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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.

The object of this study is to assess the potential for the development of the Russian market for educational services as a component part of the present-day process of internationalization of science and higher education in the countries of Eurasia, above all China and Russia. The paper describes Russia's and China's unique unifying and coordinating role in the development of a common educational space, which must result in the creation of a Eurasian research-and-education ecosystem. The authors conducted an analysis of the current structure of the ecosystem. The authors conducted an analysis of the current structure of the education ecosystem. The authors conducted an analysis of the currents structure of the sector of joint Russian-Chinese education institutions. The paper describes the current state of affairs regarding, and prospects for, the development of the government's digitalization program that is based on the concept of Digital 4.0, a paradigm that is increasingly becoming a natural environment for society to function and develop in. The authors explore some of the key trends and risks inherent in the development of the global market for educational platforms. The paper provides a rationale for the need to create a joint Russian-Chinese educational platform -- one can hardly overestimate its role in the implementation of the Belt and Road Initiative transnational project. The study employed a set of traditional methods of research, including classification, comparative analysis, summarization, juxtaposition, and forecasting. In addition, it incorporates a sociological survey of students at Russia's leading universities. The authors made use of data from the Ministries of Education of China and Russia and various open-access statistics websites, as well as data from a sociological study of their own. The authors' assessments of the current potential of and trends exhibited by the Russian market for online education, as well as the fact that Russian students are interested in and prepared for active participation in online projects, helped put together a set of recommendations for boosting the competitiveness and efficiency of the Russian market for educational services and those for developing an international educational platform as part of the Eurasian educational ecosystem.

The research reported in this paper seeks to assess the potential of the Russian market for exported educational services through the example of the Shanghai Cooperation Organisation Network University (SCOU). The authors share the findings from their analysis of a set of educational models for the SCOU, provide an assessment of the role of backbone Russian and Chinese colleges in and their contribution to the implementation of priority areas for the training of specialists from SCO member states, share the findings from their statistical analysis of demand for joint export educational programs (JEEPs), and examine some of the key forms and characteristics of the academic mobility of students attending school via a JEEP, which they view as an indispensable part of today's international educational process. The paper shares the findings from a sociological study which was conducted by the authors in the form of a questionnaire-based survey of students from top Chinese and Russian colleges participating in the SCOU program for the purpose of exploring the motivation of students in the context of planning out their individual educational path based on the pursuit of studies overseas. The work makes use of SCOU-related data from the Ministries of Education of China and Russia and various statistics websites on the Internet to analyze the results from the implementation of SCOU JEEPs and also explore the foreign student body attending school in Russia. In putting this work together, the authors employed a set of traditional methods of research, including classification, comparative analysis, summarization, juxtaposition, forecasting, and surveying by questionnaire. The authors' assessments of the potential of the Russian market for export educational programs, based on the example of the Shanghai Cooperation Organisation Network University, have helped put together a set of recommendations on boosting the competitiveness and efficiency of the market for the export of educational projects and programs.

Academic mobility, given its importance in the dissemination of knowledge and globalization of research collaboration, has received growing attention over the past decades. Based on a bibliometric analysis of the literature on academic mobility (119) from 343 journal articles in Web of Science over the period of 2010 to 2020 with the use of CiteSpace, this paper outlines the research intellectual map, such as the most active contemporary institutions, journals, and popular regions/countries; dissects the network of categories and summarizes the emerging trends and future research opportunities for academic mobility. The results of the study are: (1) England is the most productive region followed by China and Netherlands in terms of publication; (2) Utrecht University, The Polytechnic University of Valencia, and Russian Academy of Science are the most productive institutions; (3) The publications are mainly in the subject categories of Education, Business and Economics, and Geography; (4) Gender, scientific practice, brain drain are the main keywords for discussion; and (5) Louise Ackers is the most influential author in this field and "International Migration Journal" is the most frequently cited journal over the past decade. Our paper contributes to the relevant body of literature by systematizing the literature on academic mobilities through CiteSpace, a visualized analytical tool for undertaking bibliometric analysis, providing valuable references for researchers and practitioners who want to further explore this knowledge area.

This study aims to explore the current published research on Language Massive Open Online Courses (LMOOCs), outlining the types of papers, countries where studies were performed and institutions devoted to this field. Also, it intends to classify the reviewed literature following a general categorisation of MOOCs, and to identify the main trends and topics of interest for LMOOC researchers. Results show that there is still a lack of LMOOC-related articles in CALL (computer assisted language learning) journals, since most of the publications in the period reviewed (2012-18) are conference papers. The country in which most studies have been done so far is Spain and Universidad Nacional de Educación a Distancia (UNED) is currently the most active institution in this area. Within the taxonomy established, the most popular categories of studies focused on LMOOC participants or providers and case studies. Systematic review of the published literature indicated that research trends in LMOOCs studies comprise: 1) conceptualisation of LMOOCs and their distinctive features; 2) attempts to find the most suitable model for language teaching and learning beyond the xMOOC/cMOOC dichotomy; 3) suitability of LMOOCs for languages for specific purposes (LSP) courses; 4) focus on the learners and their motivation and experience throughout the course; 5) reflection on the new role of the teacher; 6) instructional design and how it affects participants' learning and possible attrition; and 7) importance of social learning in LMOOCs. Nevertheless, LMOOCs is still an emerging field in need of further serious studies.

The paper provides an overview of the global research on graduate education. The study applied a combination of a bibliometric and social network analysis methods to bibliographic data from Thompson Reuters' Web of Science. More specifically, a keyword search approach was used to retrieve 2,454 articles on graduate education from 1996 until 2020. The set was processed with the VantagePoint software. The paper reports the findings in the form of lists of top scholars, research centres, and countries contributing to research on graduate education. The findings include similar lists of the key funding agencies, contributing disciplines and publication venues, as well as maps representing collaborative activity in the field between institutions, and countries. Finally, the frequency of utilisation of groups of author-supplied keywords is analysed to determine the basic thematic structure of the research on the topic. The originality of the paper consists in the fact that it represents the first attempt to map the landscape of research on graduate education using bibliographic data. It can be used to supplement the results of literature reviews on the topic, which apply a more in-depth content analysis-based approaches to a limited number of papers to determine the thematic structure of the field.

This paper discusses and provides two case studies on a postsecondary, accessible, global project among students in Russia, China, and the United States. The project design was to engage diverse students in an international conversation to explore their place in the world and envision their future as individuals, innovators, workers, and/or leaders in this globalized world. The three countries chosen, Russia, China, and the United States, are world powers and are pivotal countries for building international bridges. This paper highlights the evolution of the project and students' vision for developing ongoing student-centered international research projects. It is the hope of the authors that educators reading this article will be inspired to embark on other accessible global projects designed to enhance language and cultural competence with and among all college students.

This paper explores the contemporary relationship between international student migration and diaspora formation. It argues that international students have been largely absent from recent discussions of 'knowledge diasporas', where migrants' 'home' states attempt to harness and co-opt the skills and knowledge of their émigrés. This is surprising, given students' evident role in knowledge circulation and exchange. In this paper, we foreground the significance of international students but also explore their relationship to diaspora formation from a different angle. We argue that some states are increasingly engaging in (sometimes seemingly contradictory) policies designed to "obstruct" overseas diaspora formation, and these policies centre on their international student populations. Through a number of case studies and drawing on the secondary literature, we demonstrate the ways in which states are strategising to repatriate international students following their studies overseas. More broadly, we argue, this represents an alternative to popular notions of brain circulation and knowledge diasporas, chiming with a far more long-standing concern with 'brain drain'.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows. However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons. In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team. Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place. Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum. Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.

Patriotism is an important and well-accepted value in educational institutions. As a civic virtue, it has always been included in education/training programs. This study aims to compare research articles on teaching of patriotism that were conducted in the last 20 years. The document analysis method was employed in the study for this purpose. The data were collected through the international databases e.g. Wiley, Jstore, Elsevier, Taylor & Francis. 218 articles were found by searching the keywords "patriotism", "patriotic education", and "teaching of patriotism". Upon initial analysis, it was decided that 110 articles would serve the purpose of this study. Content analysis technique was employed to reveal patterns of the selected articles. The number of articles published on patriotic education in each countries, the publication dates of these articles and the comparison of these articles according to countries, purposes, is presented in this study. The paper at hand shows that only some articles have a critical perspective on patriotism. Implications are made based on results.

Inquiry in Global Studies: Music and Politics is a regular course offering in which first-year honors students examine the social and cultural import of music in a global context. This qualitative study examines the practical and pedagogical implications of teaching music and politics during the coronavirus crisis. In a thematic, five-part series analyzing non-Western music both in service to the government and as protest against it, the author describes how students perceived the commonalities and diversities in global culture, history, politics, and society through music while at the same time demonstrating growth in music-making processes and confronting a remote learning paradigm. In a curriculum spanning North Korea, China, Russia, Cuba, and Iran, the author considers the impact of music instruction in cultivating an understanding of transnational community. The paper concludes with selections from the final student showcase and a review of learning outcomes, prompting honors practitioners to consider how high-impact practices in the arts can empower students, cultivate community, and give rise to new multicultural competencies. Changes driven by COVID-19 (course content, delivery, and assessment measures) are presented.

Preschool education is an education process that prepares children for primary education, provides the training and upbringing conditions in the home and also aims to remove the inequalities in terms of language and society in the early period. The audit is to evaluate learning and all the factors that affect learning and also prepare the environment and conditions for effective learning. The purpose of this research was to develop a comprehensive point of view for preschool education audit in the world and our country. Document analysis that is one of the qualitative research methods were utilized in this paper as the method. The documents related to the systems in France, Netherlands, Germany, Belgium, Luxembourg, Denmark, Greece, Spain, Italy, Portugal, Ireland, Italy, Sweden, Sweden, Norway, Iceland, Switzerland, Russia, China, Israel, America, Saudi Arabia, Japan, India Jordan, Albania, Bulgaria, Macedonia, Romania, Bosnia and Herzegovina, Poland, Kosovo and Turkey were researched out within the scope of this study.

The student engagement framework, originally developed for the US educational system, has become increasingly recognised internationally as a means of fostering learning gains in higher education. Despite its recognition, some researchers raise a question about the applicability of this framework in other cultural contexts. Our research extends the existing literature on student engagement by filling the gap of knowledge about the cross-cultural applicability of the student engagement framework. Utilising multi-group structural equation modelling, this paper answers the question about the national differences in associations between student engagement dimensions and the development of generic skills. Data collected from 21 universities across the U.S.A., China, Japan, and Russia, were used. Relying on student engagement literature, four student engagement dimensions were constructed: (1) class engagement, (2) extra effort to meet course objectives or own learning tasks, (3) disengagement, and (4) collaborative learning. The findings support multi-group invariance of the associations between student engagement dimensions and the perceived gains in generic skills across all participating countries. Regardless of country specifics, the extra effort and collaborative learning significantly contribute to the development of generic skills while disengagement has a negative effect.

For those receiving funding from the UK HEFCE-funded Open Educational Resource Programme (2009-2012), the sustainability of project outputs was one of a number of essential goals. Our approach for the hosting and distribution of health and life science open educational resources (OER) was based on the utilisation of the WordPress.org blogging platform and search engine optimisation (SEO) techniques to curate content and widen discovery. This paper outlines the approaches taken and tools used at the time, and reflects upon the effectiveness of web strategies several years post-funding. The paper concludes that using WordPress.org as a platform for sharing and curating OER, and the adoption of a pragmatic approach to SEO, offers cheap and simple ways for small-scale open education projects to be effective and sustainable.

This study investigates the current process of internationalization of higher education in the countries of the Asia Pacific region (APR) through the example of China, the Republic of Korea, Japan, and Russia. The article aims to familiarize the reader with the experience of internationalizing higher education in APR states against a backdrop of global trends. The authors examine the major strategies for the internationalization of education, such as taking a coordinated approach, attracting qualified manpower, focusing on deriving profit, and expanding the potential. The paper analyzes the traditions, strengths and weaknesses, and general traits and characteristics of the above states' national systems of education, as well as the major forms of international partnership and key dimensions of education internationalization in APR states. The authors show that over the last few years APR states have been increasingly active in entering into agreements in the area of education internationalization, which has facilitated the division of spheres of influence and zones of responsibility within the educational area, as well as the steering of educational approaches along a common course. The paper employs traditional methods of research, such as classification, comparative analysis, generalization, juxtaposition, and forecasting. The study suggests three possible scenarios for the future development of the process of higher education internationalization: sustainably diverse internationalization, convergence in the direction of the liberal model, and the triumph of developing economies. The paper also describes current trends in this area in APR states. The authors come to the conclusion that we are in for considerable changes in the international market of educational services, such as the reconsideration of spheres of influence and redistribution of key players in the market, dynamicity and heterochrony in development being among the key traits inherent to today's market of educational services.

This paper looks into the key aspects of the shift in the instruction of logistics as a discipline from traditional to environmentally responsible practices. The authors examine the experience of the development of scientific-educational systems in the world's more advanced societies (the European Union and North America), as well as in the BRICS countries. The paper proposes specific ways to reform the model for professional and career-broadening education by reference to the amassed global experience. The authors draw the following major conclusions: (1) both today's scientific and business communities are oriented toward the shift to environmentally responsible development, which presupposes gradually renouncing the use of hydrocarbon energy resources, embracing the use of renewable technology and recycling, and ensuring social stability; (2) we are witnessing a change in the tenor of not only the strategic concept of the development of particular scientific and business areas but of the functional one as well. Thus, for instance, the domain of logistics services is currently being enriched with the concept of "green logistics", which implies a need for relevant human resources specializing in the field. Many leading nations have already started transforming their education models, as a whole, and their methods for the instruction of logistics as a discipline, in particular, in specific alignment with the principles of environmental responsibility; (3) the education systems of certain world powers, including the Russian model for education, have not yet been fully adapted for shifting to "green logistics", one of today's latest scientific paradigms. Among the major reasons behind this delay is the failure to properly reform the scientific-educational sector, as well as the state's excessive, and rarely effective, participation in the development of this area. To help remediate this situation, the authors propose a set of recommendations aimed at helping to put together a new model for professional and career-broadening training in keeping with the latest scientific concepts and the needs of the labor market.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

Purpose: The study aims to explore the extent to which human resources development quantifies the economic growth of BRICS countries under the globalization era by controlling country differences. Design/methodology/approach: The study used the Generalized Method of Moments (GMM) and Scheffe pairwise comparison tests to quantify the impact of the variables and the level of difference among the BRICS countries onto human Resources development. Findings: The study observes that the impact of human resources development on economic growth of BRICS counties is significant but limited to few countries. The study reveals that countries such as India and South Africa are unable to utilize their human resources efficiently to promote economic growth, as compared with Russia, China and Brazil. The study further argues that there is urgent need of amalgam of various economic development theories keeping in mind the regional needs to extract the positive impact from human resource on economic development. Research limitations/implications: The single limitation of this research is that it was not possible to compare the results with other developing countries to unleash the capabilities of human resources development with regard to economic growth at the universal level. Originality/value: To the best of the authors' knowledge, this paper is the first of its kind to analyze human resources development at a much deeper level. The paper has chosen variables which are important from the policy perspective of government rather than the working perspective, which is a great contribution. Further, for human index the variables chose covering major aspects of human development from spending perspective.

Purpose: The purpose of this paper is to examine the relationships between education and competencies from a comparative view, while controlling for background characteristics (e.g. parental education), home features (e.g. income) and country fixed effect. Design/methodology/approach: This paper utilises an international data sets of 12 Belt and Road (B&R) countries participating in the PIAAC survey. Data are examined using regression models with "REPSET" Stata code. The focus on B&R countries is interesting as this recent economic and strategic development alliance might transform the contemporary global balance of power. Therefore, examining its educational development is important. Findings: Findings reveal the higher the level of education, the higher the competency level in numeracy and literacy. Age was found to be negatively related to competencies, and gender was found to be dually significant. Among the examined B&R countries, Slovenia, Russia and Israel contribute the most to the numeracy, literacy and problem solving competencies (respectively) compared with other countries. The findings might contribute to the design of education for development policies aimed at increasing the level of state competitiveness while accounting for social cohesiveness. Originality/value: The paper provides a comparative study into educational development of the B&R alliance, and therefore offers an insight of the developmental cooperation as it emerges. The focus on the B&R initiative is important as it is a strategic development alliance which might transform the contemporary global balance of power. Therefore, the examination of the above-mentioned relationships with the focus on B&R countries might advance the strategic design of this cooperation.

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.

This paper discusses the noticeable nervousness of many US-based financial statement issuers in adopting IFRS. For contextual purposes, the paper provides an overview of the FASB/IFRS convergence so far and its probable future. A detailed review of convergence in accounting standards is explained through the respective standards for "Pensions and Other Post-Employment Benefits". The paper concludes by suggesting that, while one set of global steps is a noble goal, it might not achieve the desired goal of comparability.

The primary purpose of this paper is to review and evaluate the causes of educational poverty in less developed countries. The basic intent in carrying out such a study is to define and derive the role of governing agencies in deliberately creating educational poverty in the country, so that the private interest of the rich and powerful ruling class can be fully safeguarded. This study is of crucial interest to the common man because majority of the people living in less developed countries are poor in spite of the fact, that almost all these countries own ample human and material resources. However, the common man in these countries is continuously suffering, generation after generation, and has been denied access to basic amenities of life. The rich and powerful ruling class, in majority of the less developed countries, has intentionally denied basic education facilities to its people for keeping them ignorant and unaware of their fundamental rights to share national resources and to gain competence for comfortable living in the society. The paper advocates a complete reversal in economic growth policies of the less developed countries so that top priority is given to those projects and programs that directly benefit the common man in the society. In this respect, the author calls for awareness among the people to exercise their economic and social rights so that people of all the strata can share equally the fruits of growth and prosperity.

Purpose: This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach: A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings: Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value: This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

Projections for the global economy frequently center on the BRIC countries: Brazil, Russia, India, and China. As futurists and economists alike define and re-define both formal and informal coalitions (for example, by broadening the R in BRIC to include all Eastern European economies or instead re-directing the discussion to G-8 countries or to World Trade Organization members), the education profiles of the individual nations sometimes resemble economic indicators: what is imported, what is exported, and what is the potential for expansion. Higher education, and specifically distance learning (the Clicks element of this paper), can already be charted in these terms for some nations. This paper describes the current role of distance learning in countries described as growing economies and proposes a typology for describing change as additional data become available. The paper informs readers of global developments in distance education, using the BRIC nations as examples.(Contains 3 figures, 4 tables, and 13 resources.)