present through out the world. This shows us the impact of globalization on the student community.

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8. What are your total living expenses of studying here in US? (Per month) Less than $ 250 Between $ 500 to $ 750 Between $ 250 to $ 500 More than $ 750

Concept: This question will help us to know the approximate expenses of students and how much the economy can benefit from international students. Table: Frequency Between $250 to $500 Between $500 to $750 More than $750 Total Graph:
60 50 40 30 20 10 0 Between $250 to $500 Between $500 to $750 More than $750

Percent 15.0 35.0 50.0 100.0

Valid Percent 15.0 35.0 50.0 100.0

15 35 50 100

Cumulative Percent 15.0 50.0 100.0

Analysis: The above table shows that 50% of the respondents spend s more than $750 per month, 35% spends between more than $250 but less than $500 and none of them spends less than $250 per month towards the living expenses. Inference: It can thus be inferred that students dont mind spending money during their course of study. They are confident that they would be able to earn back the money spent through the opportunities present through out the world. They get huge funding from various organizations and corporate houses present world over, so they need not be worried about the living expenses. They just need to concentrate and work hard on studies. This is another impact of globalization on higher education. Also this amounts to a huge sum of money thus benefiting the economy. This can also provide employment opportunities for the local people.

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9. How is this program better when compared to the programs you have back home? (Please rank them in the order of preference) Better course contents Better quality Better infrastructural facilities Better industry interaction Better student faculty interaction Better international exposure Concept: This question will give us the reasons and the priorities set by the students. This will help us the institutes to direct their investment. Table: International Exposure Course Content Quality Infrastructure Facilities Student Faculty Interaction Industry Interaction Mean Rank 2.00 2.42 3.26 4.16 4.42 4.74

Analysis: In the above question International Exposure was given the maximum importance with a mean rank 2.0, Course Content was second most important with 2.42 as mean rank. Surprisingly Industry Interaction and Student Faculty Interaction was ranked as least important. Inference: It can thus be inferred that International Exposure is what the students are interested in most. They want to have an exposure which would help them in becoming Global managers of the future. This is the impact of globalization on the students as they are viewing global opportunities and want to have a feel of different cultures and traditions which will help them and will increase their job and business prospects in future. This also gives an indication that students are now not just interested in working in there home countries but they are open to the idea of relocation.

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10. How would the reputation of University of Michigan help you in getting a better job? Very helpful Some what unhelpful Some what helpful Not helpful at all Neutral

Concept: This question will help us to understand the perception of the students and will help us to draw the importance of reputation of a particular university or institute. Table: One-Sample Statistics N Reputation of UM 100 One-Sample Test Test Value = 3 t Reputation of UM -4.721 Mean 1.85 Std. Deviation 1.09 Std. Error Mean .24

Df

Sig. Mean (2-tailed) Difference .000 -1.15

100

95% Confidence Interval of the Difference Lower Upper -1.66 -.64

Analysis: The analysis states that 85% respondents believed that the reputation of the University of Michigan is either very helpful or some what helpful, 10% respondents were neutral and 5% were of the opinion that the reputation is some what unhelpful or not helpful at all in terms of getting better job opportunities. Further, when the same data was put on one sample test the Level of significance came to be less than .05. Inference: It can thus be inferred that reputation plays a bigger role in getting good job opportunities and that students now dont want to compromise by doing their courses from any university. They believe in getting the best possible education from the best possible institute. Since the level of significance is less than .05 and the t value is -4.721 this proves that there is large portion of students who believe that the reputation of University of Michigan is very helpful in getting a better job.

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11. How would you rate your experience of studying here in USA? Very Satisfied Not very satisfied studying in USA. Table: One-Sample Statistics Rate Experience N 100 Mean 1.55 Std. Deviation .60 Std. Error Mean .14 Satisfied Not satisfied at all Neutral

Concept: This question will help us in measuring the satisfaction level of students

One-Sample Test Test Value = 3 t Rate Experience -10.722

Df

Sig. Mean (2-tailed) Difference .000 -1.45

100

95% Confidence Interval of the Difference Lower Upper -1.73 -1.17

Analysis: The analysis states that 80% respondents rate their experience of staying in USA as either very satisfied or just satisfied, while 15% were neutral and rest 5% rate their experience as either not very satisfied or not satisfied at all. Further, when the same data was put on one sample test the Level of significance came to be less than .05. Inference: It can thus be inferred that USA provides a conducive environment for the students and students also feel comfortable studying there. Globalization has made this possible. This gives us an indication that by concentrating more on students, US can explore this opportunity and it can prove to be a wise business decision. Since the level of significance is less than .05 and the t value is -10.722 this proves that there is large portion of students who are very satisfied from their experience of studying in USA.

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12. Would you like to work in an organization here in USA rather than going back to your home country? Yes No

Concept: This question will give us an idea as to how many students are willing to stay back and work in the foreign country. This gives us an idea about the vast talent pool available for work in foreign country. Table: Frequency Yes No Total 75 25 100 Percent 75.0 25.0 100.0 Valid Percent 75.0 25.0 100.0 Work in USA Yes No 5 5 50.0% 50.0% 6.7% 20.0% 5.0% 5.0% 5 5 50.0% 50.0% 6.7% 20.0% 5.0% 5.0% 65 15 81.3% 18.8% 86.7% 60.0% 65.0% 15.0% 75 25 75.0% 25.0% 100.0% 100.0% 75.0% 25.0% Cumulative Percent 75.0 100.0

Years away from Home Country Less than a Year Count % within Years Away % within Work in USA % of Total 2 Years > 1 Year Count % within Years Away % within Work in USA % of Total >=2 Years Count % within Years Away % within Work in USA % of Total Total Count % within Years Away % within Work in USA % of Total

Total 10 100.0% 10.0% 10.0% 10 100.0% 10.0% 10.0% 80 100.0% 80.0% 80.0% 100 100.0% 100.0% 100.0%

Analysis: It can be seen that 75% students were open to the idea of staying and working in USA. Also in the second table it can be observed that those who have stayed away from home for more than 2 years have higher percentage of people willing to stay and work in USA.

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Inference: From the analysis it can be inferred that there is a large portion of student group who are willing to stay back and work in USA. So US economy can utilize this vast pool of talented individuals and can draw economic benefits from them. Further when we correlate it with those who have stayed away from home, 60% of those who have stayed away for more than 2 years are willing enough to stay back and work in USA. This is one of the impacts of globalization.

13. How would you be at an advantage when compared with those who have done the same program in your home country? Concept: This will help us to find out the perception of student about the importance and benefits of studying in foreign country. Analysis: There was a vide variation in terms of the reasons given by the respondents. Inference: Majority of the respondents believed that this would help them as they will learn various international practices which in turn will help them in getting more job opportunities and since they will get different cultural exposure, it will boost their confidence level and skill set required in present global environment.

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14. Are you in favor of Globalization? Yes No. Why or why not? Concept: This will present the view point of students about globalization. Table: Yes No Total Frequency 80 20 100 Percent 80.0 20.0 100.0 Valid Percent 80.0 20.0 100.0 Cumulative Percent 80.0 100.0

Analysis: From the table it can be analyzed that 80% of the students are in the favor of globalization. Inference: Thus from the analysis it can be inferred that globalization is the trend of the day. It is beneficial as it helps in mobility and in optimum allocation of resources, helps developing under developed countries by providing opportunities for growth, it reduces unemployment level and brings cost efficiency thus it is beneficial to mankind by bringing the world closer as one village.

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Chapter VII Summary

Will globalization be a major destabilizing force for constructing coherent and broadly accessible higher education systems? Many nations and the higher education community are just beginning to contemplate this question, in large part in reaction to GATS. While globalization remains a potent force, strong countervailing forces are at play. The globalization of higher education: The implications of cross-border study, the mobility of academic staff, transnational academic programs and institutions, the need to establish common points of reference and good practices to assess quality and the multiple new international initiatives evident in the academic environment have major implications for the future. Choice of institutional models: As nations try to address the increasing need for higher education among their populations, they have many institutional models from which to choose. While the large, multipurpose university has frequently been held up as a universal model, it is not the only option available to meet the myriad purposes of higher education. Smaller liberal arts and science colleges, community colleges, stand-alone research institutes and new "brick and click" models provide important alternatives for those involved in planning to meet the demand for higher education. Higher education and the development of civil society: Colleges and universities in democratic societies are the incubators of future leaders and the ideas that inform their outlook. As access to higher education increases, they provide education for a broader range of citizens, preparing them for their participation in the polity. The role of higher education will be extremely important as many developing nations try to create the elements of civil society. The future of the academic profession: Terms and conditions of academic work are changing in response to mass higher education, globalization and other factors. The unequal patterns of PhD degree distribution among countries are another important area for analysis and reflect the global divide between various countries.

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The public-private mix in higher education: The growth of the private sector and the privatization of parts of public higher education have significant implications. It allows each sector to complement the other and strengthen national systems of higher education. The technological revolution: Technology is transforming the creation and communication of knowledge, and has significant implications for the delivery of academic programs and degrees. It is important to identify key aspects of these themes to develop a broad framework for understanding and for constructive action to ensure the future of higher education in its national and global settings. RECOMMENDATIONS: Government should focus more on attracting foreign students as they bring in huge amount of foreign currency into the country. Government should give grants to various institutes to promote international exchange of students. Higher education institutes should streamline their course material and the teaching pattern to bring it on par with the International Standards so as to improve the quality of education. Higher education institutes located in various countries should come together to promote student transfers and faculty exchange. Knowledge awareness should be created so that more and more students are encouraged to take up higher education. Higher education institutes should have scholarship programs to attract students who have the potential and are waiting to be explored. Visa restrictions should be made more lenient so that more and more students can make use of the opportunities available. Education fares should be organized regularly to promote higher education. Students should realize the importance of higher education and should not shy away from higher studies.

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CONCLUSION This study has considered the role of higher education in an increasingly inter-connected world, a role which is becoming more and more recognized and integrated into the process of economic development. It has also sought to look at development in a way that reflects higher educations traditional roles and values. It is indisputable that the world as a whole must develop on a sustainable basis and in a way which seeks to ensure its free and fair enjoyment by all, both present and future generations. Not withstanding the need to respect cultural diversity, increased interaction creates the need to seek global acceptance of fundamental rights, in particular, through educational opportunities. Furthermore, higher education cannot shirk its responsibilities to human progress and the immediate need to attack world problems of poverty, illiteracy and disease. These principles must underpin the universities mission statements and inform the practice of all organizations both within and outside higher education.

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ANNEXURE Questionnaire
(Please mark X in the box for answers) Name: ______________________________________________________ Date of Birth: (DD/MM/YY) ___________________ Gender: Male Female Email Id: ________________________________________________________________ 1. Are you a foreign citizen? thousands) 1 to 5 Less than a year More than one but less than two years Two or more than two years 4. What is the program that you are studying here? ______________________________________ 5. How much total time will it take you to finish this program? 1 yr 2 yrs Reputation Business Contacts Faculty Profile Job Opportunities Geographic Setting Less than $ 1500 Between $ 3001 to $ 5000 3 yrs Course content Campus safety Infrastructure Ranking More than 3 yrs Cost Advantage International Exposure Industry Interaction Financial Aids 6. Why have you selected University of Michigan, Flint for doing this program? 6 to 10 10 to 20 More than 20 3. How long have you been studying away from your home country? Yes No.

2. How many more students from your home country are studying in USA? (Figure in

Recommendations from family / friends Between $ 1501 to $ 3000 More than $ 5000

7. What is the approximate fee of the program? (Per year)

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8. What are your total living expenses of studying here in US? (Per month) Less than $ 250 Between $ 500 to $ 750 Between $ 250 to $ 500 More than $ 750

9. How is this program better when compared to the programs you have back home? (Please rank them in the order of preference) Better course contents Better infrastructural facilities Better student faculty interaction Very helpful Some what unhelpful Very Satisfied Not very satisfied your home country? Yes No 13. How would you be at an advantage when compared with those who have done the same program in your home country? _______________________________________________________________________ _ _______________________________________________________________________ _______________________________________________________________________ __ 14. Are you in favor of Globalization? Yes No. Why or why not? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ___ Thanks a lot for sharing the information with me. Have a great day! Better quality Better industry interaction Better international exposure Some what helpful Not helpful at all Satisfied Not satisfied at all Neutral Neutral

10. How would the reputation of University of Michigan help you in getting a better job?

11. How would you rate your experience of studying here in USA?

12. Would you like to work in an organization here in USA rather than going back to

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Bibliography Website:
www.aut.org.uk www.dea.org.uk

Books:
ALL GLOBALIZATION IS LOCAL: COUNTERVAILING FORCES AND THE INFLUENCE ON HIGHER EDUCATION MARKETS: John Aubrey Douglass HIGHER EDUCATION IN THE AGE OF GLOBALISATION: Dirk Van Damme, Prof. Dr. Ghent University / Flemish Interuniversity Council GLOBALIZATION AND THE EMERGENCE OF INTERNATIONAL CONSORTIA IN HIGHER EDUCATION: Brian Denman INSTITUTE OF INTERNATIONAL EDUCATION: David Arnold Institute of International Education

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