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This paper identifies, examines and discusses higher education funding policy shifts that have taken place in Kenya. The paper argues that even though Kenya's higher education funding policy shifts, from free higher education to cost-sharing, and privatisation and commercialisation, are (to a greater extent) products of the country's encounter with globalisation, local social, political and economic dynamics have been of equally significant influence. Thus, the country's higher education funding policies have been products of a convergence of both the dynamics of globalisation and local contextual imperatives. Furthermore, the point is made that the shift from free higher education to cost-sharing, and privatisation and commercialisation, was symptomatic of a global transition from a development paradigm that was predominantly based on Keynesianism to a neo-liberal paradigm that privileges mean expenditure on social services (such as higher education) and the market logic. [ABSTRACT FROM AUTHOR]

Universities in both North America and Europe are under substantial pressure. We draw on the papers in this volume to describe those pressures and explore their consequences from an organizational standpoint. Building on the institutional logics perspective, field theories, world society theory, resource dependence, and organizational design scholarship, these papers show how the changing relationship between the state and higher education, cultural shifts, and broad trends toward globalization have led to financial pressures on universities and intensified competition among them. Universities have responded to these pressures by cutting costs, becoming more entrepreneurial, increasing administrative control, and expanding the use of rationalized tools for management. Collectively, these reactions are reshaping the field(s) of higher education and increasing stratification within and across institutions. While universities have thus far proven remarkably adaptive to these pressures, they may be reaching the limits of how much they can adapt without seriously compromising their underlying missions. [ABSTRACT FROM AUTHOR]

In order to strengthen their international presence, universities pursuing a world-class status are striving to increase their internationalization. Internationalization implies a transformation of university governance, especially for universities in a non-English-speaking system such as Japan's. This paper examines the challenges of internationalization for Japan's top universities as a transformation process of these universities' governance. First, the historical background of Japanese higher education as an early front-runner in Asia is discussed, along with the dynamics of national identity and global trends. Second, a series of government-funded programs for research and internationalization are examined from the viewpoint of governance reform. The construction of 'world-class' universities not only implies concentrated financial investment but also a comprehensive transformation of university governance in a global context. The major challenges for top Japanese research universities in terms of maintaining and improving their international presence are also highlighted. This article suggests the importance of examining the historical and current context of university governance in East Asian higher education. [ABSTRACT FROM AUTHOR]

Internationalisation has become a central concern in today's higher education and has been developed as an explicit institutional-wide priority. However, as many researchers argue the meaning of internationalisation remains ambiguous and unclear. The majority of existing studies on the phenomenon are case based or focus on the divergence of intuitional motives and strategies. With all has been known about the differences, a shared construct has yet been established to theoretically conceptualise the phenomenon. This article explored university practitioners' perceptions of internationalisation, in order to construct the phenomenon. To construct university internationalisation, by and large, means to identify the comparable elements of the phenomenon across individual cases and contexts. Specifically, university policy-makers from 17 flagship universities in Australia, Singapore and China were involved in the investigation. The findings show considerable commonalities in the major motive that drives institutional internationalisation, the strategies that universities develop for internationalisation and the approach to implement internationalisation strategies. These similarities enable the establishment of an integrated construct of university internationalisation. This is not to say that university internationalisation is understood and implemented in the same manner in universities across different countries. The observed divergences are also discussed and linked to the influential contextual factors. The findings of this study contribute to the theorising of the widely discussed phenomenon by answering the key question that in what way university internationalisation can be constructed. [ABSTRACT FROM AUTHOR]

The study investigated the stakeholders' perceptions of South Korea's higher education internationalization policy. Based on the research framework that defines four policy values-propriety, effectiveness, diversity, and engagement, the convergence model was employed with a concurrent mixed method sampling strategy to analyze the stakeholders' perceptions. According to the findings, the stakeholders perceived that the government's internationalization policy to date has contributed to the international competitiveness of Korean universities by and large in a quantitative manner. Their views however signaled that the government should consider the quality and identity of Korean higher education institutions when designing and implementing internationalization policy. Based on the implications that the findings have in the policy context, this study suggested two points for future policy research into Korean higher education internationalization: (1) develop a glonacal definition of world-classness for Korean universities and (2) build up a mixture model of centralization and decentralization for the government-university relations, which encourages internal self-governance of Korean universities. [ABSTRACT FROM AUTHOR]

China's recent quest to develop world-class universities is a significant phenomenon within the worldwide transformation of tertiary education. Taking a cultural approach and drawing on empirical findings, this article investigates the emerging Chinese model of the university, considering its key features and contributions to global communities. First, examining the rhetoric about world-class universities in varied societal contexts, it explores the institutional initiatives and government agendas involved in China's drive for global status. Then, using case studies of three universities moving toward mass higher education and world-class status, it shows the role played by their individual institutional initiative. It next describes key features of the emerging Chinese model of the university, including the core values of self-mastery and intellectual freedom, to show how it differs from the dominant Anglo-Saxon and American models but shares some features with the continental European and Japanese models of the university. The final section considers policy implications of the emerging Chinese model, its potential lessons for reform and practice, and its role in fostering vibrant democracies and global dialogue among civilizations in the future. [ABSTRACT FROM AUTHOR]

This article draws on the discourses of educational policy in Europe to focus on the implications of the Bologna Process for higher education in Russia. The Bologna Process, as a multi-dimensional discourse involving a variety of social actors, reflects some of the complexities and contradictions of globalisation, in many local cases evoking responses and leading to outcomes which were neither planned nor predicted by the official educational policy planners. The role of international organisations in the reform of Russian higher education is considered and the barriers, limitations and possible consequences of Bologna for the Russian situation are explored. [ABSTRACT FROM AUTHOR]

Growing student access and factors associated with globalization affect higher education's organization, purpose, and delivery. [ABSTRACT FROM AUTHOR]