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Higher Education in the Developing World

Changing Contexts and Institutional Responses

by David W. Chapman, ed., Ann E. Austin, ed.

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April 2002


Pages 288
Volumes 1
Size 6 1/8x9 1/4
Topics Current Events and Issues/Education
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Identifies five critical issues with which higher education institutions in the developing world must grapple as they respond to changing external contexts, offers examples of institutional responses to these issues, and considers these within a systems perspective which recognizes that each response impacts how institutions handle other critical issues.

Half of the students enrolled in higher education worldwide live in developing countries. Yet, in many developing countries, government and education leaders express serious concerns about the ability of their colleges and universities to effectively respond to the pressures posed by changing demographics, new communication technologies, shifts in national political environments, and the increasing interconnectedness of national economies. This book identifies five critical issues with which higher education institutions in the developing world must grapple as they respond to these changing contexts: seeking a new balance in government-university relationships; coping with autonomy; managing expansion while preserving equity, raising quality, and controlling costs; addressing new pressures for accountability; and supporting academic staff in new roles.

These papers offer examples of institutional responses and consider these within a systems perspective that recognizes that each response has a rippling effect impacting institutions' responses to other critical issues. Only as government and education leaders understand the interwoven nature of the problems now facing colleges and universities and the interconnections among the intended solutions they seek to implement can they offer effective leadership that strengthens the quality and improves the relevance of higher education in their countries.

Table of Contents

Introduction and OverviewThe Changing Context of Higher Education in the Developing World by David W. Chapman and Ann E. AustinHigher Education at a Turning Point by Jamil SalmiSeeking a New Balance in Government-University RelationshipsUniversities in Transition: Privatization, Decentralization, and Institutional Autonomy as National Policy with Special Reference to the Russian Federation by Bruce Johnstone and Olga BainFlight from Freedom: Resistance to Institutional Autonomy in Brazil's Federal Universities by David Plank and Robert VerhineWhen Goals Collide: Higher Education in Laos by David W. ChapmanCoping with the Challenges of Greater AutonomyCurrent Challenges and Future Possibilities for the Revitalization of Higher Education in Africa by Jairam ReddyHigher Education and the State in Mongolia: Dilemmas of Democratic Transition by John Weidman and Regsurengiin Bat-ErdeneFrom Marx to Markets: The Renovation of Teaching, Research, and Service in China's Universities by Gerard PostiglioneAchieving Equity While Managing ExpansionEquity Effects Resulting from Access, Choice, and Persistence Policies in Developing Countries by Darrell Lewis and Halil DundarNew Pressures and Forms of AccountabilityQuality Assurance for Higher Education: Shaping Effective Policy in Developing Countries by Elaine El-KhawasNew Relationships with Academic StaffContext for Higher Education Reform in China: An Analysis of Faculty Issues by Yvonna Lincoln, et al.Academic Staff in Times of Transformation: Roles, Challenges, and Professional Development Needs by Ann E. AustinConclusion, Lessons, and DirectionsBalancing Pressures, Forming Partnerships by Ann E. Austin and David W. Chapman



Chapman and Austin have compiled an excellent collection of works written by authors with keen insight into the issues faced by a developing nation of their attention. The five critical issues facing higher education in developing nations provide the organizing framework for this volume. As a collection, these chapters provide helpful examples of strategies and approaches used by developing nations.—John M. Braxton^LProfessor of Education^LDepartment of Leadership and Organizations^LPeabody College^LVanderbilt University

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