The paradox in international cooperation: Institutionally embedded universities in a global environment

As a response to processes of globalisation and regional integration, internationalisation activities in universities have changed. Flows have become more massive, the range of activities has broadened, and internationalisation has shifted from a marginal activity to a central institutional issue with strategic importance (van der Wende 2001, European Journal of Education 36(4), 431-441). These shifts can also be observed in international cooperation among universities. One of the manifestations of this shift is the increase and change of inter-organisational arrangements in higher education. One type of such arrangements - higher education consortia - are analysed in detail in the study. This analysis takes inter-organisational diversity as a starting point (Parkhe 1991, Journal of International Business Studies 22(4), 579-601). The basic thesis is that partners need to be similar, yet different, or in other words, there needs to be sufficient complementarity as well as sufficient compatibility among the participating universities. The article also explores the ways in which the management of consortia can improve the levels of complementarity and compatibility and thus the success of such consortia. © 2007 Springer Science+Business Media B.V

Trends towards global excellence in undergraduate education: taking the liberal arts experience into the 21st century

Dissatisfaction over undergraduate education seems to be persistent and has been jeopardized by the boost in research performance as fuelled by global rankings. Yet it will continue to be the cornerstone and a key mission of higher education. Hence the tide is shifting and the global debate on “the world-class university” is increasingly inclusive towards excellence in teaching and learning. A renewed focus on liberal arts education is part of this global debate on redefining excellence. This article aims to explain why liberal arts education, as it is (re)emerging in different regions, seems to be an adequate response to the search for excellence in the 21st century. It explores the drivers for liberal arts education from an epistemological, economic and a social-moral point of view. The role of interdisciplinarity, generic skills, and citizenship in different regional context are discussed, and also an admission that a liberal arts education is no panacea—that various limitations should be overcome and a truly global perspective is needed

Liberal Arts and Sciences Education for the 21st Century Knowledge Economy : A Case Study of Amsterdam University College, The Netherlands

This chapter describes how Amsterdam University College (AUC), a liberal arts and science honours college in The Netherlands, promotes internationalization and adopts a global approach in its curriculum and academic community. It shows how global learning outcomes and 21st century skills can be fostered to contribute to the international competiveness of higher education institutions and considers the implications for East Asia

Opening Up: Higher Education Systems in Global Perspective

Globalisation has strongly influenced higher education during the last decades. As in many other sectors, this has generated contradictory outcomes. Enhanced competition for reputation, talent, and resources was driven by the paradigm of the global knowledge economy and fuelled by global rankings, dynamic research funding, and international mobility. At the same time and in response, strengthened cooperation occurred within networks, systems, and regions. System convergence could be observed in parallel with a growing divergence and stratification of institutions. Inequality decreased at global level, while it increased within certain nations and regions. As a whole, higher education has opened up to the world and become more engaged at a global level. But how will this process continue with the current backlash against globalisation in Europe and the US and what will be the impact of other major geopolitical trends such as the rise of China? Prior assumptions and scenarios need to be critically reviewed. An equally critical review is needed of the theoretical models, methodological approaches, and concepts for the steering of higher education systems in a global context. How can system openness be effectively combined with the capacity to address globalisation effects on inequality

Liberal Arts and Sciences Education for the 21st Century Knowledge Economy : A Case Study of Amsterdam University College, The Netherlands

This chapter describes how Amsterdam University College (AUC), a liberal arts and science honours college in The Netherlands, promotes internationalization and adopts a global approach in its curriculum and academic community. It shows how global learning outcomes and 21st century skills can be fostered to contribute to the international competiveness of higher education institutions and considers the implications for East Asia