International Higher Education, Winter 2004
New Publications
Albornoz, Orlando. Higher Education Strategies in Venezuela. Caracas, Venezuela: Bibliotechnology Ediciones, 2003. 208 pp. (pb). ISBN 980-6605-00-4. Address: Bibliotechnology Ediciones, Apdo 50-061, Caracas 1050-A, Venezuela.
An analysis of the history and especially the current situation of Venezuelan higher education under the Chavez government, this book discusses the relationship of the university to society in turbulent times. From a sociological perspective, the author discusses the increasing governmental control over higher education, while laying out the consequences for the future of science and scholarship.
Bowen, William G, and Sarah A. Levin. Reclaiming the Game: College Sports and Educational Values. Princeton, NJ: Princeton University Press, 2003. 490 pp. $27.95 (hb). ISBN 0-691-11620-2. Address: Princeton University Press, 41 William St., Princeton NJ 08540, USA.
Collegiate athletics is, of course, big business in the United States. Many people criticize some universities for an overemphasis on such sports as football and basketball, arguing that academic values are deemphasized and too much money is spent. This book, based on careful research, discusses sports in the Ivy League schools, arguing that there are serious problems. Reforms are proposed.
Bu, Linping. Making the World Like Us: Education, Cultural Expansion and the American Century. Westport, CT: Praeger Publishers, 2003. 279 pp. $69.95. (hb). ISBN 0-27597694-7. Address: Praeger Publishers, 88 Old Post Rd. West, Westport CT 06881, USA.
A historical analysis of America's international educational and cultural policies, this book discusses educational exchange policies and practices during the 20th century, foreign educational assistance (using Teachers College of Columbia University as a case study), and Cold War diplomacy and educational assistance. The changing role of the U.S. federal government as well as of philanthropic foundations and the academic community is discussed.
García
Guadilla, Carmen, ed. (2003). El difícil equilibrio: La educación
superior como bien público y comercio de servicios. Paris: Programa
Columbus, 2003. 143 pp. (pb). ISBN 9972-45-153-4. Address: Programa Columbus,
1 rue Miollis, 75732 Paris, France.
A discussion of the implications of GATS (General Agreement on Trade in Services) on higher education and its implications for the public good, this volume features analyses by authors from around the world. Among the topics considered are the commercialization of educational services, internationalization in Europe and Latin America, the role of higher education as a commercial service, and the implications for Latin America of GATS and related developments.
Green,
Madeleine F. and Christa Olson. Internationalizing the Campus: A User’s
Guide. Washington, DC: American Council on Education, 2003. 114 pp. $34.95
(pb). Address: ACE Fulfillment Service, Dept. 191, Washington DC 20055, USA.
This volume is a practical guide to internationalizing academic institutions. It begins with definitions and purposes of internationalization. The main discussion concerns strategies for internationalization on individual campuses. While the content relates to the United States, the insights may be relevant elsewhere.
Grünzweig, Walter and Nana Rinehart, eds., Rockin’ in Red Square: Critical Approaches to International Education in the Age of Cyberculture. Münster, Germany: Lit Verlag, 2002. 220 pp. (pb). ISBN 3-8258-6205-4. Address: Lit Verlag, Grevener Str. 179, 48159 Münster, Germany.
This rather oddly titled book consists of a series of essays discussing the role and definitions of internationalization in higher education. The contributors are specialists on foreign study and international education from Europe and North America. Among the topics considered are cross-cultural “deepening,” study abroad and globalization, issues relating to U.S. students abroad, engineering and international education, and the role of information technology in international education.
Kwesiga, Joyce C. Women’s Access to Higher Education in Africa: Uganda’s Experience. Kampala, Uganda: Fountain Publishers, 2002. 309 pp. ISBN 9970-02-295-4. Address: Foundation Publishers, POB 488, Kampala, Uganda.
Focusing on the problems of women’s access to higher education in Uganda, this book provides an overview of the literature on women and higher education in developing countries and in Africa and then focuses on the specific issues related to Uganda. There is also an analysis of the Uganda education system. The research on which this study is based is a survey of 643 students and interviews with heads of educational institutions. Issues such as family and societal influences, student attitudes, and related themes are discussed.
Kwiek, Marek, ed., The University, Globalization, Central Europe. Frankfurt am Main, Germany: Peter Lang, 2003. 260 pp. (pb). ISBN: 3-361-50813-1.
A collection of essays focusing on issues relevant to higher education development in Central and Eastern Europe, this volume considers such topics as academic freedom, accreditation, the role of the nation state in higher education policy, cultural politics and higher education, the role of the disciplines, and the role of liberal education. The authors reflect a variety of national perspectives.
Kwiatkowski, Stefan and Jan Sadlak, eds., Knowledge Café for Intellectual Entrepreneurship through Higher Education. Warsaw, Poland: Academy of Entrepreneurship and Management, 2003. 304 pp. (pb). ISBN: 83-86846-95.X, Address: Academy of Entrepreneurship and Management, Jagiellonska St. 59, 00-987 Warsaw, Poland.
A wide-ranging discussion of topics relating to the role of entrepreneurship, leadership, and technology in a changing academic environment, this book focuses on several case studies in Central and Eastern Europe and on broad issues.
Leisyte, Liudvika. Higher Education Governance in Post-Soviet Lithuania. Olso, Norway: Institute for Educational Research, University of Oslo, 2002. 128 pp. (pb). ISBN 82-569-6106-6. Address, Institute for Educational Research, POB 1092, Blindern, N-0317 Oslo, Norway.
During the Soviet era, Lithuanian universities were highly centralized. Since 1990, they have moved to a model of looser state supervision, although there are tensions between the institutions and the state. This study examines the continuing struggle between state control and university independence. Historical analysis of the development of Lithuanian higher education is included as well.
Lewis, Darrell R. and James Hearn, eds. The Public Research University: Serving the Public Good in New Times. Lanham, MD: University Press of America, 2003. 260 pp. $40 (pb). ISBN: 0-7618-2517-7. Address: University Press of America, 4501 Forbes Blvd., Lanham, MD 20706, USA.
An edited volume based on a case study of the University of Minnesota, one of the major public research universities in the United States, this volume features discussions of such topics as the public good and public research universities, nonmonetary rewards of undergraduate education, the role of libraries, technology transfer, the historical background of the University of Minnesota, and others.
Maiworm, Friedhelm and Bernd Wächter, eds. English-Language-Taught Degree Programmes in European Higher Education: Trends and Success Factors. Bonn, Germany: Lemmons Verlag, 2002. 136 pp. (pb). ISBN: 3-932306-47-3. Address: Lemmens Verlag, Matthias-Grünewald-Str. 1-3, D-53175 Bonn, Germany.
A publication in the valuable series on international cooperation in education of the Academic Cooperation Association, this volume analyzes the growing number of programs taught in English in European universities. The authors see the proliferation of English-taught programs as part of the internationalization of higher education in Europe. A Europe-wide questionnaire plus case studies were used for this research--it was found that 30 percent of the responding universities had programs in English. Universities in Denmark, the Czech Republic, Germany, Belgium, Finland, Norway, and the Netherlands were studied. Curriculum, staffing, and other aspects of the organization of the programs were surveyed.
Mário, Moutzinho, Peter Fry, Lisbeth Levey, and Arlindo Chilundo. Higher Education in Mozambique. Oxford, UK: James Currey, Ltd., 2003. 133 pp. (pb). ISBN: 0-85255-430-3. Address: James Currey Publishers, 73 Botley Rd., Oxford OX2 OBS, UK.
Mozambique emerged from years of colonialism and civil war recently. This fact makes the remarkable growth of its higher education system especially impressive. This volume analyzes the historical development of higher education and then focuses on key aspects of contemporary development--including equity and access for students, the role of the teaching staff, information technology, finance and governance, and similar topics. This volume is part of a new series published by the Partnership for Higher Education in Africa.
Mkude, Daniel, Brian Cooksey, and Lisbeth Levy. Higher Education in Tanzania. Oxford, UK: James Currey, Ltd., 2003. 114 pp. (pb). ISBN: 0-85255-425-7. Address: James Currey Publishers, 73 Botley Rd., Oxford OX2 OBS, UK.
Emerging from a decade of decline in the 1980s, the University of Dar es Salaam, the main subject of this volume, has achieved impressive results recently. This volume analyzes the role of the university in Tanzanian society and discusses institutional transformation in the university. This volume is part of a new series published by the Partnership for Higher Education in Africa.
Musisi, Nakanyike B. and Nansozi K. Muwanga, Makerere University in Transition, 1993-2000. Oxford, UK: James Currey, Ltd., 2003. 103 pp. (pb). ISBN: 0-85255-426-5. Address: James Currey Publishers, 73 Botley Rd., Oxford OX2 OBS, UK.
One of the most important universities on the African continent, Makerere has been buffeted by political and economic crises during its history. This volume traces the history and development of the university through its various phases. There is a special emphasis on reforms and on the adaptation of the university to change. This volume is part of a new series published by the Partnership for Higher Education in Africa.
Smart, John C., ed., Higher Education: Handbook of Theory and Research, Vol. 17. Dordrecht, the Netherlands, Kluwer Academic Publishers, 2002. 503 pp. (hb). ISBN; 0-87586-136-9. Address: Kluwer Academic Publishers, POB 17, 3300 AZ Dordrecht, the Netherlands.
Now in its 17th year of publication, this valuable series provides detailed research-based essays on aspects of higher education in an effort to offer readers a "state of the art" on the topic. In this volume, the subjects considered include student motivation and self-regulated learning, degree aspirations for Latino and African-American students, state financial aid programs, the changing role of the community college, doctoral student socialization, and several others. While the essays focus mainly on the United States and cite mainly U.S. data, most of the topics have international relevance.
Wellman, Jane V. and Thomas Ehrlich, eds. How the Student Credit House Shapes Higher Education: The Tie That Binds. New Directions for Higher Education, No. 122 (Summer, 2003), pp. 1-127. Address: Jossey-Bass Publishers, 989 Market St., San Francisco, CA 94103, USA.
The focus of this collection of essays concerning the use of the credit hour system in the United States is understanding how it affects innovation, the work of the faculty, accreditation, budgeting and related areas. The analyses argue that the credit hour system is deeply embedded in U.S. higher education and that it tends to stifle innovation. The chapters point out that there are few clear rules concerning how credit hours are allocated and little supervision. One chapter discusses the international use of credit hours and points out that there is a trend toward allocating them. The European Union, especially, is concerned with mobility within the EU nations and the credit hour system is a way to manage this mobility.
Williams, Gareth, ed., The Enterprising University: Reform, Excellence and Equity. Buckingham, UK: Open University Press, 2003. 193 pp. (hb). $102. ISBN: 033521072-4. Address: Open University Press, 22 Ballmoor, Burkingham MK18 1XW, UK.
The overall focus of this edited volume is on the permutations of the “enterprise university”—the impact of markets and marked-oriented thinking on higher education. Chapters explore the impact of this concept on academic institutions, the professoriate, the relationship between the university and the workplace, and approaches to the generation of income. While most of the chapters focus on the United Kingdom, there are considerations of American, South African, and Commonwealth experiences.
World Bank, Lifelong Learning in the Global Knowledge Economy. Washington, DC: World Bank, 2003. 141 pp. $25 (pb). ISBN: 0-8213-5475-2. Address: World Bank, 11818 H St. NW, Washington DC. 20433, USA.
While not necessarily postsecondary education, lifelong learning is very much part of the broader education agenda of most societies. This World Bank report discusses the role of lifelong learning in the knowledge economy. An increasingly complex labor market and demands on the workforce make lifelong learning a growing focus. The report discusses financing lifelong learning as well as the development of systems to ensure that lifelong learning is appropriately governed.