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Kemal Gürüz is Former President of the Council of Higher Education of the Republic of Turkey and retired Professor of Chemical Engineering at the Middle East Technical University. In 2006, he was the first recipient of the Chancellor John W. Ryan Fellowship in International Education at the State University of New York.

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• List of Illustrations(p. vii)
• Acknowledgments(p. xiii)
• List of Abbreviations(p. xv)
• Foreword(p. xix)
• Preface to the Revised and Updated Second Edition(p. xxi)
• Chapter 1 The Global Knowledge Economy and Higher Education(p. 1)
• 1.1 Introduction(p. 1)
• 1.2 Globalization and the Knowledge Economy(p. 3)
• 1.2.1 The Industrial Society(p. 3)
• 1.2.2 Transformation to the Knowledge Society and the Global Knowledge Economy(p. 5)
• 1.3 The Global Higher Education Agenda(p. 18)
• Chapter 2 Enrollment and Increasing Demand(p. 25)
• 2.1 Increasing Demand(p. 25)
• 2.2 Demographic Shift and Nontraditional Students(p. 37)
• 2.3 Increasing Demand and International Student Mobility(p. 39)
• Chapter 3 The Rise of Market Forces(p. 41)
• 3.1 Historical Background(p. 41)
• 3.2 Public Spending and Tuition Fees(p. 43)
• 3.3 Private Institutions(p. 54)
• 3.4 Changing Patterns of Governance(p. 63)
• 3.4.1 Historical Background(p. 63)
• 3.4.2 The State, the Academia, and the Society as Actors in Governance(p. 67)
• 3.4.3 Transformation from the Regulatory to the Evaluative State(p. 70)
• 3.4.4 Spread of Lay Governance, Strengthened Institutional Leadership, and a Redefinition of Autonomy(p. 82)
• 3.5 The Rise of Market Forces in Relation to International Student Mobility(p. 98)
• Chapter 4 New Providers of Higher Education(p. 101)
• 4.1 Introduction(p. 101)
• 4.2 Impact of Technology(p. 102)
• 4.3 Impact of Technology on Traditional Institutions(p. 106)
• 4.3.1 Distributed Learning(p. 106)
• 4.3.2 Virtual Arms and Unbundling of Services in Traditional Institutions(p. 109)
• 4.4 Types of New Providers(p. 115)
• 4.4.1 Consortia and Networks(p. 115)
• 4.4.2 For-Profit Higher Education(p. 118)
• 4.4.3 Virtual Universities(p. 125)
• 4.4.4 Corporate Universities(p. 127)
• 4.4.5 Certificate Programs(p. 128)
• 4.4.6 Museums, Libraries, Publishers, and Media Enterprises(p. 130)
• 4.4.7 Academic Brokers(p. 130)
• 4.4.8 Franchises and Branch Campuses(p. 132)
• 4.5 The Global Higher Education Market(p. 145)
• Chapter 5 Globalization and Internationalization of Higher Education(p. 149)
• 5.1 Historical Antecedents(p. 149)
• 5.1.1 International Academic Mobility in the Greco-Roman and the Muslim Worlds(p. 149)
• 5.1.2 International Academic Mobility in Medieval Times(p. 152)
• 5.1.3 International Academic Mobility: 1500-1800(p. 155)
• 5.1.4 The Birth of the Napoleonic University and the German Research University(p. 159)
• 5.1.5 International Academic Mobility in the Nineteenth and Early Twentieth Centuries(p. 162)
• 5.1.6 The Emergence of Modern American Higher Education(p. 164)
• 5.2 Globalization and Internationalization of Higher Education since 1950(p. 169)
• 5.3 Definition of Terms(p. 172)
• 5.3.1 Globalization and Internationalization(p. 172)
• 5.3.2 Rationales for Internationalization of Higher Education(p. 175)
• 5.4 The European Response: The Bologna Process(p. 180)
• 5.4.1 Chronological Background(p. 180)
• 5.4.2 An Evaluation of the Bologna Process(p. 183)
• 5.5 GATS: A "Commercial/Anglo-Saxon Response"(p. 189)
• 5.6 Quality Assurance in Transnational Higher Education: "Multinational Organizational Responses"(p. 194)
• 5.7 The Global Higher Education Agenda and International Student Mobility(p. 198)
• Chapter 6 International Student Mobility(p. 201)
• 6.1 The Global Picture Today(p. 201)
• 6.2 Major Host Countries(p. 212)
• 6.2.1 United States
• 6.2.1.1 Enrollment Statistics(p. 212)
• 6.2.1.2 Evaluation of Internationalization Policies of the United States(p. 236)
• 6.2.2 United Kingdom(p. 242)
• 6.2.3 Germany(p. 249)
• 6.2.4 France(p. 255)
• 6.2.5 Australia(p. 262)
• 6.2.6 Other Major and Emerging Host Countries: Japan, Russia, Canada, and New Zealand(p. 267)
• 6.2.6.1 Japan(p. 267)
• 6.2.6.2 Russia(p. 273)
• 6.2.6.3 Canada(p. 275)
• 6.2.6.4 New Zealand(p. 280)
• 6.3 Major Countries of Origin of Foreign Students(p. 285)
• 6.3.1 China: A Major Source Country and an Emerging Major Host Country(p. 285)
• 6.3.2 India(p. 289)
• 6.3.3 Other Major Countries of Origin(p. 291)
• 6.4 Regional Breakdown of International Student Mobility(p. 310)
• 6.5 International Student Mobility and International Migration(p. 313)
• Chapter 7 Concluding Remarks(p. 317)
• Appendix A Data on Enrollment and Expenditures in National Systems and International Student Mobility(p. 325)
• Appendix B Definition of Terms Related to Evaluation and Quality Assurance(p. 343)
• Appendix C The European Credit Transfer and Accumulation and the Diploma Supplement(p. 345)
• Appendix D Recognition of Qualifications in Europe(p. 349)
• Appendix E Education, Training, and Youth Programs of the European Union(p. 353)
• Appendix F Definitions of Foreign Students(p. 357)
• Appendix G General Agreement on Trade in Services(p. 361)
• Notes(p. 367)
• Bibliography(p. 387)
• Index(p. 413)

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CHOICE Review

Higher education has exploded globally, and Guruz's excellent, timely study is as useful a guidebook as one will find to this new (even revolutionary) world. That higher education is globalizing is not an altogether novel idea (although for many US educators it seems that way), but few analysts have developed the subject with as original, theoretical, and broad a sweep as Guruz, despite his central emphasis on student mobility. Guruz (former president, Turkish Higher Education Council) argues that the familiar idea of the knowledge society should be conceptualized as the global knowledge economy. With this idea, he provides a framework for understanding the historic shift in higher education, particularly the massive waves of student mobility. Guruz provides a mountain of data. Among the global knowledge economy's characteristics is the disparity between knowledge-producing and knowledge-consuming nations (and those excluded altogether). One wishes Guruz had looked more deeply at the involvement of governments in the global knowledge economy, the role of market forces, the global knowledge economy's impact on humane learning, and the Bologna Process and General Agreement on Tariffs and Trade. Despite some dense prose and occasional proofreader slips, this is a major contribution and starting point for an important conversation. Summing Up: Highly recommended. Graduate, research, and professional collections. H. Steck SUNY College at Cortland

Notas de autor provistas por Syndetics

Kemal Grz is Former President of the Council of Higher Education of the Republic of Turkey and retired Professor of Chemical Engineering at the Middle East Technical University. In 2006, he was the first recipient of the Chancellor John W. Ryan Fellowship in International Education at the State University of New York.