Globalization is a geo-spatial process that connects geographically distant actors and that allows global flows of people, ideas and educational activities, to intertwine with local action. Taking advantage of these new "eduscapes", new initiatives have emerged in higher education, such as the globally networked learning environments (GLNEs). GNLEs are built upon close and equal transnational partnerships that allow students and instructors to build a mutual understanding while enhancing the learning experience (Starke-Meyerreing et al., 2008). Using Fox's (1997) concept of authentic intercultural communication, Bennett's (1986) development model of intercultural sensitivity, and Harman's (1988) classification of the intensity of collaboration, this paper assesses the impact of GNLEs on student's intercultural sensitivity and learning outcomes. The findings suggest that there is a relationship between the structure of GNLEs and their impact on students' intercultural sensitivity and learning outcomes. It also seems that power imbalances in terms of language, technology and resources can undermine the success of GNLEs as alternatives to the current globalization "master-discourse"
