Western Higher Education in Asia and the Middle East
Politics, Economics, and Pedagogy
Contributions by Bryan Alexander, Adeela Arshad-Ayaz, Fatima Badry, Hassan Bashir Texas A&M University at Q, Thorsten Botz-Bornstein, Janel Curry, Boufeldja Ghiat, Michael Gow, Kevin W. Gray, Stephen Keck, Amani Hamdan Alghamdi, Jerry Logan, M. Ayaz Naseem, Mohanalakshmi Rajakumar, Mark Rush, head of the department of politics and director of the Program i, Nancy Small, John Willoughby Edited by Kevin Gray, Hassan Bashir Texas A&M University at Q, Stephen Keck
Publication date:
21 December 2016Length of book:
296 pagesPublisher
Lexington BooksDimensions:
229x152mm6x9"
ISBN-13: 9781498526005
This multidisciplinary volume highlights the transformed nature of the relationship between higher education and society in the 21st century. In particular, it argues that the development of the global university, especially in the non-western world, has transformed the traditional understanding of the relationship between higher education and society. This has important implications for the relations of state, as education has not only become an object of national development policy but for many states an important export.
The history of the university reflects the decisive social transformations which have given definition and identity to both new nations and modern societies. In the post-war period, universities in the industrialized world underwent a radical shift. The mass expansion of higher education ensured that universities were no longer centers designed to train youth to assume the leadership positions held by previous generations. Instead universities were to become centers where job skills could be imparted and knowledge produced, refined and used in the newly emerging Cold War economies, and where students could develop the skills necessary for employment in a changing world. Rather than focusing on the refinement of future leaders, the task of the university became linked to the development of economically exploitable technical knowledge.
A shift of comparable magnitude is now ongoing in the nature of higher education itself. Globalization has led to the growth of knowledge communities around the world, mirroring the rise of centers for global finance in previous decades. In the Middle East and Asia the demands of the knowledge-based economy have led to the opening of new indigenous universities and branch campuses and partnerships with established European and North American universities. Education City in Qatar, for instance, has received or been pledged more than 200 billion dollars since its inception.
The growth of new indigenous universities has altered the traditional role of the university further, increasing the emphasis on courses which are close to the marketplace. These new partnerships have contributed to the creation of what is now referred to as the global university.
The history of the university reflects the decisive social transformations which have given definition and identity to both new nations and modern societies. In the post-war period, universities in the industrialized world underwent a radical shift. The mass expansion of higher education ensured that universities were no longer centers designed to train youth to assume the leadership positions held by previous generations. Instead universities were to become centers where job skills could be imparted and knowledge produced, refined and used in the newly emerging Cold War economies, and where students could develop the skills necessary for employment in a changing world. Rather than focusing on the refinement of future leaders, the task of the university became linked to the development of economically exploitable technical knowledge.
A shift of comparable magnitude is now ongoing in the nature of higher education itself. Globalization has led to the growth of knowledge communities around the world, mirroring the rise of centers for global finance in previous decades. In the Middle East and Asia the demands of the knowledge-based economy have led to the opening of new indigenous universities and branch campuses and partnerships with established European and North American universities. Education City in Qatar, for instance, has received or been pledged more than 200 billion dollars since its inception.
The growth of new indigenous universities has altered the traditional role of the university further, increasing the emphasis on courses which are close to the marketplace. These new partnerships have contributed to the creation of what is now referred to as the global university.
There is much talk of a neo-liberal global knowledge economy but little analysis of its impact on higher education outside dominant centres of knowledge production. This superb edited collection redresses that imbalance and enables us to understand the neo-liberal knowledge regime as not only an economic project but also an exercise in cultural hegemony.