By Sheryl L. Bond, Jean-Pierre Lemasson
In communications, overall healthiness care, and economics, occasions, discoveries, and judgements that originate past nationwide borders this day regularly effect nationwide guidelines and practices. yet how are our approach of schooling, and especially our universities, suffering from globalization? a brand new global of data examines how globalization has obliged universities in Canada to re-evaluate and reconsider the overseas measurement in their challenge and perform. All now contain a world size of their venture assertion. is that this a real assertion of academic ideas? Or is it easily a advertising message meant to place the college to deal with price range discounts throughout the sale of academic prone? a brand new global of information seems on the very important position that Canadian universities have performed in shaping Canada’s reaction to the issues of foreign improvement. It presents the old backdrop and point of research had to accurately tell offerings for the way forward for better schooling in Canada and in a foreign country. The booklet will curiosity lecturers and directors in associations of upper schooling, in particular in overseas affairs and academic stories; practitioners in companies that depend upon college linkages (such as in NGOs and research-granting organizations); executive officers within the schooling region; and scholars searching for a world schooling.
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Additional info for A New World of Knowledge: Canadian Universities and Globalization
Despite, or most probably because of, the lack of national political will to give direction to institutional decisionmaking, the academic community has over the last 50 years enjoyed a vast array of associations and partnerships with government that have conferred influence and power on academe. ” This same pluralism has contributed to a growing reticence to adopt a centralized university policy that might be perceived as undermining the right of faculty or academic departments, or both, to exercise primary control over the curriculum.
In 1981, AUCC published the results of a symposium held at the University of Guelph, designed to assess the experience of major university projects funded by CIDA’s Bilateral Program Branch. CIDA staff and university representatives from Canada and the South discussed five university projects. Whether the Canadian universities that took part (École polytechnique de Montréal, UNB, McGill, Guelph, and Alberta) benefited from sharing their experiences is unclear (AUCC 1980). Whether CIDA took any real notice of their experiences is also questionable.
More commonly, administrators assessed international projects in terms of their economic potential for their universities, rather than on intellectual or curricular merit. This reflected some degree of financial opportunism, built on a comfortable sense of self-satisfaction that Canadian universities had little to learn from colleagues and contexts in other, “less developed” countries, a stance that enabled universities to abstain from genuine selfreflection about the changing nature of a liberal education and make only the most minimal investment of institutional funds in such endeavours.